Free Essays on Observation Paper

As a prospective teacher I admit that when I first entered the teacher education program I thought of learning as memorizing, and understood teaching as showing, telling and performing. I admit feeling uncomfortable at the outset with the requirement to be reflective about past and current experience and practices, and with the expectation that I should be actively involved in the construction of my own professional knowledge. A narrative and holistic orientation to teacher education is grounded in Dewey’s philosophy of education and his belief that we learn from experience and reflection on experience. As Dewy (1966) has explained: ‘[the] educational process is one of continual reorganizing, reconstruction, transforming experience’ (p.50), and this holds whether one is in a setting of teacher education, a high school or a kindergarten. As instructor, I emphasize the necessity for participants to understand the foundational concepts on which the courses are based; that the emphasis on reflective inquiry in learning to teach was established by Dewey in his work on conceptions of time, space, experience and sociality (Dewey, 1916, 1934, 1938a, 1938b). A narrative and holistic orientation to professional learning is based on the education and development of the whole person who is becoming a teacher. The construction of professional knowledge is understood as a relational and interactive process where teacher, student and subject matter are interconnected (Schwab, 1971, 1983). Here, the particularities of personal and situational contexts are important. In the context of a curriculum for teacher education, this view challenges simplistic notions of a curriculum based on a set of theoretical and practical requirements, a course of study, or a list of competencies. It validates individuals’ experiences of schooling, their personal biographies and family histories, and experiences of growing up in different cultural envir... Free Essays on Observation Paper Free Essays on Observation Paper As a prospective teacher I admit that when I first entered the teacher education program I thought of learning as memorizing, and understood teaching as showing, telling and performing. I admit feeling uncomfortable at the outset with the requirement to be reflective about past and current experience and practices, and with the expectation that I should be actively involved in the construction of my own professional knowledge. A narrative and holistic orientation to teacher education is grounded in Dewey’s philosophy of education and his belief that we learn from experience and reflection on experience. As Dewy (1966) has explained: ‘[the] educational process is one of continual reorganizing, reconstruction, transforming experience’ (p.50), and this holds whether one is in a setting of teacher education, a high school or a kindergarten. As instructor, I emphasize the necessity for participants to understand the foundational concepts on which the courses are based; that the emphasis on reflective inquiry in learning to teach was established by Dewey in his work on conceptions of time, space, experience and sociality (Dewey, 1916, 1934, 1938a, 1938b). A narrative and holistic orientation to professional learning is based on the education and development of the whole person who is becoming a teacher. The construction of professional knowledge is understood as a relational and interactive process where teacher, student and subject matter are interconnected (Schwab, 1971, 1983). Here, the particularities of personal and situational contexts are important. In the context of a curriculum for teacher education, this view challenges simplistic notions of a curriculum based on a set of theoretical and practical requirements, a course of study, or a list of competencies. It validates individuals’ experiences of schooling, their personal biographies and family histories, and experiences of growing up in different cultural envir...

