Antibacterial Soap - Free Essay Example

Sample details Pages: 1 Words: 283 Downloads: 6 Date added: 2017/09/26 Category Art Essay Type Analytical essay Did you like this example? How to make antibacterial soap Things Youll Need: * 1 pound unscented, uncolored soap * 4 oz water * double boiler * wooden spoon * Small, heat-resistant, glass bowl * teaspoon * soap molds You can make this soap at home with just a few ingredients. Theres no need to work with lye to make this soap; just start with unscented, uncolored soap as your base. You will need 1 Pound of soap. Grate the soap and set aside. Weigh out 4 ounces of water. Dont measure out the water using a measuring cup; you want to weigh all materials in soap making. All, that is, except for the 1 teaspoon of Tea Tree oil in this recipe). Place the grated soap in a double boiler, along with the 4 ounces of water and heat to boiling. After the soap mixture reaches boiling, turn it down to simmer, stirring gently until the soap has uniformly melted. This will take about 20-30 minutes. Remove the pan from the heat. Then remove 1/2 cup of the melted soap and place it in a small, warmed glass bowl. (a heat-re sistant, glass bowl would work best. Add 1 teaspoon of Tea Tree Oil and stir it into this and then return it back to the pan and stir it all thoroughly. Pour the melted soap mixture into heat-resistant soap molds. You can easily find soap molds in your local craft stores. Let the molds sit until your Tea Tree soap is cooled. After it has cooled, take the Tea Tree soap out of the molds and let it air dry for about a week, turning the bars often so that all sides dry evenly. After your Tea Tree soap is dry, you can wrap it in either plastic wrap, or wax paper. Don’t waste time! Our writers will create an original "Antibacterial Soap" essay for you Create order

Knowledge, Understanding and Skills in Literacy, Numeracy...

UNIT 303 How my knowledge, understanding and skills in Literacy, Numeracy and ICT impacts on my practice. In this assignment, I am going to describe how my knowledge and understanding and skills in Literacy, Numeracy and ICT help and impacts on my teaching assistant role at my school. All teachers and their assistants are required to have the literacy, numeracy and ICT knowledge, understanding and personal skills. This will equip us to develop inclusive approaches to addressing the literacy, numeracy and ICT needs of our pupils. I believe I know how to find information from books and know how to use the Internet efficiently to provide me with a good background idea. I often take notes to help me be ahead of the lesson or to†¦show more content†¦I also support lower ability group in their phonics lesson, I prepare daily activities for this sessions and provide progress report to the teacher on weekly basis. I play games with the children, use visual strategies and revise with them all the time to extend their phonics basics. I also do weekly spelling tests in groups and keep records of their progress in spelling area of Literacy. I regards to Numeracy sessions, again they often run similarly to Literacy lessons, where I get to prepare appropriate maths resources and organize the group work or work with certain individuals. I often need to repeat teacher’s instructions to re-enforce what pupils should be able to achieve and maybe introduce follow-on tasks to extend learning of the more able pupils. I feel, I still have a lot to learn in Numeracy department, partly due to the fact that I was not educated in the UK and the strategies for some mathematical activities are solved very differently here that I would had been used to. Luckily in Year 1 I can catch up fairly quickly and I am learning along side our children. I can pick right resources for their activities – like number lines, numbers squares, counter and on. I am fairly confident computer user and I use it in every day activities or planning time. Our children use ICT suite facilities on weekly basis and I have found that myShow MoreRelatedPlanning and Practicing Embedded Approaches to Raise Learner Achievement2271 Words   |  10 Pagesbasic skills within the UK was highlighted in 1999 when an international study found that 22% of British people were functionally illiterate. Furthermore the government commissioned the Moser report (1999), which suggested that â€Å"something like one in five adults in this country is not functionally literate and far more people have problems with numeracy† (Petty, 2009, p.536). The report outlined that language, literacy and numeracy skills (LLN) needed to be embedded within all teaching practice. TheRead MoreASSESSING LEARNERS IN LIFELONG LEARNING7015 Words   |  29 Pagesby which a learner’s skills and knowledge are reviewed in order to evaluate what they have learnt or in the case o f NVQs, how they are performing against the competencies they are required to demonstrate. I see classroom assessment as having four main purposes. The first three include: Diagnostic or needs assessment purpose: To determine what students already know so teachers can decide the topics and approaches to use. Formative purpose for teacher: To assess student knowledge or performance on someRead MoreEffective Learning And Quality Teaching Practices2294 Words   |  10 PagesFor any business society, it’s imperative to have a population which is both literate and numerate since these skills equip the children with necessary attributes which enable them to create a place for themselves in this modern world.