ex Education Should be Implemented to Grade-schoolers Position Essay Example for Free

ex Education Should be Implemented to Grade-schoolers Position Essay Ladies and gentleman good morning, today we will be debating about sex education. Sex education taught in the school system has long been debated as right or wrong. There are some who believe it is wholly wrong for the school to get involved in such a sensitive topic. They may believe this because they feel parents should do the talking or it may be down to religious reasons. First let’s define sex education so what is sex education. Sex education is instruction on issues relating to human sexuality, including human sexual anatomy, sexual reproduction, sexual activity, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, and birth control. Common avenues for sex education are parents or caregivers, formal school programs, and public health campaigns. The word sex, it is one of the few words that catch our attention. Whenever we see the word â€Å"sex† in magazines, newspapers and other print materials, we tend to stop at some point and become interested to read the article where it is written. It’s not because we simply feel the urge to read about sex but perhaps the â€Å"questioning self† wants to clarify and discover the truth about this matter. In liberal democracies, sex is viewed as a normal activity for both adults and teenagers. In the Philippines, it’s very different. Whenever we say the word â€Å"sex†, we are labeled as â€Å"rude†. No wonder why if we heard of â€Å"sex† we directly associate it to â€Å"vulgarity†. We cannot blame ourselves because we are living in a society with a stronghold of moral standards and conservatism. As a representative of the opposition we strongly oppose the implementation of sex education to grade-schoolers. Those grade school pupil who have pure mind and still immature we cannot afford to change the way of thinking of these innocent grade school pupil. It is still early for them to learn about sex education. Teaching sex education to grade-schooler at early age can greatly affect their way of thinking. A person who is 7-11 years old is still immature, they have a imaginative mind and curious to different things specially one that they still haven’t tried, so introducing them about sex education is very risky. Theres no guarantee that the person teaching it has a healthy attitude about sex, or that the teacher really knows anymore about sex that the students do. Sex education brings the information to the front, possibly giving kids ideas of things that they had never thought of before. Instead of just letting things goes by and take their natural course, kids begin thinking about it. They begin to wonder what its like and may make poor choices that they never would have if they hadnt heard about it in the first place. There is also a possibility that they do what couples because of curiosity and immaturity. For teens and young adult are in the transitional stage or the experimental years wherein they are curious about many things and they are very impulsive to try something new, they always seek their selves from other, teaching them how to use contraceptives is a big no, once they learn about birth control and safe sex. The chances for having unplanned teen pregnancies are possible for they are not yet matured to handle such stuff. There’s a tendency that they might have multiple partners. Students may still also suffer from embarrassment or get excitable by the topic matter. Student curiosity will be set high and their urge to try it will be greater. This will cause them to engage in early sex, sex Education program is not the answer to any sex related problems of young teens and minors that have been undergoing at the moment. the schools responsibility is to teach reading, math, science, social studies, etc. Instead of teaching them sex education program, school should concentrate more in moral values, that sex is responsibility, that once done, you must ready to face the consequences and any challenges in life. That sex is sacred it’s not just for fun and pleasure but, it should only be done by couples for procreation. There is a right time for everything, so just like the sex education there is right time to learn about it. Sex education can be compared to a knife – it is useful to those who understand how to use it, but dangerous for those who do not. As parents, would you leave it to someone else to explain something potentially damaging to your children? If they will pursue with it, isn’t it awkward hearing kids say â€Å"Hey mama, can you review me with this condom, pills etc.

Link Between Obesity and Social Class

Link Between Obesity and Social Class Critically evaluate and demonstrate the link between rising obesity levels in women from low- income households in the UK with reference to the influence income has on food choice Numerous studies and reports over the past 40 years (Marmot, 2010; Acheson, 1998; DEFRA) have identified social patterning in levels of obesity. Results in the UK have shown a growing trend amongst women from low-income households and obesity. Income along with other social factors influences food choice. There is widespread public and government knowledge that low-income households are most likely to have an unbalanced diet which contributes to poor health outcomes (Marmot, 2010; LINDS, 2007; Acheson 1998). Low-income impacts on obesity by limiting access to resources, the more income a household has the more accessibility to food choices they will have (Sobal Stunkard, 1989). Low-income can be defined as lower than half of the average income (Acheson; 1998). This essay will attempt to explore the causes and consequences of the prevalence of obesity for women from low-income backgrounds whilst taking into account environmental social aspects. Research on dietary behaviours indicate that accessibility and knowledge of healthy practices are significant factors that must be also be considered (American Psychological Association, 2005). In 1997, following the election of New Labour, the government commissioned an inquiry into health inequalities. The Acheson Report followed the inquiry making many recommendations to address health inequalities amongst women, families and children. The report advised the benefits of improving the diet of women and girls to make improvements not only to their own health, but