Battle of Corunna - Napoleonic Wars Battle of Corunna

Battle of Corunna - Napoleonic Wars Battle of Corunna Battle of Corunna - Conflict: The Battle of Corunna was part of the Peninsular War, which was in turn part of the Napoleonic Wars (1803-1815). Battle of Corunna - Date: Sir John Moore held off the French on January 16, 1809. Armies Commanders: British Sir John Moore16,000 infantry9 guns French Marshal Nicolas Jean de Dieu Soult12,000 infantry4,000 cavalry20 guns Battle of Corunna - Background: Following the recall of Sir Arthur Wellesley after the signing of the Convention of Cintra in 1808, command of British forces in Spain devolved to Sir John Moore. Commanding 23,000 men, Moore advanced to Salamanca with the goal of supporting the Spanish armies that were opposing Napoleon. Arriving in the city, he learned that the French had defeated the Spanish which jeopardized his position. Reluctant to abandon his allies, Moore pressed on to Valladolid to attack the corps of Marshal Nicolas Jean de Dieu Soult. As he neared, reports were received that Napoleon was moving against him the bulk of the French army. Battle of Corunna - British Retreat: Outnumbered more than two-to-one, Moore began a lengthy withdrawal towards Corunna in the northwest corner of Spain. There the ships of the Royal Navy waited to evacuate his men. As the British retreated, Napoleon turned the pursuit over to Soult. Moving through the mountains in cold weather, the British retreat was one of great hardship that saw discipline break down. Soldiers looted Spanish villages and many became drunk and were left for the French. As Moores men marched, General Henry Pagets cavalry and Colonel Robert Craufurds infantry fought several rearguard actions with Soults men. Arriving at Corunna with 16,000 men on January 11, 1809, the exhausted British were shocked to find the harbor empty. After waiting four days, the transports finally arrived from Vigo. While Moore planned the evacuation of his men, Soults corps approached the port. To block the French advance, Moore formed his men south of Corunna between the village of Elvina and the shoreline. Late on the 15th, 500 French light infantry drove the British from their advance positions on the hills of Palavea and Penasquedo, while other columns pushed the 51st Regiment of Foot back up the heights of Monte Mero. Battle of Corunna - Soult Strikes: On the following day, Soult launched a general assault on the British lines with an emphasis on Elvina. After pushing the British out of the village, the French were promptly counterattacked by the 42nd Highlanders (Black Watch) and the 50th Foot. The British were able to retake the village, however their position was precarious. A subsequent French attack forced the 50th to retreat, causing the 42nd to follow. Personally leading his men forward, Moore and the two regiments charged back into Elvina. Fighting was hand-to-hand and the British drove the French out at the point of the bayonet. At the moment of victory, Moore was struck down when a cannon ball hit him in the chest. With night falling, the final French attack was beaten back by Pagets cavalry. During the night and morning, the British withdrew to their transports with the operation protected by the guns of the fleet and the small Spanish garrison in Corunna. With the evacuation complete, the British set sail for England. Aftermath of the Battle of Corunna: British casualties for the Battle of Corunna were 800-900 dead and wounded. Soults corps suffered 1,400-1,500 dead and wounded. While the British won a tactical victory at Corunna, the French had succeeded in driving their opponents from Spain. The Corunna campaign exposed issues with the British system of supply in Spain as well as a general lack of communication between them and their allies. These were addressed when the British returned to Portugal in May 1809, under the command of Sir Arthur Wellesley. Selected Sources British Battles: Battle of CorunnaBattle of Corunna

Homework 4 Essay Example | Topics and Well Written Essays - 250 words - 1

Homework 4 - Essay Example The US supports the Jewish Israelites against the Christian Palestinians who do not believe in Jesus and Muslims as they support the expulsion of the all Israel citizens living in Palestine. The Americans have embraced the perverted interpretation of Christianity that ignores the humane message of Jesus Christ which is the same view held by the non-Christians in Palestine. The mainline Christians in Palestine usually question about the legitimacy of the Jewish faith while some evangelical Christians back Israelites hence the reason why the US is against the Christians. The Palestine-Israel conflict for the US economy and diplomacy has huge consequences on the economy and security of the US. The passionate attachment that US have with Palestine has produced numerous evils in their country (Green 120). The conflict between the two countries has highly jeopardized the security in the US and that the conflict is responsible for the economic, moral and social

