Facial Skin Health: Antioxidant Facial Scrub From Red Dragon Fruit Extract

This article discusses Facial Skin Health as seen from Antioxidant Facial Scrub from Red Dragon Fruit Extract. One way to treat your face is to use a scrub. Giving a natural facial scrub has many benefits, including refreshing, repairing and firming facial skin. Antioxidants contained in red dragon fruit include betalains which function to inhibit the growth of bad cholesterol and flavonoids which are related to brain health and reduce the risk of heart disease. Scrub functions to remove dead skin cells on the surface of the body's skin which is rough and dull. In addition, it also functions to help speed up the turnover of new, clean and healthy body skin cells. Dragon fruit face scrub can also smooth the skin. Rough skin is usually caused by a build-up of dead skin cells. The content of vitamin C, protein and folic acid is said to be effective in removing these dead skin cells.

Teachers Re-Conceptualization of Social Studies As Education for Active Citizenship

This study was designed to explore how a primary school teacher could be assisted in re-conceptualizing the teaching of Social Studies from the transmission of factual knowledge to education for active citizenship. An action research project was undertaken, in which the researcher worked with a grade five teacher in a local school over a period of six weeks. The work involved the testing of alternative approaches to the teaching of Social Studies through readings and discussions, demonstrations, joint planning and review of lessons, and exchange of written reflections with the teacher. Data were collected through interviews and conversations with the teacher and a selected number of students, review of written materials and classroom observations. Initial investigations showed that the teacher as well as her students considered Social Studies to be a low status subject. The teacher was reluctant to teach the subject because she considered it unworthy of her status as a science graduate and acknowledged her lack of subject-matter knowledge. She focused on helping students to memorize facts in the textbook. The students thought they had to learn the subject, in the short-term to pass examinations, and in the long-term to pass on their knowledge to the next generation. In order to change the teacher's conception of the subject three instructional approaches were introduced in her class. These were (a) higher order questioning (b) controversy, and (c) discussion on social issues. As a result of the work with the teacher, in and outside the classroom, she learnt about the relationship between Social Studies and active citizenship education. An analysis of the work with the teacher revealed that testing the proposed innovations in the teacher's classroom helped the researcher and the teacher to develop a grounded understanding of what changes were possible in that particular context. The feasibility of the proposed change needed to be considered not just in terms of immediate issues such as classroom management, but also in terms of the teacher's beliefs and competencies, syllabi and examinations, and expectations of parents, colleagues and management. The study showed that mutual exchange of personal concern help to establish a trusting relationship, which is necessary for a teacher's willingness to seriously consider and test alternatives presented to her. The experience of successfully using the propose instructional strategies in class, and evidence of student learning as a result of using the strategies, helped to move the teacher toward a different view