Learn how to do make up - Makeup tips for asian eyes

Learn How To Do Make Up

learn how to do make up
    make up
  • Cosmetics such as lipstick or powder applied to the face, used to enhance or alter the appearance
  • The composition or constitution of something
  • The combination of qualities that form a person's temperament
  • makeup: an event that is substituted for a previously cancelled event; "he missed the test and had to take a makeup"; "the two teams played a makeup one week later"
  • constitute: form or compose; "This money is my only income"; "The stone wall was the backdrop for the performance"; "These constitute my entire belonging"; "The children made up the chorus"; "This sum represents my entire income for a year"; "These few men comprise his entire army"
  • constitution: the way in which someone or something is composed
    how to
  • Providing detailed and practical advice
  • A how-to or a how to is an informal, often short, description of how to accomplish some specific task. A how-to is usually meant to help non-experts, may leave out details that are only important to experts, and may also be greatly simplified from an overall discussion of the topic.
  • (How To’s) Multi-Speed Animations
  • Practical advice on a particular subject; that gives advice or instruction on a particular topic
  • memorize: commit to memory; learn by heart; "Have you memorized your lines for the play yet?"
  • Commit to memory
  • gain knowledge or skills; "She learned dancing from her sister"; "I learned Sanskrit"; "Children acquire language at an amazing rate"
  • Become aware of (something) by information or from observation
  • get to know or become aware of, usually accidentally; "I learned that she has two grown-up children"; "I see that you have been promoted"
  • Gain or acquire knowledge of or skill in (something) by study, experience, or being taught
learn how to do make up - How to
How to Do Homework Without Throwing Up (Laugh And Learn)
How to Do Homework Without Throwing Up (Laugh And Learn)
“Everybody who goes to school does homework. You are not alone. And they feel just as sick as you do when they have to do it.”

Trevor Romain knows how horrible homework can be, and kids will see this right away as they page through this book, grin at the cartoons, and smile at Trevor's funny insights.

Meanwhile, they'll discover valuable truths and pointers about homework: “People who say homework is a waste of time don't know what they are talking about.” “The best way to get your homework done without feeling sick every time you see it is to just do it.”

Kids will also learn how to make a homework schedule, when to do the hardest homework (first!), the benefits of doing homework, and more—serious suggestions delivered with wit and humor because laughter makes learning fun.

