Handwashing techniques Essay Example | Topics and Well Written Essays - 1500 words

Handwashing techniques - Essay Example coli and samples taken of the bacteria count on their fingers. Both hands were involved in the experiment. Next, half the participants (three in number) were asked to disinfect their hands using only soap and water while the other half were asked to do so with the NHS standard handwash – alcohol and chlorhexidine in 1:10 dilution. Samples were taken of the fingers after disinfecting. Samples were sustained for 24 hours after which the bacteria counts were taken. It was found that for all participants, both for normal and NHS standard handwash, there was reduction in the bacteria counts post-disinfect over pre-disinfect but the normal handwash – only soap and water – porved more efficacious than the NHS standard one. It is construed that since there is no established literature on the matter there is need to further investigate if the NHS recommended handwashing technique is superior to normal ones. As this report shows, it does seem like the normal handwashing te chniques proves superior to the NHS standard. This paper investigates the efficiencies of normal handwashing techniques against that recommended by the National Health Service (NHS) UK. It should be known that handwashing is a very essential part of not only the healthcare profession but also all other professionals that somehow deal with toxic and virulent substances and organisms whenever there is possibility of such malignant materials coming into contact with the hands. Since it is the hands that humans primarily use to connect with outside materials it is these appendages that have to be thoroughly cleansed to negate the possibility of the toxicity or virulence being transmitted to other human individuals who may later come into contact with the concerned individual. This is not only for the safety of the human community within which the individual coming into initial contact with such toxicity or virulence but also of the

Strategic Choices at Toyota Corporation Assignment

Strategic Choices at Toyota Corporation - Assignment Example The company’s first truck design weighed one to one and a half ton after assembling. After the Second World War, other nations developed an interest in Toyota’s trucks due to their astounding efficiency during the war. Although they were low on speed, their involvement in the war was highly consequential in that they had eased mobility. This paper will take a broad look into the history and evolution of Toyota, the strategies it used to stay on top of the motor world and its recent strategic moves into making it the leading car brand in the World today. Toyota experienced remarkable growth during the post-war period as the United States encouraged them to venture into the manufacture of other locomotives other than those for war. Remarkably, their invention would later be used in the agricultural sector and above all in the public transport industry. As a result, this led to the designing of the Toyopet, which was one door minimized vehicle. After the withdrawn involvement of the U.S military, its production rose to two hundred and fifteen cars yearly. By the year 1965, Toyota automobile made six hundred thousand units per annum compared to eight thousands four hundred units in 1955. In its expansion process, Toyota designed a weapon carrier truck, the Land Cruiser, whose features resembled those of a jeep. On the contrary, its engine capacity was bigger than that of the Jeep by a slight margin. Its first comfort car, the Crown, emerged in 1955 with a four-power cylinder, half- liter engine capacity and a customized column shift. Th e Toyota Corona was the second luxury vehicle incepted into the Toyota stable whose manufacture growth per month increased to fifty thousand car units by 1964. Since that time, Toyota has continued to release remarkable brands into the world market. The SWOT analysis is the critical evaluation of the Strengths and Weaknesses from within an organization in relation to the external Opportunities and Threats essentially to determine its growth and development.  

Handwashing techniques Essay Example | Topics and Well Written Essays - 1500 words

Handwashing techniques - Essay Example coli and samples taken of the bacteria count on their fingers. Both hands were involved in the experiment. Next, half the participants (three in number) were asked to disinfect their hands using only soap and water while the other half were asked to do so with the NHS standard handwash – alcohol and chlorhexidine in 1:10 dilution. Samples were taken of the fingers after disinfecting. Samples were sustained for 24 hours after which the bacteria counts were taken. It was found that for all participants, both for normal and NHS standard handwash, there was reduction in the bacteria counts post-disinfect over pre-disinfect but the normal handwash – only soap and water – porved more efficacious than the NHS standard one. It is construed that since there is no established literature on the matter there is need to further investigate if the NHS recommended handwashing technique is superior to normal ones. As this report shows, it does seem like the normal handwashing te chniques proves superior to the NHS standard. This paper investigates the efficiencies of normal handwashing techniques against that recommended by the National Health Service (NHS) UK. It should be known that handwashing is a very essential part of not only the healthcare profession but also all other professionals that somehow deal with toxic and virulent substances and organisms whenever there is possibility of such malignant materials coming into contact with the hands. Since it is the hands that humans primarily use to connect with outside materials it is these appendages that have to be thoroughly cleansed to negate the possibility of the toxicity or virulence being transmitted to other human individuals who may later come into contact with the concerned individual. This is not only for the safety of the human community within which the individual coming into initial contact with such toxicity or virulence but also of the