also the health of their children and future families (Acheson, 1998). Likewise, the Health Survey for England (2003) found women from the lower social classes are more susceptible to obesity, no correlation was found for men (Sproston Primatesta, 2004). Elsewhere the global pattern appears to be the same, the World Health Organization carried out a study across 26 countries and found the social gradient of obesity levels consistently higher amongst women than men (Wilkinson Pickett, 2010 pg98). More recent studies such as the Marmot Review (2010) showed income along with other prevalent social factors; social d eprivation and ethnicity increased the risk of obesity for women. The UK has one of the fastest growing rates of obesity in the developed world. This steady increase has led to a society where overweight is the norm (Weight Management Centre, 2010). Despite the increase over the last 50 years there has been a shift in values in modern, developed societies towards slimness as a preferred body shape (Sobal Stunkard, 1989). Conversely, it is interesting to note historical observations of female body weight, for example, in 19th Century Britain, voluptuous women of the middles classes where regarded as objects of beauty, a large curvy figure was a symbol of wealth and high status (Williams Germov, 2009). In developing societies plumpness is portrayed as positive, whereas in developed societies it is seen as negative. An extreme example of this can still be observed in some African cultures where they send young women to fattening huts to gain excessive weight to increase their beauty, status and marriage potential (Brink, 1989). The way we choose and eat food can be deep rooted in complicated cultural reasons. We may choose foods based on what we had as a child, foods that mean something to us, provide feelings of comfort or to aspire to a lifestyle. Food has always been linked to social meanings but never before as it been so widely available and affordable to consume such cheap energy rich foods (Wilkinson Pickett, 2010). In a similar way foods we eat can be habitual and mood enhancing, women more frequently report food cravings than men (Dye Blundell, 1997). New research suggests some high fat high sugar diets can cause changes in the brain comparable to drug addiction, moreover the studies found these brain changes can be passed on to offspring (Society for Neuroscience, 2012) although this research is intriguing the evidence is very limited but future expansion into this area could prove very insightful. Cultural habits and norms develop and change throughout the life course, past events and experiences shape food choice, equally future expectations and social determinants influence food selection. Early in life we develop food roots that in time lead to established diet patterns. The social environment can play a role in food choices we make and may influence patterns of obesity in some groups. Of interest to note is a study that looked at the spread of obesity in a large social network over 32 years, finding a link suggesting siblings and friends of the same sex shared an obesity spreading pattern. The study found the link to be strongest with female siblings although it was also present in same sex friends and spouses. This implies obesity as infectious, showing that people are influenced by the appearance and behaviours of social contacts. That said, other imitation behaviours that may occur under the same influence such as exercise and smoking can also have an effect on obesity (Christakis Fowler, 2007). Studies reveal that women from ethnic minority groups living in the UK have a higher obesity rates than men from the same groups (Health Survey for England, 2004). The figures for obesity in women from these groups in particular, Black African and Bangladeshi females, is higher than the rest of the general population. However, the results may be limited due to the small numbers representing some of the ethnic minority groups. According to the Department of Health, Equality Analysis: A call to action on obesity in England (2011), there is not enough evidence available to attribute causative factors to ethnic obesity prevalence in the UK. The correlation between obesity and ethnicity is complex. Some evidence points at underlying genetic susceptibility to obesity related illness such as diabetes made worse by changes in dietary habits , lack of exercise and environmental circumstances (Holmboe-Ottesen Wandel, 2012). The same study looked at the dietary changes of immigrants from low-i ncome countries to Europe, revealing two factors which could alter lifestyle and health outcomes of immigrants. Firstly, acculturation a process whereby the immigrants are influenced by the food culture of the host country, secondly, nutrition transition which has a global trend, for instance, if processed foods are only available to the high income groups in the country of origin, then after migration these foods are more available and cheap, making them appear an ideal choice. The pattern between income inequality and obesity appears to be stronger for women than men (National Obesity Observatory, 2011). In an attempt to understand this pattern it is important to consider many factors. There is a belief that obesity has a genetic predisposition ‘thrifty phenotype’ (Hales Barker, 2001). Whilst genetics can have a role, Wilkinson and Pickett (2010) argue the correlation is not strong enough to explain rapidly increasing obesity over the last 30 years. They suggest the rise in obesity more likely related to changes in society in the way we live such as, increasing food prices, accessibility, the growth in fast food outlets, microwave cooking, poor culinary skills and changes in physical activity levels. It is unclear as to why the obesity pattern for women from low-income groups is stronger than for men, research in this area is limited. What is of concern is the health implications that these women face, startling figures from Healthy Lives, Healthy People (2011) report obese woman are thirteen times more likely to develop type 2 diabetes, four times more likely to develop high blood pressure and three times more likely to have a heart attack than a woman of healthy weight. Similar results were reported from Health England (2009) stating women in overweight and obese BMI categories are more likely to be diagnosed with a long