Disadvantages of Social Networking at the Workplace Research Paper

Disadvantages of Social Networking at the Workplace - Research Paper Example In places of work, this can cause many problems in relation to wasted resources, lack of concentration, lost productivity, unhealthy employee relationships as well as tarnishing of the image of a company. Disadvantages of Social Networking at the Workplace The first major disadvantage of social networking in the workplace is that it leads to reduced Employee Productivity. Considerable research has revealed that due to the demands of social media and the excitement accrued by social networking, most employees will spend more time on the social media sites rather than do productive work. Most of the time, employees entangled with social networking will not often concentrate on their work. They will concentrate more on the social networking. This is because they need to make new friends, share some experiences or reply to some messages. In the long run, the quality of work delivered by such employees becomes very poor thereby reducing the productivity of the entire company. This can cau se the company to undergo enormous losses. In addition to spending less time in productive work, such the presence of social networking may cause the employees to loose concentration in their work. In some cases, the employees have internet connection in their offices. This causes some of them to get in to the social networking sites while they work. ... For instance, an employee might decline out of office responsibilities where he cannot access the internet. The other disadvantage of social networking in places of work involves generation of unhealthy employee relations. In most cases, the employees will interact more in the social media than they do in the open. In this case, some employees within a company might hurt others in the same company. For example if a particular employee feels that another employee has taken up his or her position in the company, he or she may want to sent hurtful messages to the other employee through social networking sites. In some instances, such hurtful and abusive messages may be addressing the affected employee indirectly. In other occasions, a junior employee may send bad messages though the social networking sites concerning his boss. This can hurt the boss in a great way. Unhealthy employee relations may also accrue from issues related to promotion and prestigious positions in a company. For e xample, one employee might feel that his fellow employee receives favors from the management including undeserved promotion. The other employee can pass messages to all other employees of the company through the social networking sites concerning the issue. In most cases, the messages passed through these social networking sites are often rumors and therefore can tarnish the names of people. It might be impossible for such a person to tarnish the name of his fellow employee by word of mouth. Most people will view the social networking sites as good avenues to pass rumors concerning people that they hate or dislike. This means that rather than social networking strengthening employee relationships in the workplace, it actually destroys these

Learner Resources Essay Example for Free

Learner Resources Essay Review the range of resources available within the organisation for a selected curriculum area. Prepare, use and evaluate one of them in their teaching. Analyse the strengths and challenges of the selected resource and how it has supported learning. INTRODUCTION Selecting the use of resources is a vital aspect of enhancing not only the learning experience for the student, but also the effectiveness of the teacher’s delivery. The fact that students do have varying learning needs and styles, would suggest that the teacher would need to consider the various learning resources available that could help fulfil the student needs. Therefore it is important that the use of resources are fully integrative of the teaching strategies used, hence complimenting to the effectiveness of these strategies. Teaching/learning resources that can be used are: †¢ Printed materials †¢ Photographs and slides †¢ Posters †¢ Models †¢ Chalk/Black Boards †¢ Flip charts †¢ Overhead transparancies †¢ Audi tapes and compact discs †¢ Tape slide sequences †¢ Video tapes and film †¢ Laboratory equipment †¢ Real objects †¢ Computer based resources However, whilst there is a great deal of choice available to the teacher it is important to evaluate the options available fully in order to ensure that the aims and objectives of the session are met and that resources are not chosen in an unstructured way. Rather, the resources, should be a complimentary tool to enhancing the learning experience. This can ensure effective student learning, however, if not evaluated fully, this can have a detrimental effect. Cox and Harper (2000: 57-58) pose general questions to consider when evaluating resources: †¢ Are the materials appropriate to the learning outcomes? †¢ Are they suitable in terms of the characteristics of the students? †¢ Are they clear and attractive and consistent with a professional approach to teaching? †¢ Are they reasonably cost effective? †¢ Are they suitable for the way they will be used? †¢ Are they free from discriminatory language or images? Therefore, when evaluating the most commonly used resources that have been undertaken on the Certificate of Personnel Practice Course at Barking College the above considerations will be taken into account. The table below analyses the learning resources that have been used within the teaching context on the Certificate in Personnel Practice course at Barking College. The resource most frequently used within the sessions conducted on the Certificate in Personnel Practice course is the use of the Powerpoint (see Appendix A for example of powerpoint presentation taken from Week 12 of the course). It was felt that the Powerpoint presentation enabled the greatest opportunity to convey information to a full class of students, whilst given the learners an opportunity to feedback, through questions and answers. As stated by Armitage et al (2003: 127) this method gives the potential for dynamic graphics, greater and easier to use colour and ‘live’ demonstration of interactive software and the Internet’. Additionally, Davies J et al (1993) suggests that if it is apparent to the students that little attention is given to the quality of the resource then motivation will be affected. Therefore, the session would benefit in continuously gaining student feeback on the effectiveness of this resource. Previously, overhead slides had been used, but as mentioned the use of Powerpoint has become very cost effective, through storing presentations on disk. As well as sharing this with other members of the teaching team it can be shared with the students as well. Specifically, Powerpoint allows the student to print out user-friendly handouts of the slides, which is effective for note taking. Through identifying some of the limitations of the Powerpoint the sessions include the active use of the whiteboard to write down student contributions and amendments. The need for further additional resources to compliment the Powerpoint is also needed. The use of handouts has identified further that assessments and participatory groupwork is imperative. Therefore, as with all resources it is important that there is not over-reliance on one particular resource, as this would not appeal to all learning styles and is limited in meeting the strategies adopted by the teacher. Therefore the use of complimentary and additional resources is imperative. Case studies have been identified as an ideal way of ensuring assessment, whilst obtaining active student involvement either individually or as a group to contribute. So will therefore, be used more readily in future sessions to compliment the Powerpoint resource Conclusion Different resources have their strengths and weaknesses, with some having a more positive/ negative effect on the learners than others. Therefore, a range of resources have been continuously used on the course in order to not only meet the needs of the learner but the aims and objectives of each individual session. BIBLIOGRAPHY Armitage, A et al (2003) Teaching and Training in Post-Compulsory Education. Maidenhead: Open University Press Cox, A and Harper, H (2000) Planning Teaching and Assessing Learning: A Reader. London: Greenwich University Press Davies, J et al (1993) Adult Learning, Adult Teaching 3rd edn. Cardiff: Welsh Academic Press Honey, P. and Mumford, A. (1992) Manual of Learning Styles, 3rd edn. London: Peter Honey Petty, G (2004) Teaching Today: A Practical Guide, 3rd edn. Cheltenham: Nelson Thornes