(Bynner, 2007) Nowadays, it’s a commonly accepted fact that the students having good literacy and numeracy skills possess a positive attitude towards themselves and school and moreover, they do further studies and grow into effective and employed adults.(Williams, 2003)Read MoreDTTLS Assignments5208 Words   |  21 PagesDTTLS Essay 4. Subject Knowledge and Understanding ↠ Demonstrate an understanding of the skills in literacy, numeracy and ICT which underpin your subject specialism. What skills (and levels) in these areas do your learners need?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skills: Literacy – to read English for handouts. Spoken – to understand English and follow verbal instructions, to understand feedback and give tutor information re: progress. Written – to complete enrolment forms, health forms, learning aimsRead MoreEnabling Learning and Assessment Essay3396 Words   |  14 Pages Essay: How assessment and feedback fit into my own teaching practice 4 3. Report on two assessment activities 10 4. Report’s support documentation 12 5. Observation of one assessment activity 13 6. Reflective account 14 7. References 16 1. Introduction The aim of this unit is to reflect upon, justify and evaluate my own assessment methods and decisions in my specialist area, which is Employability Skills. Firstly, I will write an essay on which IRead MoreArinze Nwagwu Essay3828 Words   |  16 Pagesï » ¿ DTLLS UNIT 7 Assignment 1 2 Curriculum Development for Inclusive Practice ARINZE NWAGWU Content Pages The contexts in which education and training are provided 3 - 6 In the lifelong learning sector Theories, Principles and Models of Curriculum Design on Inclusive learning and 7- 11 Teaching in our learning environment. References 12 1. Understand contexts in which education andRead MorePtlls Unit 0022409 Words   |  10 PagesUnit 002: Understanding inclusive learning and teaching in lifelong learning Introduction The focus of this assignment is the key factors that influence inclusive teaching and learning and how it is incorporated into my specialist subject area. It is likely that you will be teaching a diverse group of students – from various backgrounds, with differing levels of prior learning and expectations, as well as different learning needs. Taking an inclusive approach when teaching will help to ensureRead MoreSupporting Learning Activities and Assessment for Learning4570 Words   |  19 Pagesinvolved in. The teacher may put some time aside to discuss each week’s activities with the teaching assistant, this would normally allow for any suggestions to be made on how to improve or change things, teaching assistants should have a clear understanding of the learning objective for each activity and know what they should be doing to help the children to achieve this. Delivering Teaching assistant should be a lot more actively involved in delivering the learning activities. This may be by settingRead MoreA Study On Rites Of Passage1803 Words   |  8 Pagesyear eight scheme of work on rites of passage, noting the process of creation from start to completion. It will detail what I have taken into account when choosing the content and learning outcomes; address the incorporation of key skills such as ICT, numeracy and literacy; clarify why some of the learning activities and resources I have utilised were chosen; illustrate how I intend to embrace differentiation; explain how assessment will encourage and monitor learning development. It was essentialRead MoreApplication Of Theories, Principles And Models Of Reflective Practice3309 Words   |  14 Pages1. Understand the application of theories, principles and models of reflective practice to continuing personal and professional development When evaluating theories, principles and models of reflective practice it is always useful to have a brief overview of the target subject. Continuing Personal and Professional Development (CPPD) refers to the development of an individual in their professional work life. In essence it can be compared to a journey, with a point of origin and an end point, within

Quality Physical Education Free Essays

Physical education schools play a critical role in increasing physical activity by offering quality, daily physical education and other opportunities to recreate. Physical education is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. Physical education teaches children the skills they need to be active through out their lifetime. We will write a custom essay sample on Quality Physical Education or any similar topic only for you Order Now Physical education can also enhance academic learning. Regular aerobic exercise produces an increased number of capillaries servicing the brain, which allows for a greater exchange of nutrients and waste products. Additionally, physical education incorporates concepts of math, reading/English language arts, and science into the physical education realm. Technology has integrated into the curriculum with heart rate monitors, pedometers, and computer-based fitness stations. Another way physical education helps academic learning by children receiving additional physical education show an acceleration of their psychomotor development, and this could provide a mechanism for accelerated learning of academic skills. â€Å"Other potential mechanisms include increased cerebral blood flow, greater arousal, changes in hormone levels, enhanced nutrient intake, changes in