standing illness than men, a similar correlation is shown between depression and obesity from the same paper. Pregnancy poses further problems, women from socioeconomic deprivation are more likely to retain weight gained during pregnancy and after birth, age and number of births were also found to be contributing factors (National Obesity Observatory, 2011). The Low-Income Diet and Nutrition Survey (LIDNS) reported price, value, income for food expenditure and quality/freshness of the food as the main influences affecting food choice. With 44% of women surveyed indicating they would like to change their diets. Several studies (DEFRA, LIDNS, Acheson), have shown low-income groups are more likely to consume unbalanced diets and have a lower fruit and vegetable intake, they also have reduced levels of vitamins, minerals and dietary fibre with higher intakes of white bread, processed meats and sugar (Dowler, 2007). It can be argued that the obesity pattern in women from low-income groups is a consequence of globalisation and the resulting problems it leads to with job security leading to pressure on low-income individuals and families which creates an environment that encourages over consumption of high energy foods, in an area where working hours are longer with less time to prepare food thereby opting for cheap, convenience fast-foods which inevitably have a higher fat content, this shift in working patterns means people are more likely to consume convenience foods but be less likely to burn off the extra calories (Qvortrup, 2003). Increased demand in convenience foods associated with changi ng lifestyles over the past 20 years, has given rise to a food evolution (Buckley, Cowan, McCarthy, 2007). For some accessibility to healthy food on a low-income is a problem (Dowler, 2008). Living in low-income urban areas often means limited opportunities for daily exercise and reduced access to stores that sell healthy foods (Black, 2008). It could be said that income is the biggest indicator in food choice as it often determines the quality and accessibility of food, but income can also be a contributing factor in education, housing, safety and transport, for example income often determines where you can live. It can be argued, if lack of income was the main cause in rising obesity levels, the greatest increase would be seen in the highest-income groups since they would be able to afford to buy more food. This is not the case, obesity has a new social distribution. In the UK and other developed countries it is the lower income groups who have the highest growth in obesity rates, no longer is it the case where the rich are fat and the poor are thin (Wilkinson and Pickett 2010). Quality of food eaten may be an important indicator for low-income women. The cost of food has risen dramatically, the Department for Environment, Food and Rural Affairs (DEFRA) (2011) reported food prices to have increased by 12% between 2007 and 2011. The report showed the poorest are most affected by price increases with  £1 in every  £6 being spent on food for the poorest 20%, compared with  £1 in every  £9 for all UK households. LIDNS (2007) reported 39% of low-income households sometimes worried about having no money to buy food, 36% said they could not afford balanced meals, with 22% reported skipping meals. Education is a component of socio-economic status that may be associated with obesity. People with higher education levels are more likely to make healthier food choices A study using diet data from the UK Womens Cohort Study (Morris, Hulme, Clarke, Edwards, Cade, 2014) used a food cost database to estimate cost of dietary patterns using diet records, the results they found show a significant association between diet and cost, with a healthy diet costing twice as much as an unhealthy one. The results also demonstrated those subjects who consumed the healthiest diet have a higher SES indicated by education and occupation. Allowances should be made for overestimations and bias to the results of this study which used a food frequency questionnaire, it should also be noted, the data collected was from the diet survey 1995-1998 therefore not allowing for the inflated prices of todays food which would also influence food choice. The Acheson Report (1998) advised government to have a greater responsibility in reducing nutrition related inequalities. The report emphasised the need to address not only changes at individual and family behavioural levels but also multi-sectoral action at national and local levels. Criticisms of the report say the recommendations were too similar to the Black Report of 1980. The main difference, noted by Exworthy (2002), is that the Acheson report was well received by the government. In conclusion, globalisation of the UK economy has led to a shift from a traditional industrial nation to a society with altered work and lifestyle patterns. This shift in patterns has led to changes in food consumption and opportunities for exercise. Those who are in low-income households are most affected. Low-income is a factor in particular for women, who may take several actions to ensure that their families are fed, including skipping meals and eating cheaper, less nutritious foods. Education and accessibility can play a key role in improvements. Many government interventions at national and local level have already been initiated, however, too many are individual focused and more needs to be done at a social level. References: Acheson, D. (1998). Independent Inquiry into Inequalities in Health Report. From Department of Health. Published by The Stationary Office. ISBN 0 11 322173 8 American Psychological Association APA, (2005). Retrieved from website: https://www.apa.org/pi/ses/resources/publications/factsheet-women.aspx Big Fat Globalisation: Towards a Sociology of Obesity: Matt Qvortrup, The Robert Gordon University, Aberdeen, 2003 Buckley, M., Cowan, C., McCarthy, M. (2007). The convenience food market in Great Britain: convenience food lifestyle (CFL) segments. Appetite, 49(3), 600-617. doi: 10.1016/j.appet.2007.03.226 Christakis, N. A., Fowler, J. H. (2007). The Spread of Obesity in a Large Social Network over 32 Years. New England Journal of Medicine, 357(4), 370-379. doi: doi:10.1056/NEJMsa066082 DEFRA (2011) Department for Environment, Food Rural Affairs. Family Food Statistics (2011). https://www.gov.uk/government/statistics/family-food-2011 Department of Health (2011). Healthy Lives, Healthy People: A call to action on obesity in England. Healthy Lives, Healthy People: Our strategy for public health in England. Dowler, E. and N. Spencer. (2007). Challenging health inequalities: from Acheson to choosing health. Bristol: Policy Press. Dowler, E. (2008). Symposium on Intervention policies for deprived households Policy initiatives to address low-income households nutritional needs in the UK. University of Warwick, Coventry Dye L, Blundell JE (1997) Menstrual cycle and appetite control: implications for weight regulation. Human Reproduction 12(6):1142-51 Exworthy, M. (2002). The Second Black Report? The Acheson Report as Another Opportunity to Tackle Health Inequalities. Contemporary British History, 175-197. doi: citeulike-article-id:3388437 Germov, John, and Lauren Williams. 