Use of Reflective Practice in Nursing Essay -- Professional Growth thr

In this essay, I will be summarizing and exploring my understanding of reflective practice. Reflective practice is the process of learning through and from experience towards gaining new insights of self and practice (Boud et al 1985; Boyd and Fales, 1983; Mezirow, 1981, Jarvis, 1992). This generally involves examining assumptions of everyday practice. It also requires the individual practitioner to be self-aware and to critically evaluate their responses to practice situations. The point is to recapture practice experiences and think about them critically in order to gain new understandings and so improve future practice. This is understood as part of the process of life-long learning. This process of learning from reflection brings self-awareness, gaining knowledge and enhancing communication skills, were the key learning points that I learnt within this discussion. From this discussion itself I learnt new features and ways which gave me the ability to learn how to enhance my communication skills. I have also gained knowledge from on-line discussion with members of the group who have shared their knowledge and acquiring from literature. However, this process of continuously learning gave me a deeper insight of new features and methods that allowed me to challenge myself by merely sharing knowledge within an on-line discussion. In reflective practice, practitioners engage in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and the reactions they prompt in themselves and in learners (Brookfield, 1995; Thiel, 1999). The goal is not necessarily to address a specific problem or question defined at the outset, as in practitioner research, but to observe and refine practice in gen... ... R. (2011). ABC of Action Learning. Gower Publishing Limited; Surrey Schon, D.(1983)The Reflective Practitioner. New Yorks Books. EGAN, G. (2007) The Skilled Helper.9th ed. Belmont:Brooks/Cole Cengage Learning. SUSAN, W. W. and IAN McGILL (1989) Making Sense of Experiential Learning, London, United Jarvis, P. (1992) Reflective practice and nursing. Nurse Education Today, 12(3), 174-181. LINDA, D. R. and MARY, W. (2001) Principles and Practice of Informal Education, London, Routledge Falmer Mcgill, I and Beard, L. (2001) ‘Action Learning: a guide for professional. Management & educational development’ Oxon: Routledge. Mezirow, J. (1981) A critical theory of adult learning and eduaiton. Adult Education,32(1), 3-24. Schà ¶n, D. A. (1987) Teaching artistry through reflection-in-action, In Educating the reflective practitioner (pp. 22-40) San Francisco