body build, and increased self esteem,† as mention in the Pediatric Exercise Science (Shepard, 1997, p. 113). In other words, exercise boost oxygen and glucose delivery to the brain, which can help, improve brain function. Physical Education plays a critical role in educating the whole student. Like other academic courses of study, physical education is upon rigorous national standards that define what students should know and be able to do because of participation. Physical education improves children’s relationships with children in their classroom. Children learn how to play as a team player. Physical education includes all children, which helps the children think of others not just themselves. In a quality physical education program, students can achieve physical and individual benefits. Teamwork is very important in everyday life. Most professions are team-oriented style of work. Managers value teamwork because it results in a more cost-effective and useful organization. Physical education is for every child regardless of physical ability, ethnicity, gender, language, race, or religion, the opportunities not only to succeed in physical education, but also to develop a lifelong commitment the health benefits of physical activity. Teachers are able to manage the student’s time more effectively. Physical education prepares students to live physically active, healthy lives through learning experiences at school. International Society of Sport Psychology state, â€Å"Exercise can have beneficial emotional effects across all ages and for both sexes† (p. 183). The major reason for having physical education in secondary schools is to lead the students toward better lifestyles and to be physically fit. There was an article published in 1992 by, The National Association for Sport and Physical Education (NASPE), stating what â€Å"The Physically Fit Person† should consist of. This article states five factors of a physical fit person. One factor is that a physically fit person â€Å"has learned skills necessary to perform a variety of physical activities. † The second factor â€Å"is the person physically fit. † The third factor is â€Å"does this person participates regularly in physical activity. † The fourth is a physically fit person â€Å"knows the implications of and the benefits from involvement in physical activity. † The last factor is that a physically fit person â€Å"values physical activity and its contributions to a healthful lifestyle. The plan as physical educators is to have each child be a physically fit person, by their exit of high school. Quality Physical Education means a planned program of instruction and activity for all students through the entire school year. Quality Physical Education programs are essential in helping students gain competence and confidence in a variety of movement forms such as: aquatics, dance, gymnastics, recreational and activities. It should provide a sound framework for the design and assessment that develop the students’ motivation, fitness, cognitive, affective, and active lifestyle needs, and should focus on lifetime involvement. American Heart Association quote, â€Å"Today, about one of three American kids and teens are overweight or obese, nearly triple the rate in 1963 (American Heart Association Learn and Live – Healthier Kids) (2010). National Academics state, (2005), â€Å"If healthier students are, in fact, more attentive and academically successful students, then parents, principals, and policy makers alike may be supportive of obesity prevention efforts† (p. 6). â€Å"National Health Education Standards offer a coherent vision of what it means to be health literate. These Standards describe the knowledge and skills essential to the development of health literacy. That â€Å"knowledge† includes the most important and enduring ideas, issues, and concepts related to achieving good health. Those â€Å"skills† include the ways of communicating, reasoning, and investigating which characterize a health-literate person. National Standards are not a federal mandate nor do they define a national curriculum. The Standards are intended to serve as a framework for organizing health knowledge and skills into curricula at the state and local levels. † Here are the National Standards: Demonstrates competency in many movement forms and proficiency in a few movement forms. Applies movement concepts and principles to the learning and development of motor skills. Exhibits a physically active lifestyle. Achieves and maintains a health-enhancing level of physical fitness. Demonstrates responsible personal and social behavior in physical activity settings. Demonstrates understanding and respect for differences among people in physical Activity settings. Understands that physical activity provides opportunities for enjoyment, challenge, self- expression and social interaction. Student involve in physical education will develop: †¢ Teamwork- the ability and willingness to work within a group for the good of the group. (leadership, trustworthiness. ) †¢ Cooperation- the ability and willingness to follow group or team strategies. (followership) †¢ Communication skills- knowing when to speak and when to listen in order to help the group achieve its goals. †¢ An awareness and appreciation of personal and group safety. †¢ Honesty- playing within the rules for the good of the group and game. †¢ Courage- the willingness to try new things to expand one’s horizons. Goal setting ability- the willingness