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How did you learn to read?
How did you learn to read?
How did you learn to read? 18 May 2011 By TYE WUEY PING I HAD my usual in-the-car-on-the-way-to-school conversation with my seven-year-old daughter one morning and casually threw her this question: “Debs, how did you learn to read?” “I learnt it in school.” “Yeah, but how?” I wanted her to think deeper. “Mrs X taught me.” “Taught you what?” “I think it was the phonics, then we used the I Can Read book.” “That’s for English, right? How about for Malay? How did you learn to read Malay?” “You know, we learnt the sukukata (syllables) ... B-A = BA ... and all.” My daughter gave examples of how they had learnt to recite consonant-vowel combinations in Malay, very similar to how I had been instructed over 30 years back. “And how about Chinese?” “Ms Y taught us. We had to remember the strokes and all the words.” “You mean the characters ... and wasn’t I involved in teaching you reading in all these languages?” “No.” Hearing her answer, my heart sank to the floor. My dear daughter clearly did not recognise the fact that I had laid the much-needed foundations for reading through all the nights of bedtime stories and singing silly songs with rhyming words in them. I patiently put that aside and continued my conversation with her about reading. With a smile, I pounced on my chance at pulling her leg. “You know, dear, I didn’t learn any phonics like you did when I was in kindy, yet I can read and read better than you, hah!” “Huh, so?” “I’m trying to explain here that we actually were taught quite differently but there must be something similar happening in our brains to help us learn to read.” “Oh, OK.” Our conversation ended there. I guessed she had more important things occupying her mind, such as how she’d spend the weekend than to dwell on this seemingly abstract topic. So, for those of you reading till this point: How did YOU learn to read? If you are in your 30s (or older), you’d probably not ventured into the world of phonics in preschool days, and your answer may be similar to my dear husband’s: “How would I know? I just did.” Well, researchers have scrutinised the development of reading in children and agreed that there are important basic cognitive processes required for reading acquisition. Professor Uta Frith, a renowned neuroscientist with vast works on developmental dyslexia, proposed the theory of reading acquisition (in her 1985 paper Beneath The Surface Of Developmental Dyslexia) to include strategies or processes where: > Firstly, children instantly recognise familiar whole words (logographic skills). > Secondly, they learn to use decoding strategies or letter-sound rules to make out words, especially new or unknown words (alphabetical skills). > Finally, they obtain remarkable analytic and systematic synthesis (orthographic skills), where reading becomes somewhat non-visual and non-phonological as there is a ready “dictionary” for all the words previously encountered. This means that one does not need to rely on visual units or patterns (as in the logographic stage) and they no longer decode letters and sounds individually (as in the alphabetical stage). Skilled readers just do it (orthographically)! Reading programmes (for English) out there place emphasis on symbol recognition, whole word or sight word learning, learning of letter names and letter sounds (phonics) and rhyming strategies or combinations of them. Take note here that learning to read involves both visual and auditory processing. Children need to make sense of the visual patterns in letters and combinations of them, and of the sounds (as well as sound combinations) in words. A good grasp of oral (or spoken) language equally matters as this forms the important foundation on which reading comprehension is built. I often get this question: Do telling and reading stories help children in their reading skills? The answer is a strong “yes”. Reading skills are built upon oral language skills and comprehension skills. Adults are encouraged to responsively interact with a child to build knowledge of and love towards reading. These are some areas that parents can work on in helping a young child build up his/her early reading skills: > Flap books and touch-feel books promote attentiveness and stimulate explorative skill in younger children. > Read aloud picture books together. Pictures and context help with making sense of print and new vocabulary. Relate this to the environment of your child. > Sing songs together (not just the ABC song) to learn new words and rhyming words. > Highlight new words and how they sound alike to some words they already know. > Point out symbols and signages around the environment and associated meaning to them. > Set a good reading habit yourself. How do we know whether or not a child has a reading disorder (dyslexia)? Dyslexia is generally defined as a specific difficulty in learning to re
A parting lesson from Sadie
A parting lesson from Sadie
Sadie spent four days, guarding the entry to the master bedroom, not eating or drinking, unable to walk, stand, and finally, even raise her head. She didn't even seem to sleep--her eyes followed us wherever we went. But she seemed content to hold onto that slender thread of life and responded blissfully to a caress. Finally, I gave in and took her to the vet, but when she recognized the place, her eyes seem to say, "You can't fire me, I quit!" While the vet was in the lab, loading up the syringe, Sadie died in my arms. The light in her eyes just went out, her pink tongue turned white, and she stopped breathing. I told the vet, "I think she just died," and the vet checked and said, "you're right. Guess there's no charge for this visit." Faced with being pushed over the brink, Sadie chose to jump instead. She was never a dog to grovel for the approval of people, she loved us as equals, and always did what she wanted on her own terms. She taught me and mine a lot about how to live life and ultimately, how to die. Even in the end, she was in charge, and showed so much dignity and love. As I look at the entire experience, I'm more elated than sad. She was the greatest dog, and she came into our lives just when I needed such a companion--my kids were toddlers, my wife was home at night while I worked the night shift. Sadie was a big husky/doberman with a kind nature, but there was a sense of security with her being with them. There have been some tears, sure, but the way Sadie handled her own death, provided us with laughter and a lesson as well. I'm just so thankful to the Creator for having shared such a guide with me at such an important time. At the end, we were alone, together, in a darkened room, and she gracefully showed me once again, how good she is at finding a trail.

learn how to do make up
learn how to do make up
Learn Me Good
Jack Woodson was a thermal design engineer for four years until he was laid off from his job. Now, as a teacher, he faces new challenges. Conference calls have been replaced with parent conferences. Product testing has given way to standardized testing. Instead of business cards, Jack now passes out report cards. The only thing that hasn't changed noticeably is the maturity level of the people surrounding him all day. Learn Me Good is a hilarious first-person account, inspired by real life experiences. Through a series of emails to Fred Bommerson, his buddy who still works at Heat Pumps Unlimited, Jack chronicles a year-in-the-life of a brand new teacher. With subject lines such as "Irritable Vowel Syndrome," "In math class, no one can hear you scream," and "I love the smell of Lysol in the morning," Jack writes each email with a dash of sarcasm and plenty of irreverent wit.