Communication in Early Childhood Essay Example for Free

Communication in Early Childhood Essay Communication is the most important factor for young children’s learning and social development. Humans have the unique skills of language and speech to enable the sharing of information, knowledge and feelings with others. Early childhood educators have an important job to nurture and support the development of communication in children. Communication skills are required in order to deliver the right message and convey it properly to the child. These involve body languages and facial expression. Without this, an educator loses the connection with a young child since one appears to be cold. As an example, when one smiles while delivering the message, the child will be more interested with what you have to offer in contrast to a stern look. Listening skills are those that are used in obtaining information and messages from others. It is imperative that you have the ability to receive feedback from the child so that you may know their needs. It helps to understand what a person thinks and feels and hence to understand the child closely. Skills for managing the process of communication will help the educator in recognising information required and developing a strong hold on the rules of interaction and communication (MacCallion, 1988). Communication has been described as the process where information is transmitted from one person to another. This includes the use of both verbal and non-verbal means to convey a message. Non-verbal communication includes facial expression as well as body language. Good communication skills involve listening, reading, writing and speaking. An early childhood educator deals with children between the ages of birth and 8years. It is at this age when the child learns to relate with others as well as society. Good communication skills are therefore essential for early childhood educators as they may influence the relationship between the teacher and children (Hubley, 1993). Teaching involves sending and receiving information from the students. Good communications skills will encourage the students to participate in the teaching process. This helps portray school as a place where the students can share ideas as well as relate with society. At this early age, most of the children perceive school as a place that separates them from their family. It is likely that most of the children at this age will prefer to stay at home rather than attend school. Good communication skills will help encourage students to appreciate school as a place of learning as well as a place they can express their own ideas (Joram, 1998). Good communication skills are essential in early childhood education. This is because at this age the child is learning how to express themselves both verbally and non-verbally. Children develop communication skills by exploring, sharing and interacting with adults through their own environment. According to recent studies, children at this age learn by observing how their parents and caretakers behave. It is therefore essential that the educator has good communication skills as this will affect how the children express themselves and learn in the future (knott, 1979). The main aim of early childhood education is to encourage academic, emotional and physical growth. However at this age the learning abilities of a child are not fully developed. In a recent study the concentration span of an adult is below 15 minutes while that of a child is less than 5 minutes. This means that the educator has to find ways to engage the child to maintain a longer concentration span. This involves the use of illustrations as well as demonstration that help capture the interest of the child. Good communication skills are essential in aiding the educators’ ability to maintain the child’s concentration span (Joram, 1998). Early childhood education involves the use of play as the mode of education. This is important in nurturing the child’s development as well as learning. Good communication skills are essential in providing an environment where the children feel free to play with each other as well as participate in the class activities. Play involves participation by the children as well the educator. It is essential for the early childhood educator to be able to create a nurturing environment where the child is confident to interact with others and express themselves. The role of the educator does not solely lie in teaching but also protecting  the child in the absence of their parents. The educator should promote the child’s wellbeing both at school and home. As an example an early childhood educator may notice that children are not interested in the book corner yet all the children enjoy story time and also enjoy looking through the books afterwards, however they will not look at the books in the designated area. With further observation and interaction with the children, it is discovered the children have a fear of the photo of a clown that is hanging above the book corner. Good communication skills cannot be ignored in providing an environment where the child feels able to express their fears openly. Listening, observing and interacting are a key role in enhancing good communication skills (Robinson, 2007). It is essential that the educator observes the children playing before participating in the play themselves. This helps the teacher understand the strengths and weaknesses of the children. It also helps the teacher avoid imposing adult ideas in the children’s play. Observation is a key aspect in developing good communication skills. It is through observation that the educator is able to take an initiative role. This means coming up with new ideas or processes that are based on the children’s ideas (McCarthy, 1996). Good communication skills can enable a teacher to organise parent teacher conferences which provide the opportunity for teacher and parents to discuss developmental skills, children’s work and to plan for future learning experiences. The educator can also engage the young child in cooperative learning where children complete a project or task. Pairs work best in kindergartens. The tasks are in such a way that success of the performance is based on the pair rather than the individual. A good educator should therefore be able to ensure that communication is established in such learning experiences (Wubbels, 1992). Use of illustrations has been shown to build the imagination of a child immensely. Good communications skills emphasis on the power of expressing yourself not only by facial and gestures but also employing other teaching materials such as illustrations. By illustrating sections of a story or particular events, children can improve their interpretation and  comprehension. Children employ responses and personal understanding when they see story characters visually. This develops a child’s imagination and the ability to visualise and interpret printed and spoken information (Hubley, 1993). The importance of communication cannot be stressed further when it comes to early childhood education. Communication skills are core of almost all activities that are practiced at this early age which dictates the type of person that one will grow to. Neither can the importance of communication skills be neglected or ignored. Effective communication promotes the interest and needs of the young child. The child will show interest only if the teacher is loaded with gestures, confidence and softness. Improving of the communication skills have been shown to bring about a tight bond between the childhood educator and the child. The most important aspects of life are greatly influenced by good communication skills. This leads to respectful and meaningful relationships between the educator and child. In order to feel and have the bliss of healthy emotions at home, there is a need to develop communication skills when it comes to children. Some educators are not worried when it comes to communication and therefore emotional attachments are rare. Emotions connect human beings in a complex fashion. It is therefore paramount that early childhood educators acquire good skills of communication to ensure that the young brain is able to gather as much as possible and express as much. In doing so, the young child would be able to learn more and the literacy and learning capability levels of the general population could reach unimaginable levels. Reference List MacCallion, M. (1998). The Voice Book. London, UK: Faber Faber. Hubley, J. (1993) . Communication Health. London, UK: Macmillan. Joram, E. (1998). Transforming obstacles into opportunity. Teaching and teacher education, 14 (2), 175-191. doi:10. 1016/S0742-051X(97)00035-8 Knott, P. (1979). Nonverbal Communication during Early Childhood. Communicating with Young Children 18 (4) 226-233 http://www. jstor. org/stable/1476648 Robinson, M. (2007). Child Development and Behaviour 0-8: A Journey through the Early Years. Maidenhead, UK: Open University Press. McCarthy, P (1996). Speaking Persuasively. Sydney: Allen Unwin.