2009. A sociology of food and nutrition: the social appetite. South Melbourne, Vic: Oxford University Press. Hales, C. N., Barker, D. J. (2001). The thrifty phenotype hypothesis. Br Med Bull, 60, 5-20. Health Survey for England. (2004). The Health of Minority Ethnic Groups. NHS Health and Social Care Information Centre, Public Health Statistics Holmboe-Ottesen, G., Wandel, M. (2012). Changes in dietary habits after migration and consequences for health: a focus on South Asians in Europe. 2012. doi: 10.3402/fnr.v56i0.18891 Jennifer L Black, James Macinko (2008). Neighborhoods and obesity. Nutrition Reviews 66 (1), 2–20. D11oi:10.1111/j.1753-4887.2007.00001.x Low Income Diet and Nutrition Survey, (2007). Summary of Key Findings. Food Standards Agency. The Stationary Office Marmot, M. G. (2004). Tackling health inequalities since the Acheson Inquiry. J Epidemiol Community Health, 58(4), 262-263. doi: 10.1136/jech.2003.010264 Morris, M. A., Hulme, C., Clarke, G. P., Edwards, K. L., Cade, J. E. (2014). What is the cost of a healthy diet? Using diet data from the UK Womens Cohort Study. J Epidemiol Community Health, 68(11), 1043-1049. doi: 10.1136/jech-2014-204039 National Obesity Observatory. (2011) Obesity and Ethnicity. NHS. www.noo.org.uk/uploads/doc/vid_9444_Obesity_and_ethnicity_270111.pdf Sobal, J., Stunkard, A. J. (1989). Socioeconomic status and obesity: a review of the literature. Psychol Bull, 105(2), 260-275. Society for Neuroscience, (2012) Food for Thought: Obesity and Addiction. Retrieved from: http://www.brainfacts.org/Across-the-Lifespan/Diet-and-Exercise/Articles/2012/Food-for-Thought-Obesity-and-Addiction Weight Management Centre, (2010). Obesity a public health crisis. Retrieved from:www.wmc.uk.com/wp-content/uploads/2011/07/UK-Obesity-Epidemic.pdf Wilkinson, R. G., Pickett, K. (2010). The spirit level: Why greater equality makes societies stronger. New York: Bloomsbury Press. (Published 2009)

Barbie Essay -- essays papers

Barbie Since the beginning of time, toys have often been an indicator of the way a society behaves, and how they interact with their children. For example, in ancient Greece, artifacts recovered there testify that children were simply not given toys to play with as in the modern world. The cruel ritual of leaving a sick child on a hillside for dead, seems to indicate a lack of attention to the young (Lord 16). The same is true of today’s society. As you can see with the number of toy stores in our society, we find toys of great value to our lives and enjoy giving them to children as gifts. Ask just about any young girl what she wants for Christmas and you’ll undoubtedly get the same answer: â€Å"A Barbie.† But what exactly has caused this baby boomer Barbie craze, and how did the entire world get so caught up in it? The answer lies in Ruth Handler’s vision for the first children’s adult doll. Mrs. Handler’s eleven and one-half-inch chunk of plastic began causing problems even before it’s public debut in 1959, yet has managed to become one of America’s favorite dolls. Ruth Handler and her two young children, Barbara and Ken, were merely sightseeing in Lucerne, Switzerland, when Mrs. Handler first saw the doll she herself had been trying to create (Lord 29). In the window of a small gift shop was an eleven and one-half-inch tall plastic doll with a slender woman’s body and a long blond ponytail. Her name was Lilli (â€Å"Bad Girl† 1). She had been created from a cartoon character in a West German tabloid similar to the National Inquirer (Lord 8). Dressed provocatively, and with a seductive look in her eye, Lilli had become a â€Å"popular pornographic gag gift for men† (â€Å"Bad Girl† 1). Excited to see her long-time idea a reality, Mrs. Handler bought three of the dolls and hurried home to begin work on her own doll (â€Å"Bad Girl† 2). It was 1956, and within three years, Mattel Creations began marketing the â€Å"teenage fashion model† as â€Å"a new kind of doll from real life† (Tosa 30). The new doll, deemed â€Å"Barbie†, was named after her own daughter Barbara, who’s many years of play with paper dolls had actually inspired her to begin designing the three-dimensional adult doll (Lord 30). Though Mrs. Handler’s version of the doll was not as racy or alluring as Lilli, her imitation of the â€Å"German streetwalker† would come back to haunt her many years later (†Bad ... ...body and a new focus, she has plans to become even more spectacular with many new adventures and many new friends. Barbie’s new look includes a wider waist, smaller hips, a less â€Å"torpedo-like† bust, and flat rather than pointy-toed feet (â€Å"Bad Girl† 3). She is also playing an active role in new research in prosthetics. Jane Bahor, a woman who makes replacement body parts, had experimented with the plastic knee joints in Barbie’s legs. She has found that they work well as prosthetic fingers for her patients because they â€Å"are more realistic-looking and useful†. So far, Bahor has provided the replacement joints for more than a dozen of her patients and has been extremely successful in her studies (â€Å"Bad Girl† 27). As Barbie gets ready to turn the big 4-2, it is unreal to think that she has completed her last makeover. No doubt that as time changes and people’s attitudes towards life change, this timely doll will also be forced to adjust to the needs of society. With more than 75 successful careers, her own official website, and a namesake magazine, this little doll has become more than a child’s plaything. Whether we love her or hate her, she will always be a part of us all.