An Analysis of Obesity in America

LIB 111 9 October 2012 Our Responsibility: An Analysis of Obesity in America America is becoming obese. As a community we are becoming more accepting of being overweight. Americans must make choices about where they eat, and how much they eat, for themselves, as well as their families. It is a person’s own responsibility to choose what they consume, not their government’s. Fast food is the new tobacco. Only society, not the government will be able to change the way Americans view their food choices.Many people, such as First Lady Michelle Obama, in â€Å"Remarks to the NAACP National Convention† believe that it is the government’s job to help control America’s obesity rates (432). Obama states that the government is proposing, â€Å"a $400 million a year fund†(427), to promote health. America prides itself on the liberties of its citizens, and the government is supposed to ensure that American’s have rights, not take them away. Forcing Americans to change their way of eating is not the solution to obesity. In â€Å"What You Eat Is Your Business† written by Radley Balko, Balko talks about how America is â€Å"migrating toward socialism†(396).We are migrating toward socialism by not allowing the people to think for themselves and make their own decisions. Balko believes that we should not bring â€Å"government between you and your waistline†(396). He argues, â€Å"[w] e’re becoming less responsible for our own health, and more responsible for everyone else’s†(396). Balko makes the most valid of points by asking himself, â€Å"if the government is paying for my anti-cholesterol medication, what incentive is there for me to put down the cheeseburger? †(397). If the government is just going to take care of you once you have the negative affects of fast food, you don’t need to prevent it.David Zinczenko, chief editor of Men’s Health wrote, â€Å"Donâ€⠄¢t Blame the Eater† in 2002. In his essay, Zinczenko voices that the public should know better than to eat several meals a day at a fast food restaurant, however he does hold fast food restaurants accountable for not telling the public how many calories a meal contains (397). It is the government’s duty to have fast food restaurants make nutritional facts available to the public. American’s find it easiest to blame others for their faults, instead of dealing with them.In society, many people are often careless when looking out for themselves, and always claim to need the government’s assistance when in need. Our government should help, but only as a last resort. Americans need to promote their own healthy lifestyle. If there is no inner desire for a healthy lifestyle, the government should not be able to change your chosen way of living. Food is related to emotions. All American’s can relate to the sweet smell of their mother baking cookies on a co ld day, and the melt in your mouth taste of the warm cookies after playing outside in the cold.Judith Warner claims, â€Å"the Obama nanny state is, essentially, snatching cookies-I. e. , the pursuit of happiness- from the mouths of babes†(401). By regulating what children are allowed to eat, it is an â€Å"assault on the American way of life†(401). It is a parents job to control what their children eat, not the governments. Many find that their inspiration is from ads, other people, TV, and Internet. It is society that evolves and changes into a new mindset together. Tobacco sales, as argued by Judith Warner in â€Å"Junking Junk Food† did not decline due to the government’s involvement, but because of society’s modern outlook on smokers.Warner says â€Å"it was a shift in cultural attitudes, not laws or regulations, that led Americans to quit smoking†(404). If the harmful ingredients in tobacco can be outlawed by society, and influence Ame ricans to live a healthier lifestyle, then society, not our government can and will be responsible for their healthy diet. One will not change their outlook on healthy living or healthy diets, based on what a government demands, it must be one’s own choice to change the way they and their families eat and exercise.When society begins to evolve, without the government demanding it, people will be confident with their healthy lifestyle choices. Warner believes that â€Å"social norms could change: that huge portions, or eating processed foods loaded with sugar, salt and fat for example could become socially unacceptable†(404). There is hope for American citizens to make their own decisions. It is up to American parents to control what their children eat, as well as what they are consuming. The government does not have the right to regulate one’s personal food intake.American’s must see their current faults, and allow for change in their lives. We must be re sponsible for ourselves, and not allow the government to constantly take care for their citizens as children. Works cited Balko, Radley. â€Å"What You Eat Is Your Business†. â€Å"They Say/I Say† with readings: The Moves That Matter in Academic Writing. Ed. Gerald Graff, Cathy Birkenstein, Russel Durst. 2nd ed. New York. W. W. Norton, 2012. 395-397. Print. Obama, Michelle â€Å"Remarks to the NAACP National Convention†. â€Å"They Say/I Say† with readings: The Moves That Matter in Academic Writing.Ed. Gerald Graff, Cathy Birkenstein, Russel Durst. 2nd ed. New York. W. W. Norton, 2012. 417-433 Print. Warner, Judith. â€Å"Junking Junk Food†. â€Å"They Say/I Say† with readings: The Moves That Matter in Academic Writing. Ed. Gerald Graff, Cathy Birkenstein, Russel Durst. 2nd ed. New York. W. W. Norton, 2012. 400-404. Print. Zinczenko, David. â€Å"Don’t Blame the Eater†. â€Å"They Say/I Say† with readings: The Moves That Matter in Academic Writing. Ed. Gerald Graff, Cathy Birkenstein, Russel Durst. 2nd ed. New York. W. W. Norton, 2012. 391-392 Print.