Language Learning Autobiography Example

Language Learning Autobiography Example Write a detailed account of your experience of learning English so far. Start by saying what your native language is and what other languages you know. State the order in which you learned these languages and how well you know each of them. Describe when and where you started learning English, express your feelings about learning English at each stage and provide details of what helped you in your learning, what difficulties and problems you faced and the efforts you made to improve your command over the language. Also explain what influence other people (for example, your parents, teachers, siblings or friends) had on the development of your English and on your confidence in using English. Finally, end with some advice to other students about what they should do to improve their English. I am a Malaysian Chinese girl. I grow up in a small town named as Teluk Intan situated in Perak, Malaysia. My first language is Chinese and I am a fully Chinese-based school educated. Either at home or outside, Chinese is the language I used the most. Besides Chinese, I do learnt English language since during my early childhood and Malay language during my primary school level. Although I do know the other languages, still I prefer to communicate or write in mandarin. I think I have moderated level for all this three language as I am able to express my idea verbally either in written form or spoken form. I started learning my English during my early childhood. At about the age of 3 or 4 years old, by sing nursery rhythms and English poems. I learnt nursery song in the daytime at kindergarten together with some other friends at the same age with me. Hereby, I feel very happy to learnt English. The teacher always use colourful picture and However during night time, I went to a home tuition centre and learn some English together with both my sister who is 3 to 4 years older than me. In the tuition centre, I was the youngest and I feel very shy to talk to them thought they were very nice. Besides that, the teacher also told my parents that I was too small scared that I was not able to catch up. Thus I went for a few classes only. The second stage of my English learning is during my primary school level. Since I studied at Chinese-based primary school, English language is not commonly used though it was being taught in the class. In this stages, I found that English is hard but interesting. It was hard because there are a lots of grammar and rules that I have to follow while writing. However, it is interesting as in English, there are words with the same spelling but different meaning and pronunciation, words with the same pronunciation but different spelling too. Besides that under this stage, I got a very good English teacher when I was in Standard 4 whereby he used many interesting ways to teach us English. I got motivated by the teacher and the prize for the English month quiz. This motivation pushed me until I finished my secondary school. In my secondary school, I was some how like get attracted by English language. I had even join the English language club though it is a very cold club and the teacher adviser seldom do her part guiding us to do the activity. Besides that, this motivation had also pushed me to buy English novel to read. And lastly, I become a royal fans to Rick Riordan. I do even look for every of his books and keep them as precious collection. In this stage thought I have the motivation pushing me to use more English and to love English more; I still had some difficulties and feel like going to give up English. I had such a feeling because of having difficulties in understanding of literature and the way my English teacher taught us English and literature. After Form 5, I was really gave up English language for around seven months. Until I went to Tunku Abdul Rahman College to study Form 6. In the college, I met some classmate who are English educated and cannot speak their mother tongue language. Thereby, I had to use back my English. I though my English is very good, but there, I found out that my English is the worst. All my friends cannot understood what am I going to say either. I was there for about two months and was later get involve in Kirkby International College which I am in now. Yet my English being better here, I was almost gave up as the worst English I was using. However, I was being encouraged by my lecture here to use English language more. Thus, I make my effort to improve my English language. I bought a lots of English books to improve my grammar and vocabulary. Yet, my English improved as I use Manglish a lot and what I would like to say I used to translate it from Mandarin which is my mother language to English. In conclusion, learning a second language is never be difficult. It is all depend on the determination of the person. To learn a better second language, ones need to use the language frequently. Yet, I can say that my English is the best; my English improved a lot since I used it more frequently.