Misguided American Dream in Arthur Millers Death of a Salesman :: Death Salesman essays

Misguided American Dream in Arthur Miller's Death of a Salesman Death of a Salesman deals with hopes and dreams gone wrong. This does not necessarily have to be the "American" dream as such, because all people share the same hopes and dreams, regardless of nationality. The underlying factor, and the inevitable truth is that we all have to dream, dreams are important for human existence. It is evident to the reader that for Willy, his ultimate dream was to follow in the footsteps of Uncle Ben and become a successful salesman. Unfortunately for Willy, most of his dreams are illusions, yet he is unable to come face to face with this fact. At the plays conclusion, Biff is susceptible to succumb to the fact that his father, Willy, did in fact have "all the wrong dreams", and the reader will agree that this is ultimately what lead to Willy's downfall. Willy's false hopes and dreams are evident in the fact that he wants to be a mirror image of his brother Ben. "The man knew what he wanted and went out and got it!" Willy believes that Ben has the "ultimate life", and strives to follow in the dream of being a successful salesman. This brings forth the notion of Willy kidding himself, and not knowing any different.   "The jungle is dark but full of diamonds." The jungle metaphor is continually bought to the reader's attention throughout the novel. Like Ben, Willy hopes to strike it rich in the business world of New England.   Yet Willy never finds the diamonds (success), and he leaves life without fortune or fame.   In many ways, the jungle also represents the American Dream ideal that Miller often criticized. It is the opinion of Willy that the job of a salesman is the most enjoyable of all jobs. "...And the smile on your face" gives the reader the notion that Willy is happy in his job, which Willy himself leads him self to believe. Evidently, this only turns out to be another illusion that Willy has created for himself. Nearing the novels conclusion, it is evident to the reader that Willy is unable to maintain this smile, and he is no longer happy in his job. Willy's illusions throughout the novel are also evident to the educated audience.

Deciphering Low-Carb Diet Jargon :: Nutritio

Deciphering Low-Carb Diet Jargon The medical world is a complicated one with constant changes in what is recommended for good health. Trying to keep up with current information is challenging enough, but deciphering the technical jargon can be the most confusing part. The low-carb diet craze exploded into the media with Atkins, The Zone, and the South Beach Diet. Accompanying these names are words such as glucose and fructose with many people know are different forms of sugar. But what do some of these other common words and phrases mean? What are insulinemia, glycemia, and a glycemic index? They are frequently used, but what do they mean?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First of all, the goal of the low carb bars and snacks is to reduce the postprandial (after a meal) insulin levels. Insulin levels are important for health reasons, particularly diabetes. It is well- known that there is increasing concern over the rising obesity and diabetes rates in this country. Glycemia is the presence of glucose in the blood. Hypoglycemia is an abnormal decrease of sugar in the blood. It is important to test people with diabetes regularly for their glycemic status because they have certain glycemic goals of where their blood sugar level needs to be and this can vary from person to person.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This is where the glycemic index comes into play. The glycemic index is a ratings system for food based on their glycemic response, which is the speed at which a food is able to increase a person’s blood glucose level. White bread is an example of a food with a high glycemic index. Foods with a high glycemic index break down into sugars more quickly than those with a low index. Studies show that foods with a low glycemic index may help to manage diabetes by helping to control glucose levels. With the growing diabetes trend this information could e crucial for maintaining health for those with diabetes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Insulinemia is the presence of an abnormally high concentration of insulin in the blood. Insulin is important in order to get the sugars out of our blood and into organs or storage.

Loreal Company Values and Culture Essay

The focus of this part of paper is on cultural aspects and values in L’Oreal Company. We will quote its ethical principles, which are very important for the company itself. In L’Oreal company we can distinguish core values, given as follows: passion for adventure, enrichment through diversity, leading innovation in beauty, striving for excellence and valuing individual talent. Thanks to its clarity into work ethics we can see how important for the company is innovation, entrepreneurship and creativity. These features make the L’Oreal company leader on the world market. The company includes just one business itself – beauty. This is the topic to which passion comes to and shows what cosmetics can bring to women and men: self-confidence, openness towards others and well-being. The passion for business, which is linked to culture and humanity. To create beauty products is about understanding others and anticipating their needs. Innovation is the second of the company’s core values. This feature is essential in such a topic as beauty because it requires all the time new products. Beauty canon changes so there is a need of a constant higher level of performance. L’Oreal understand the importance of innovation and research, it is making a lot of effort to expand its product lines covering wide variety of beauty products. Another value that is not less important than the others is open-mindedness. Listening customers, understanding their culture and benefiting from their differences are bare priorities, which respond to the infinite diversity of beauty trends around the world. They are inherent from company’s business and mission. Excellence is a value that is involved in every form in the business, in every country. It is expressed in a st ate of mind and a permanent aspiration to perfection. All teams in the L’Oreal Company share this desire to outperform and to be able to provide the best for their consumers. In order to create a high perceive value for its customers L’Oreal invests heavily on culturally adapted products. The main goal for L’Oreal Company is to deliver glamour to everyone. This is the feature that most of the customers identify with the brand. The ethical principles of L’Oreal company are: integrity, respect, courage and transparency. These principles build their culture, give rise the reputation and it is well-known by all L’Oreal employees. It is significant to obey these values because a company with smart ethical  rules is a powerful company which products you can trust (this attribute is the biggest competitive advantage a company can have). Thanks to these features L’Oreal benefit from high levels of client satisfaction and proud and motivated employees. Brands good name in the environment is growing and increasing shareholder loyalty. Acting with integrity is a key for the construction of trust and good relationships. Integrity in the relationship