to set appropriately challenging goals for oneself and the group. †¢ Perseverance- the ability and willingness to continue pressing towards the goal in the face of normal adversity. †¢ Creativity- the ability to come up with solutions to problems and physical challenges. †¢ An increased level of agility, coordination, and physical fitness. Physical education is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. It is the aspect of education that contributes to the total growth and development of the child mostly through selected movement and physical activities. It also enhances academic learning, helps meet the overall elementary school mission, treats students with dignity and respect, and applies instructional and Physical education helps develop the whole child, including the child’s cognitive development, physical Development, social development and helps develop psychomotor skills. The ultimate goal of physical education will always be participation in health-enhancing physical activity for a lifetime. References http://wilderdom.com/games/PhysicalActivities.html https://www.nap.edu/read/11461/chapter/2#1 http://www.educationworld.com/standards/national/nph/pe/k_12.shtml How to cite Quality Physical Education, Essay examples

Immigration Policy and Immigrant Quality †Free Samples to Students

Question: Discuss about the Immigration Policy and Immigrant Quality. Answer: Introduction: The essay focuses on the comparison and distinguishes two different applications on migration legislation of the Australia and New Zealand. Firstly the migration policy on business skills discusses on the legislation of Australia. The permanent migration program of business skills (BSM) is a dynamic concept in the expansion of migration law in Australia. The country like Australia designed such migration program to allow and encourage the migration of business oriented migrants in order to establish economic benefits out of it. The country follows norms of non-discriminatory immigration policy that is such immigration policy does not regard the grounds of sex, caste, creed and colour[1]. The key benefits of Business Skills Migration (BSM) include encouragement on settlement of business tycoons and to utilise their productive business traits in the development of the business industry in the country. The BSM Policy plays a vital role in establishing, managing and investing a new or an existing business industry in Australia. The program mainly accelerates the business of overseas owners, senior executives and the investors. The business migrants also support in improving a national immigration system of the country and provide promotion of welcoming more numbers of prominent skilled professionals to Australia. On the other side, the migration law for business migrant category of New Zealand deals with certain dominating factors such as policy set out the criteria of migration according to business migrants qualifications, work profile and the opportunity of the business. The New Zealand migration law believed to implement basic criteria to test skills of business migrants. The country like New Zealand believes changes in the migration law for skilled migrant category by imposing changes in the old point system of automatic selection in the number of category. The New Zealand encourages the employment of business migrants at all basic level of small and large businesses and aim to provide higher monetary values to those business migrants. The application of migration law in Australia and New Zealand deals with following comparison in it. Firstly, the Australia BSM programme classified mainly three broad categories of business migrants that are general skilled entrepreneurs, employer oriented nominations and lastly one has distinguished talent or skill in business. On the contrary, the New Zealand BSM programme does not provide broad classification but introduce welcoming steps mainly of investors and point based system to afford opportunity for skilled individuals to acquire everlasting residency in NZ. In [2] the case of Cheung, the court held that business migrant category does not include the permit of business visas for business entrepreneurs family unless family is involved with a business interest under criteria of [3] Australian Migration law. While, the Migration law of New Zealand accept its business valuation of the business migrants experience on a minimum term of three years before permitting to be a permanent business resident in its recent case of AW (Migrant Business Investor) [4] under the guidelines of business migrant investor type 2 category of the NZ legislation[5]. Australia and New Zealand are considered as universal players in regard to business skilled migration programme. In the recent era, both the countries have worked on many perpetual residencies in immigration policies for business migrants. The purpose to implement such programmes is to segment mainly two significance objectives that is one is to build nation and another is to boost fiscal or economic development. By the year of 2014 Australian and New Zealand approaches had adapted to a notable mark on the research evidence of national and international law. Both the Australian and New Zealand government objects is to draw attention on the the finest and brightest scheme in business skilled migrants which is capable of safeguarding prompt and evidently provide a beneficial economic outcomes. In the recent times, the Australia