Quality Control of Parenterals

From Greek, Para outside; enter=intestine and exerts their action by directly entering into the systemic circulation. The quality of prankster's is the sum of all parameters that contribute to safety, efficacy and therapeutic efficacy of the drug. Drug products administered by injection are characterized by three qualities pertinacity, and freedom from particulate matter. The USPS compendia requirements has recommended the following tests for parentally products:1 . Pyroxene Testing.2. Sterility Testing.3. Particulate matter Testing.4. Package integrity Test.5. Safety Test.Pyroxene Testing Pyroxene are fever producing substances, which are metabolic products of microorganisms. Chemically, they are lipid substances associated with a carrier molecule, which is usually a polysaccharide. Pyroxene are produced by many microorganisms including bacteria, yeasts and McCollum. Most potent pyroxene are the antitoxins produced from the cell walls of the Gram- negative bacteria. Pyroxene can cau se a lot of damage, if they are injected into a human being. Hence every batch of parentally is tested for the presence of pyroxene. Page Number 5 Following Tests are Performed for Pyroxene testing: A. Rabbit Pyroxene Test (RPR) B. Ilium's Embody Alyssa (ALA) Test C. Monocot Activation Test (MAT) A.Rabbit Pyroxene Test (RPR) Introduction Selection of animals Animal quarters Retaining boxes Materials Thermometer Preliminary test Main test Interpretation 0 Introduction It is an in vivo test to detect the presence of pyroxene in parental to ensure their quality standards. In 1942 it was added on USPS as official test but it was replaced with ALA test in 1982. Biologic are still tested with RPR Early indention detection was accomplished by injecting rabbits with the sample and observing the response in their body temperature. Rabbits have similar indention tolerance to humans, and were thus an ideal choice. However, this method was costly, time consuming, and prompted protests from anim als rights advocates. But perhaps the biggest drawback of this test was its inability to quantify the indention level.Selection of animals Rabbits are used in this test because they show similar response as in humans. Following is selection criteria according to USPS 0 Albino rabbits should be used which grams in weight. 0 Rabbit should not loss its weight during week of test 0 Rabbit should be physically healthy 0 Rabbit should be on balance diet 0 Rabbit should not be administered with any anti body 7th – A I Survivors I The University of Lahore Page Number 6 0 The rabbits which are used three days before in a negative pyroxene test are not used 0 The rabbits which are used two weeks before in a positive pyroxene test are not used 0 Animal quarters Rabbits should be kept in special cages and individual rabbit in a single cage.Quarter and cage should be fulfilled following criteria: 0 Design of cage should be certified from ALL (American association of accreditation of labor atory animals) 0 Temperature of quarter should be 20 to 30 degree Celsius (temperature of performance area should also be in this range with deviation of 3) 0 If temperature of performance area is different from area where animals are kept then animals must be brought in performance area 18 hours before test 0 In performance area there should not be noise, due to noise temperature of rabbit can rise from 0. To 10 degree Celsius , which become normal after 6 to 9 hours. 0 Retaining boxes Rabbits are kept in separate boxes 1 hour before performance, design of boxes should be such that body can easily move and neck is at opening side. 0 Materials Materials such as syringes glassware etc. Should be washed with water for injection and place in hot air oven at 200 degree Celsius for 1 hour or at 250 degree Celsius for 30 minutes for dehydrogenation..Treat all diluents and solutions for washing and rinsing of devices or parentally injection assemblies in a manner that will assure that they are sterile and pyroxene -free. Periodically perform control pyroxene tests on representative portions of the diluents and solutions for washing or rinsing of the apparatus. 7th – A I Survivors The University of Lahore Page Number 7 0 Thermometer theorists probes or similar probes that have been calibrated to assure an accuracy of ? ±0. 1 0 and have been tested to determine that a maximum reading is reached in less than 5 minutes. Rectal thermometer is used in this test which is calibrated with 1 degree Celsius marks.Thermometer is inserted at depth of 5 centimeter. Temperature should be measured within 5 minutes. 0 Preliminary test Measure the temperature 1-1. 5 hours before test 0 Wash the marginal ear vein with ethyl alcohol (antiseptic) ethyl alcohol also act as clearing agent. 0 Now inject pyroxene free water with dose of 10 ml per keg. 0 Measure the temperature at intervals of 30 minutes for 3 hours 0 Any rabbit showing variation in temperature of 0. 6 degree will no t be used in main tests. 0 Main test Select three rabbits which are passed in the preliminary test. Monitor the temperature and inject the product after 90 minutes in marginal ear vein Dose should be 0. Ml/keg to 10 ml/keg as specified in individual monogram Product can be eluted with pyroxene free water or any solvent recommended in official books Quantity of drug is as in monogram. 0 Measurement of temperature and pyroxene response Measure the initial temperatures within 40 minutes of injection for this purpose take one reading at after 10 minutes and second after 30 minutes average of both will be the initial temperature. 7th – A I Survivors The University of Lahore Page Number 8 Now monitor the temperature for 3 hours at the intervals of 30 minutes and note the highest temperature.