with company’s consumers means assurance that the advertising is based on proven scientific data. Also integrity in the relation to company’s business partners means observance to good governance practices to avoid any real or alleged conflict of interests. Integrity in the way of doing business is respecting the laws of the countries in which the company operates, maintaining high standards in accounting and reporting and fighting against corruption. Thanks to the company’s politics, the interests are never given by illegal or unethical practices. What L’Oreal Company is doing has a huge impact on many people’s lives. The organization shows respect to its customers by providing the specific products they are willing to buy. Because of high quality and relatively low price, which L’Oreal can boast, customers are happy and more eager to trust such a company. L’Oreal show respect to the consumers by recognizing that they are all different. By trying to avoid stereotypes and respond to their different needs, highly efficient products manufactured to the most demanding standards of safety and quality. For the multinational cosmetic companies is not always easy to act ethically. It sometimes means spending time and money needed to get the products that fit the company’s style and client’s satisfaction. L’Oreal show courage by facing up to difficult questions, listening others who may challenge them and creating a culture of openness and freedom of speech so that all employees feel comfortable to come up with new issues, ideas and questions. The last of the ethical principle is transparency, which means that the company must be sincere to international success. The justification of their decisions and actions is always trustful. Staff is often expressed as young and fresh, which means that youthful workers are one of the highlights in the company. Many of them are very ambitious and the fact that they are given responsibility in the early stages of their careers is a great advantage. With the after hour activities L’Oreal has a very wide social scene with regular sport and outgoing events such as football tournaments, comedy nights and pub trips. These attractions only strengthen the relationship between co-workers and surprisingly have an extreme effect on their future work. Moreover employees are offered with free products, free French lessons and discount gym memberships. This provides to spin-off benefits in the workplace – people are working harder and more efficiently because they know they can get extra remuneration not only in the form of money. L’Oreal realizes how fundamental the internal communication is to its operations. That is why there is a vast variety of communication-b ased training courses for staff including media relations, negotiation techniques, presentation skills and personal effectiveness. Another great idea that is extensively spread in L’Oreal is the freedom of speech. Employees are encouraged to engage in exchanges of opinion and to associate easily with people at all levels. As for the beauty company we can see that the majority of L’Oreal’s global workforce are women (63% of staff in 2010). More than 50% of them are on high positions, mostly managers. Moreover it is very important for the company the equality in employment and launching various activities to help ensure fairness in remuneration (it has signed deals with trade unions and delivered diversity training to many managers in Europe since 2006). For L’Oreal diversity is a priority. The company consists of 72600 employees, 126 different nationalities. People with different cultures bring a variety of styles, perspectives, values, beliefs and differences as advantages to the organization. The organization defines integration as a main clue to the success. It respects values and is proud of culture openness to ideas, innovation and creativity, which are  most important for a healthy and growing business. As Jean-Paul Agon who is the Chairman and Chief Executive Officer say â€Å"Today we live and work in an increasingly diverse world, a world of individuals with different cultural and ethnic backgrounds, unique styles, perspectives, values and beliefs. A diverse workforce in all functions and levels enhances our creativity and our understanding of consumers and allows us to develop and market products that are relevant.† In L’Oreal Company the main benefit is that there are people working from all continents with different cultures, every person is ready to add something new from his or her perspective and different point of view thanks to which the company is all the time developing. Diversity is much more inspirational than any other aspect and because of that every year there are thousands of ideas transforming into new beauty products for the company.

Comprehensive Proposal for the Development of an Early Childhood Education Program Essay

Do you realize how important the first few years of your child’s life are? We at Lighthouse Learning Academy understand how important these years are. The early years are when the foundation for your child’s life is being implemented. That is why at Lighthouse Learning Academy we provide programs from ages 6 weeks through 12 years old. Our Early Care program services infants from 6 weeks through 24 months. This program is designed to make sure that each child’s physical and developmental needs are met. Daily schedules are adjusted to meet each child’s sleeping and eating patterns. At the appropriate time, toddlers are introduced to different concepts and skills that will help them as they prepare to move to the next program. Our Preschool program serves children from the age of 2 through 5 years of age. Each age group will be divided into classrooms. Once the child is 4 years of age (by September 1st), he/she will enter our stated funded Pre-K program. Each class will use a theme based curriculum designed to introduce concepts and skills based on each child’s age and development. Daily schedules will be designed with a balance of teacher-directed and child-directed activities. Lighthouse Learning Academy understands that we serve a community that works various and long hours. We gladly provide before and after school care for families that require assistance. During the after school program we provide various activities and projects to enhance life skills as well as, an established time for children to do homework and tutoring is also available if your child needs help. Transportation services are available to and from local elementary schools. Lighthouse Learning Academy hopes to make getting to and from work less strenuous for working parents by providing the operating hours of 5:30 am to 6:30 pm. Being that we set out to service our community, the vision of Lighthouse Learning Academy is to make it possible for all children, youth, and families to reach their potential in a safe, nurturing, and affordable environment. Our mission at Lighthouse Learning Academy is to afford children with the premier quality early care and education, to serve as an accommodating system and source for families, strengthening the communities that we serve, and to work interchangeable with other networks and services to make certain that high quality preschool education remains safe and affordable for all families. We believe that from infancy, and through the school years, we are helping to chart a successful outcome for our children. We