The American Constitution Essay -- United States Constitution

The American Constitution The basis of all law in the United States is the Constitution. This Constitution is a document written by "outcasts" of England. The Constitution of the United States sets forth the nation's fundamental laws. It establishes the form of the national government and defines the rights and liberties of the American people. It also lists the aims of the government and the methods of achieving them. The Constitution was written to organize a strong national government for the American states. Previously, the nation's leaders had established a national government under the Articles of Confederation. But the Articles granted independence to each state. They lacked the authority to make the states work together to solve national problems. After the states won independence in the Revolutionary War (1775-1783), they faced the problems of peacetime government. The states had to enforce law and order, collect taxes, pay a large public debt, and regulate trade among themselves. They also had to deal with Indian tribes and negotiate with other governments. Leading statesmen, such as George Washington and Alexander Hamilton, began to discuss the creation of a strong national government under a new constitution. The United States is a republic that operates under a federalist system. The national government had specific enumerated powers, and the fifty states retain substantial endowment over their citizens and their residents. Both the national government and the state government are divided into three different branches, executive, legislative, and judicial. Written constitutions, both federal and state, form a system of separated powers. Amendment, in legislation, is a change in a law, or in a bill before it becomes a law. Bills often have amendments attached before a legislature votes on them. Amendments to the Constitution of the United States may be proposed in two ways: (1) If two-thirds of both houses approve, Congress may propose an amendment. The amendment becomes a law when ratified either by legislatures or by conventions in three-fourths of the states. (2) If the legislatures of two-thirds of the states ask for an amendment, Congress must call a convention to propose it. The amendment becomes a law when ratified either by the legisl... ... juries in some states may have as few as 6 members. The jury or judge hears the evidence for and against the defendant and then reaches a verdict. If the individual is found guilty, the judge pronounces sentence. If the defendant is found not guilty, he or she is released. In most cases, the judge determines the sentence for a defendant convicted of a crime. The judge imposes punishment that he or she feels will best serve both the offender and society. Laws may provide a maximum and a minimum sentence according to the crime involved. In some cases, the recommendation of the jury determines the sentence that may be given to the offender. The judge may put a convicted offender on probation to protect the individual from the harmful effects of being imprisoned with experienced criminals. A lawbreaker who is on probation remains free but must follow certain rules. A probation officer assigned by the court supervises the individual's conduct. A probationer who violates any of the rules of his or her probation may be sent to prison. Some judges require offenders to repay their victims, either with money or by working for them without pay.