4 pieces of career advice no one will give you

4 pieces of career advice no one will give you You’ve heard all the classics before (including from us!): never stop revamping your resume. Practice your body language. Keep your network evergreen, because you never know when you’ll need it. These are all important and useful tips for anyone’s career, no matter what the industry. But if you’re just starting out, there are some more†¦off-the-record things that everyone learns the hard way, but people don’t really talk about. Let’s look at some of the things that happen to most of us, but aren’t necessarily in the career guides. 1. You’re going to fail (sometimes)That sounds super harsh and pessimistic, right? But it’s also true. You’re not gonna fail all the time, or most of the time- don’t worry. But sometimes, things will go badly, and you will run into the big â€Å"F.† It happens to all of us- the straight-A overachievers, the guy who doesn’t care, the seasoned professional. Sometim es things just aren’t going to go well. And while it can be upsetting, especially if it leads to negative feedback or professional consequences, you have to be able to absorb it, take what lessons you can, and move on. And when it happens, remember that you’re not alone, and that some of the most important lessons come from falling on your face once in a while.2. Set work-life boundaries earlyAt the start of any new job or career path, you want to set a great first impression. The one who starts early (or is impeccably on time every day), stays late, deftly responds to an after-hours email. Here’s the problem with that approach: it can turn into the status quo very quickly, as people start to expect that your hard-charging ways are just the way you operate and what they can expect from you. This is not to say you should slack off, or try to set expectations low. Rather, make sure you’re staking out personal boundaries and that you have personal outlets th at balance out the job. If you don’t have a workout routine, or de-stressing activity, or something that keeps you happy and fulfilled outside of work, that’s a fast-track to burnout.3. Don’t take everything so seriouslyYes, your career is important. Yes, you should be a strong advocate for yourself and not take crap from anyone. But if you’ve got your Game Face on all the time at work, you run the risk of alienating coworkers, bosses, anyone on the receiving end of your â€Å"don’t mess with me† vibe. Being flexible (and willing to take a step back and chill out) when necessary will help you keep a kind of equilibrium at work.4. It’s okay to have imposter syndromeYou’ve probably heard about â€Å"imposter syndrome,† where people feel like they’re inadequate at their jobs and that everyone else is on the cusp of figuring out that they don’t belong there. Turns out, a little insecurity can go a long way towa rd helping your career. If you feel an overwhelming sense of inferiority, that could mean that you need more training or guidance. But if you feel more like you could take that feeling and direct it into professional development, or working more efficiently, then it can be a boon to your career.No matter who you are, no matter what job you do, the most important career advice of all is â€Å"don’t worry.† As long as you’re working hard to improve yourself at every step of your career, you don’t always have to worry about whether you’re following the proper advice- it just has to be proper for you and your goals.