work with parents from pregnancy to make sure that their children are placed in a compassionate, encouraging, and nurturing environment. We offer a curriculum that focuses on all of the developmental domains, and an age specific method that helps children move forward from one milestone to the next in a way that has been confirmed to establish a strong basis for lifelong learning. We believe that there is a vital link between these values and the ongoing commitment of our staff. Therefore, our staff is encouraged and supported as they further their educational understanding of early childhood education. Lighthouse Learning Academy staff members serve as coaches and mentors to each other; enabling them to share ideas, experiences, and up to the minute knowledge of new research, policies and best practices. In addition, we provide on going skill set training for staff through meetings, newsletters, and state specified trainings. We do our best to provide parents with resources pertaining to high quality health and dental care, as well as nutrition, cognitively stimulating home environments, access to services, strong social connections, and safety precautions for children. New parents, or parents that are new to our neighborhoods, can rely on us for information and support during life’s transitions. Lighthouse Learning Academy is one of the strongest advocates for children and families in the area that we serve. We are aware of the responsibilities that we have to our families and children to be a voice for affordable, high quality preschool services. We take pride in working with local support agencies, legislatures, and school systems to provide safe, strong, and constant services for children from birth through the school years. We take pride in our parents, our staff, and the valuable chance that we have to be a part of your child’s development. The influence that we can have as partners for children is beyond measure. At Lighthouse Learning Academy we think that all children have a right to respect, in spite of their skill levels. We provide an environment that is safe yet thought-provoking, and a curriculum that challenges them through creativity and learning through play. Consequently, our program supports the following philosophy about children and their growth: 1. Each child has a unique learning style, learns at a different pace, by different methods and at different ages of maturation. 2. A positive attitude develops in children, who can fulfill their goals, complete tasks on their own, and work with others and receive positive feelings from others. 3. Children learn self-discipline through understanding, commitment, and reinforcement. 4. Children gain their independence by being allowed to do things for themselves as they are capable of, but keeping in mind new skills. In a safe, caring, respectful environment, children have the greatest chance to grow and develop. Such a setting should be the basis of all childcare programs. We, as educators, should do our best to create an environment that is rewarding, inspiring and supporting of all possible learning and growing opportunities. An encouraging learning environment is provided through a well design physical environment, the instructional materials, equipment, relationships established between everyone, and daily routines. It is in this environment that each child’s growth takes place. The basis for creating learning environments that promotes growth comes from the National Association for the Education of Young Children’s (NAEYC’s) philosophy of child development and learning that contains developmentally appropriate practice. A developmentally appropriate learning environment: (1) Provides learning centers that encourage mixing of multiple content areas, the library should contain a variety of books such as big books, picture books, books with words for teacher to read, books covering a wide range of topics, headsets with audiotapes; in blocks there will be large unit blocks, hollow blocks, different types of vehicles, pencil, paper and books related to construction. (2) Provides both active and quiet activities, the library should be an area for children wanting to read alone or quietly listen to a book read by the teacher or enjoy music through head sets; while the block area promotes lots of movement to complete projects. (3) Provides materials that encourage awareness and knowledge of diversity through books about different cultures, as well as dolls of different races, and musical instruments from a variety of cultures. (4) Ensures that children have easy access to materials. (5) Makes sure that there are plenty of materials available. (6) Offers children the chances for isolated and group play in view of an adult. (7) Makes sure that there is adequate space for individual, small- and large-group experiences, both inside and outside. (8) Displays classroom materials and children’s art at children’s eye level. (9) Promotes literacy in the environment through a variety of sources for print and audio. The infant room through the 4 year old room will be comprised of teachers that are highly qualified. This program employs qualified persons who are 18 years of age or older, who have been taught in Early Childhood Education, and who show the personal characteristics for working with children†¦. Employees working with school-age children have been trained in early childhood, child development, or a related field. The amount of schooling will vary depending on the level of responsibility of the position. Employees of a large group of children should have at least a CDA or an associate degree in Early Childhood Education. The Pre-K classrooms will have a Lead Teacher and an Assistant Teacher. The Lead Teacher will be required to possess a two- or four-year degree in the early childhood field. All assistant teachers must possess at least a CDA. Teaching is full of many responsibilities, roles, and challenges. As an early childhood educator, you will be required to wear many hats. As a teacher, you should be prepared to be flexible. It is important to remember that your job description may change if you are needed in other areas to fill in. Early childhood teachers assist learning by providing activities and materials that children find appealing. By supplying a developmentally appropriate environment, interesting materials, and time to explore, and play, children find learning easy and fun! Teachers have to communicate with many people throughout the day, ranging from parents to administrators, as well as the children. Early childhood teachers must be ready to communicate with all of these people. You should feel at ease opening up, asking questions, and sharing your experiences. Paperwork, lesson planning, preparing materials and the environment, require teachers to have strong management skills. Managing a classroom requires organizational skills, and commitment. There are many balloons floating in the air and it is your task to keep them up! Discipline is the guidance, encouragement, and support that adults use to influence children. Appropriate discipline helps children learn how to interact and develop self-control. The staff at Lighthouse Learning Academy understands these concepts and uses the following discipline strategies: First and most importantly, the staff creates a positive and safe environment in which all competencies can be fostered and where there is little