and New Zealand immigration department united mainly eight approaches in relation to business migration programme. Firstly, it focuses on arranging movement of fiscal growth. Secondly, the immigration law differentiated the sources of skill levels in every individual business migrants. Thirdly, it polished the points system to expand minimizing the exploitation of small entrepreneurs opportunities. Fourthly, it aims to reinforce county migration benefits to reassure more distributed patterns of settlement for business migrants. Fifthly, it boosted global business tycoons employments in order to increase prospective resources for skilled business migrates. Sixthly, it stretched short term labour migration in order to establish a developing national. Seventhly, it heightened ambit for two-step migration process for temporary business migrants and for their family. Lastly, it put endeavours to minimise abuse of BSM program through the introduction of m ore comprehensible and translucent selection system[6]. In terms of comparison and contradiction, the Australian Migration Law having more successful and effective policies on BSM programme as compared to New Zealand Migration Law. For instance- The Australian Government has introduced a new pathway for business migrants of New Zealand by providing an option like employer nominated subclass 186 visa where age limit for direct entry of visa applicants has been decreased to the limit of 45 years and increase in the competency test for English transition system and also provide possible changes in the lists of skilled visa programs. Such (189 visa) create a stepping stone in announcing a new way to perpetual residency for every New Zealand citizens who presently living in Australia as business migrant. This new visa 189 became offered from first July of present year for New Zealand citizens contributed commitment and dedication in Australian economy for the last five years[7]. In Australia governments was in a position at once struggling to liberalise supremacy of business skill migration through ways of extending liberty of trade in order to safeguard essence of business affairs and stop falling in the number of business migrants who were undergoing with an issue of lack of perpetual settlement consequences. However, the present picture of Australian temporary and long-standing terms of business migration programs is no more matter of persistent examination to determine the negative outcomes in Australia. Whereas, the Immigration law of New Zealand has been viewed as a necessary element somewhat other than an optional choice in the country since 1840s. The concept of migration law has often created the limits between short-term and long-term migration programmes and forms a blurred picture. The issue of Labour migrations from country like New Zealand are often constructed on triadic relationships between global disparities among self-identified indigenous associations, the national conditions and circumstances where such association live, and lastly the native country conditions and circumstances where they or their ancestors arose. The three keys for skilled business migration programme are offered mainly three approaches. Firstly, it enables an access of permanent skilled migrants more efficiently for purposes of national assets. Secondly, the Short-term funded employees nominated to work in good positions of any prominent company for up to term of four years. Lastly, the Australia focuses mainly on global business migrants who possess potential of skilled business traits in it[8]. The business skilled migration strategy will always considered as a challenge for both Australia and New Zealand in a situation where global business migration is a major spectacle. The temporary movement of business migrants is a most highlighting issue in current time whereas the convenience provided to those countries which can changes the demand level for another. The vitality of these business migration trends, the government for both Australian and New Zealand with practical migration policies is indulged to amend their entrance policies. The migration law must encounter those difficult factors of business immigration programme in order to achieve ultimate goal of developing economy of a nation. Therefore, it is clear from the above analysis between Australia and New Zealand that the business migrants establish a durable inclination in regard to business skills permanent residence migration program. There has been a strong contradiction and comparison formed between the Austria and New Zealand on the basis of above statistics of research evidence. Bibliography Paul, Miller. "Immigration policy and immigrant quality: The Australian points system."(2009) 192-197.The American Economic Review89, no. 2 Fang- Siew Law. "Recruiting international students as skilled migrants: the global skills raceas viewed from Australia and New Zealand."(2007): 59-76 Globalisation, Societies and Education4, no. 1. Graeme, Hugo "Migration policies designed to facilitate the recruitment of skilled workers in Australia."(2002): 291-320 International mobility of the highly skilled. Kate, McMillan "Affective integration and access to the rights of permanent residency: New Zealanders resident in Australia post-2001." (2017): 103-127. Ethnicities 17, no. 1 Cheung v Minister for immigration and multicultural and indigenous affairs (2005) FCA 1725 AW (Migrant Business Investor) (2016) NZIPT 203075