The anatomy of a good speech - Emphasis

The anatomy of a good speech The anatomy of a good speech Whether you think David Cameron is Blair MK II or the saviour-in-waiting of UK plc, the BBCs analysis of his speeches down the years here and here makes very interesting reading. Top of the list of most-used words is people, which Emphasis has always cited as one of the most powerful in the English language. The UKs Conservative Party (of whom Cameron is leader) is currently riding high in the polls with a nine point lead over Labour, and many put this down at least partly to a well-orchestrated communications policy. This is unsurprising given that Cameron is the former head of corporate affairs at a large media company. But credit must also go to the speechwriters on the Tory campaign team, who clearly know how to turn a phrase or two to their leaders advantage. The analysis reveals how they seem to have chosen words very carefully to support a deliberate strategy. For example, Gordon Brown said in his speech last week that this was no time for novices, in a sideways swipe at his opponents lack of experience. So Cameron this week gave Margaret Thatcher a name-check purely to give his speech weight, apparently. The BBC uses word clouds to show how the latest conference speeches from the leaders of all three main UK political parties compare. Its all fascinating stuff.

Godzilla Movie Review Example | Topics and Well Written Essays - 500 words

Godzilla - Movie Review Example However, at the same time, many critics claimed that Godzilla has not been up to the mark. The critical acclaim was posed against the production and cinematography. This makes it evident that modern version of Godzilla has covered the critical points to overcome critical acclaims. Most of the positive feedback that has been noted over the weeks is in terms of graphical work done for the film. Audiences have greatly enjoyed the audio and visual effects of the film. It is due to this reason that increased number of movie-goers made the film as a must watch. The film has been made with little emphasis on storyline and more action oriented. The rendering of action sequence is by far well done in this film which was not better in previous version of Godzilla (Edwards). Cinematography is yet another element of the film that has been able to gain a lot of attention. The main objective of films such as Godzilla is to make sure that their focused monsters are extremely horrible. This is exactly the case in the 2014th version of Godzilla where the monsters were given scariest look. Also, the ability of the heroic groups or the combating party was shown to be very less that rather increased interest of the audiences. It must be said that making the monster larger than life greatly worked for the film. In order to increase the intensity of damage that has been by the monster, the film’s production team made use of panoramic shots of the film that was damaged by the monster. Such details greatly made audiences to imagine the damage that could have been done in the real life by such monsters if they were real. One of the aspects that must be noticed is that the cast of the film is very interesting. The actors are fairly famous actors and actresses. However, the film storyline did not give much chance to the actors to play their respective roles with enhanced looks. Thus, it can be said that the film rather revolves around the monster

Structure of Eukaryotic Cells Essay Example | Topics and Well Written Essays - 1250 words

Structure of Eukaryotic Cells - Essay Example The eukaryotic cells are made up of numerous rod-shaped chromosomes. They are structured to compose of several membrane-bound organelles such as the mitochondria, Golgi apparatus, chloroplasts and endoplasmic reticulum. These organelles found in the eukaryotic cells have remarkable cellular functions. The eukaryotic cells are well structured and protected by a membrane-bound nucleus. This nucleus that surrounds the membrane is considered as a true nucleus (Lanza, 2009). Additionally, almost all eukaryotic organelles are divided with the rest of the cellular space by a membrane. The eukaryotic organelles are surrounded by a membrane that is based on lipid bilayers which are relatively comparable to the cell's outer membrane, but it is not similar. In summary, the aggregate area of a cell's internal membranes by far-off surpasses that of its plasma membrane. Similarly, organelle membranes just like the plasma membrane role are to retain the interior fluids in and the exterior fluids ou t. This separation allows several types of biochemical reactions to take place in diverse organelles (Lanza, 2009). Each of the organelles has a particular role in the cell and all of the cell's organelles work collectively in a unified manner to achieve the inclusive essentials of the cell. For instance, in a mitochondria cell's, the biochemical reactions send energy from pyruvate molecules and fatty acids into a molecule rich in energy called adenosine triphosphate (ATP).