opportunity for misbehavior. Secondly, teachers always model appropriate behavior, both verbal and non-verbal, including body language. Teachers set limits, which reflect realistic expectations for the age and development of each child. When there is conflict between children, teachers will utilize Dan Gartrell’s Five Finger Formula. The five finger formula involves five steps. The first step is to cool everyone down. No one can negotiate when they are upset. The second step involves having everyone involved to agree what the conflict is about. Thirdly, you would want to involve everyone in coming up with possible solutions to the problem. Fourth, you would want every to agree on the solution. And finally, you must try out the solution that everyone agreed upon. This technique teaches children how to solve problems on their own. If these strategies are not successful, a child may be removed from the group and guided to a quite area with an independent activity. If your child continues to have problems, we will contact you. We will do our best to work with you to correct the behavior issues. If there is still no change in the behavior, a short suspension may be used at the judgment of the director. If a child is not adapting or benefiting from our program, we reserve the right to disenroll the child from the program, also at the discretion of the programs director. Communication between the parent and the caregiver is important to having a successful child care arrangement. After an adjustment period, your child should be able to make the move from home to child care fairly easily. The staff will be providing support to you by discussing your child’s progress and will recognize the parent as the primary caregiver. A tour of the center is a vital part of the orientation process. It is at this time when you will meet the staff members that will be responsible for educating your child as well as view the classroom environment. We suggest that you bring your child along so that, he/she can become familiar with the teacher and the classroom. A tour can be arranged at anytime, just call to set up a scheduled time or just drop in. Our staff welcomes you with open arms. Lighthouse Learning Academy will distribute monthly newsletters so that you will be aware of what is happening with our program. The newsletter will inform you of the themes that will be introduced to your child each month. It will also detail ways in which you can assist the program, as well as upcoming events. Teachers may opt to send home either weekly or a monthly newsletter, keeping you aware of the happenings in the classroom. Through newsletters we are able to keep you updated of the programs effort to make sure that your child’s light shines. Assessment is the method of collecting data about children in order to determine where they are developmentally and to make decisions about their education. Teachers obtain useful data about children’s skills, and progress by observing, documenting, and reviewing children’s work over time. Ongoing assessment that happens in the context of classroom activities can provide an accurate and fair picture of the children’s abilities and progress. The purposes for assessment in programs for young children are: instructional planning and communicating with parents. This helps to determine, what are the child’s strengths, needs, and learning processes, as well as how is this child doing, and how will this child’s instruction and guidance be planned? Another purpose is identification of children with special needs. This allows for assessing whether the child’s needs can be met in the program and if not, how does this program need to be adapted, or what program is required? The third purpose is program evaluation and accountability. This assessment allows for assessing whether the program, as now implemented, is meeting its goals and objectives? One of the assessment techniques that we use is the student portfolio. The portfolio is a system for the collection of the child’s work. Work samples are products of children’s work that mirrors situations in the learning environment, rather than manufactured instructional situations. The collection of work samples along with the recorded observations of children’s interactions and comments shows the child’s progress over time and in a variety of settings. The key to the use of information collected through this approach is the teacher’s knowledge of child development and skill as an observer. Parent conferences will provide you with the opportunity to discuss and learn about your child’s portfolio and how it is used in assessing your child’s development. Observations will also be used as an assessment tool. Observations can be an assessment tool used while a child is playing usually in his/her natural environment. The observer is able to see the interactions between the children as well as noting speech and language, and motor skills. Lighthouse Learning Academy wants to make sure that your child will receive the individualized attention that they deserve, so we have established groupings of children for care which comply with the following staff ratios for every age group. For infants to one and a half year olds, the teacher-child ratio will be 3 to 6 infants for 1 teacher. There is a maximum of twelve infants in one room. If there are more than six infants, another teacher will be placed in the classroom. For one year olds that are walking, the ratio will be 1 teacher to 8 children, with a limit not to exceed sixteen children. For two year olds, the ratio will be 1 teacher to every ten toddlers, with no more than twenty in the classroom. For the three year old classroom, the ratio will be 1 teacher for every 15 children, with no more than thirty. And in the four year old room as well as the pre-k program, the ratio is 1 teacher to eighteen children. In the pre-k program there are always two teachers. Children may be mixed in age groups only during early morning arrivals and late afternoon times of departure. When mixing age groups, you must go by the staff: child ratio and group size based upon the age of the youngest child in the group. During rest time the staff: child ratio may be doubled the number of children as long as there is one staff member in the classroom. Lighthouse Learning Academy prides itself on providing a safe learning environment for your child. But we know that accidents and injuries will occur. If an accident occurs at our center, we will follow the following guidelines depending on the severity of the injury. First and foremost, our staff and teachers are trained to apply first aid to minor injuries such as cuts, scrapes, and bruises. The director will report to you at the end of the day or during the day based on the nature of the injury. If your child is seriously injured and it requires medical attention, you will be notified immediately and emergency personnel will be contacted. In cases where you child has to be taken to the emergency room, we require you to sign an authorization form so that we may act during your absence. This form is provided in your enrollment package. References Decker, C. A. , Decker, J. R. , Freeman, N. K. , & Knopf, H. T. (2009). Planning and administering early childhood programs (9th ed. ). Columbus: Pearson. Gartrell, Dan. Guidance Matters. March 2006, retrieved on October 16, 2010 from http://www. naeyc. org/files/yc/file/200603/GuidanceBTJ. pdf.