Architect of the Byzantine Legacy Essay -- Justinianus Architecture Es

Architect of the Byzantine Legacy Byzantine Emperor Justinian was the bold architect of a revitalized Byzantine Empire that would leave a lasting legacy for Western Civilization. As much of Europe entered the Dark Ages, Justinian's vision of a restored Roman Empire would reverse the decline of the Byzantine Empire and lay a firm foundation that would allow the Byzantine Empire to survive for centuries to come. Justinian, whose full name was Flavius Anicius Julianus Justinianus, was born around 483 AD at Tauresium in Illyricum in the Balkans of present-day central Europe. He was the nephew of Byzantine Emperor Justin, the son of Justin's sister Vigilantia (Fortescue). Justinian's uncle, Justin, was the Byzantine Emperor from 518 until his death in 527. As a young man, Justin had left his home province of Dacia, going to the Byzantine capital of Constantinople to seek his fortune. He eventually rose to the position of commander of the "excubitors", the handpicked 300-soldier guard of the Byzantine Emperor. When he was selected to succeed Emperor Anastasius, he was an old man, weak in body and mind. He took the office reluctantly, writing to Pope Hormisdas in Rome, announcing his elevation to the Emperor's throne and complaining he had been chosen against his will (Evans). Justin handed over much of the duties of governing the Empire to his wife, Lupicina, and his nephew, Justinian. This power sharing arrangement would help to prepare Justinian to succeed him. Justinian worked hard and rose in position in his uncle's government. He was proclaimed consul in 521, and rose to the post of general-in-chief of the Byzantine military in April, 527. In August of the same year Justin died, and Justinian became Emperor (Fortescue).... ... Joseph E. O'Connor. Justinian I, Roman Emperor. . 1999. Koeller, David W. The Battle of Adrianople. Koeller, David W. The Empress Theodora. Halsall, Paul. Medieval Sourcebook: Corpus Iuris Civilis, 6th Century. . Jan 1996. Loffler, Klemmons, translated by Michael Waggoner. Ostrogoths. 1999. Neelin, David G. Timeline: Ancient Rome . 2000. Norwich, John Julius. A Short History of Byzantium. Alfred A. Knopf, Publisher. New York, 1998. Scheifler, Michael. The Justinian Code and the Catholic Faith. Stockoe, Mark and Kishkovsky, Leonid. Orthodox Christians in North America, 1794-1994. Orthodox Christian Publications Center. Wayne, New Jersey, 1995. Shaw, David J. A World's Eye View of the Law. UNESCO Courier, Nov 1999. p26 Whittow, Mark. The Making of Byzantium, 600-1025. University of California Press. Berkeley, California, 1996. Architect of the Byzantine Legacy Essay -- Justinianus Architecture Es Architect of the Byzantine Legacy Byzantine Emperor Justinian was the bold architect of a revitalized Byzantine Empire that would leave a lasting legacy for Western Civilization. As much of Europe entered the Dark Ages, Justinian's vision of a restored Roman Empire would reverse the decline of the Byzantine Empire and lay a firm foundation that would allow the Byzantine Empire to survive for centuries to come. Justinian, whose full name was Flavius Anicius Julianus Justinianus, was born around 483 AD at Tauresium in Illyricum in the Balkans of present-day central Europe. He was the nephew of Byzantine Emperor Justin, the son of Justin's sister Vigilantia (Fortescue). Justinian's uncle, Justin, was the Byzantine Emperor from 518 until his death in 527. As a young man, Justin had left his home province of Dacia, going to the Byzantine capital of Constantinople to seek his fortune. He eventually rose to the position of commander of the "excubitors", the handpicked 300-soldier guard of the Byzantine Emperor. When he was selected to succeed Emperor Anastasius, he was an old man, weak in body and mind. He took the office reluctantly, writing to Pope Hormisdas in Rome, announcing his elevation to the Emperor's throne and complaining he had been chosen against his will (Evans). Justin handed over much of the duties of governing the Empire to his wife, Lupicina, and his nephew, Justinian. This power sharing arrangement would help to prepare Justinian to succeed him. Justinian worked hard and rose in position in his uncle's government. He was proclaimed consul in 521, and rose to the post of general-in-chief of the Byzantine military in April, 527. In August of the same year Justin died, and Justinian became Emperor (Fortescue).... ... Joseph E. O'Connor. Justinian I, Roman Emperor. . 1999. Koeller, David W. The Battle of Adrianople. Koeller, David W. The Empress Theodora. Halsall, Paul. Medieval Sourcebook: Corpus Iuris Civilis, 6th Century. . Jan 1996. Loffler, Klemmons, translated by Michael Waggoner. Ostrogoths. 1999. Neelin, David G. Timeline: Ancient Rome . 2000. Norwich, John Julius. A Short History of Byzantium. Alfred A. Knopf, Publisher. New York, 1998. Scheifler, Michael. The Justinian Code and the Catholic Faith. Stockoe, Mark and Kishkovsky, Leonid. Orthodox Christians in North America, 1794-1994. Orthodox Christian Publications Center. Wayne, New Jersey, 1995. Shaw, David J. A World's Eye View of the Law. UNESCO Courier, Nov 1999. p26 Whittow, Mark. The Making of Byzantium, 600-1025. University of California Press. Berkeley, California, 1996.