Tanning Beds/Salons Essays - Sun Tanning, Tanning Bed, Tanning Lamp

Tanning Beds/Salons What exactly is tanning? Tanning is your body's natural response that occurs when your skin is exposed to ultraviolet radiation (UV) such as the sun. Exposure to UV radiation from sunlamps and beds can add to the total amount of UV radiation you can receive in your lifetime. UVA and UVB rays put out radiation which can cause skin cancer. Tanning beds and booths basically imitate the sun. The sun emits three kinds of UV rays (the ones that make you tan). UV-C has the shortest wavelength of the three, and is also the most harmful. The sun emits UV-C light, but then it's absorbed by the ozone layer and pollution. Tanning lamps filter out this type of UV light. UV-B, the middle wavelength, starts the tanning process, but overexposure can cause sunburn. UV-A has the longest wavelength, and it completes the tanning process. Tanning lamps use the best ratio of UV-B and UV-A light to provide optimal tanning results, with a lowered risk of overexposure. If it takes you a while to get a tan outside, it may be easier for you to get the color you want (brown instead of red) by tanning indoors. You would need to start with a short exposure time, and increase it very gradually. However, if you NEVER tan from the sun, you will not tan from tanning lamps, since they emit the very same tanning rays as the sun does. In order to build a tan, it is important to tan regularly. Don't let too much time go by between visits, or your tan will begin to fade. You can tan up to once every 24 hours, but it is generally recommended that you wait at least 48 hours in between each session to allow your tan to fully develop in between visits. You can build up your tan by going to an indoor tanning facility three to four times a week. Once you have a tan, you can maintain it by tanning two or three times a week. Usually, you will begin to notice results after a few tanning sessions, but it may take a few weeks of regular tanning (at least three times a week) to get to the color you are looking for. If you are developing a base tan before going on a trip, you would want to start tanning about three or four weeks before you go.

Sugar Farmin in the South essays

Sugar Farmin in the South essays In the past fifteen years, the sugar industry has been under has been under fire for numerous different reasons. Most of which has been the destruction of the Everglades and its habitat. Since then, sugar farmers have did their part to help protect the Everglades by donating millions of dollars and lowering the amount of chemicals in run-off water. Once again, they are under fire. The new Farm Security Act, or The Farm Bill, plans to change sugar policy for the next ten years. Reps. Dan Miller from Florida and George Miller from California have introduced an amendment to the Farm Bill that will have a negative impact on the sugar economy. The new farm bill if passed would devastate the economy in South Florida by raising employment rates and lowering revenue produced by sugar farmers. There are five provisions of the amendment. It would reduce the level of government loans by a penny a pound, double forfeiture fees to two cents a pound. It would also prevent the U.S. secretary of agriculture from imposing marketing limitations on domestically produced sugar. The Miller-Miller amendment would also earmark 300 million dollars for Everglades restoration that would come from anticipated savings resulting from reducing the sugar program. Since the passing of the last Farm Bill in 1996, sugar policy has had problems. Because of the North American Free Trade Agreement (NAFTA), other countries in North America such as Mexico have substantially entered the U.S. sugar market. Mexicos main export is sugar causing the U.S. sugar industry to produce a huge surplus. Since then, the need to export sugar has decreased drastically. Also, Mexico creates a 455,000 tons surplus and is able to get rid of it in the preferentially priced U.S. market. The grocers and food manufacturers are demanding more profits at the expense of American family farmers. To satisfy their quest for unreasonable cheap supplies of foreign subsidi...

American Culture Essay Example | Topics and Well Written Essays - 750 words

American Culture - Essay Example American culture is not an exception to this phenomenon. Through the articles â€Å"Shopping for American Culture† written by James J. Farrell, and â€Å"The Mall As Prison† written by David Guterson, the current discourse hereby asserts that malls, with their combination of over hundreds of stores, numerous restaurants, and amusement parks are the epitome of American culture, representing what entire America stands for: commercial art, materialism and places of psychological refuge. Shopping malls are replete with commercial art. Farrell (date) specifically attested that â€Å"shopping requires a biological being to enter an architectural space outfitted with commercial art and designed to sell artifacts manufactured and distributed in a market economy† (par. 7). After confirming malls as structures containing commercial art, Farrell corroborated the statement by asserting that â€Å"malls are also art galleries, carefully crafted collections of commercial artà ¢â‚¬ ¦ (and are likewise) museums of contemporary American material culture† (pars. 10–11). These statements confirmed that shopping malls become reservoirs of commercial art in terms of the diversity of products and services being displayed, offered, and designed in manners that are synonymous with forms of art: through product designs, packaging, promotional campaigns, product displays, and even the architectural structures that house these varied products. Concurrently, malls also serve as cultural institutions (Farrell, date) where some strategically designed and allotted spaces become venues for display of art works, current events, social and cultural endeavors, and an exchange of community work which aims to reach out to others and serve diverse civic or social responsibility objectives. More importantly, as revealed by Guterson (date), when he visited the Mall of America in Minneapolis, the external description of the edifice resembled a magnificent artwork, to wit: â€Å"the Mall of America had been imagined by its creators not merely as a marketplace, but as a national tourist attraction† (par. 4). The grandiose design, the expansively sophisticated space, and the vividly colorful aesthetic features make malls themselves as perfect symbols of commercial art: in structural design as well as in the products and services offered therein. Likewise, shopping malls are the embodiment of materialism. As Farrell (date) had enunciated, â€Å"the average American of today consumes twice as many goods and services as the average American of 1950 and ten times as much as a counterpart from 1928† (par. 5). This information is a manifestation of the depth and intensity of consumerism, as evidenced by the magnanimity of products or services being consumed for personal and professional interests. Everything anyone needs seems to be made readily available in various stores and shops within the mall. In addition, there has been an emphasis i n the â€Å"natural human impulse to dwell in marketplaces or urge to buy, sell and trade† (Guterson, date, par. 16). Finally, malls are places of psychological refuge. As acknowledged by Farrell (date), â€Å"shopping itself can be therapeutic, even fun, whether or not anything ends up in the shopping bag† (par. 6). In addition, Farrell (date) also admonished that as a place of psychological refuge, malls actually provide opportunities to enrich one’s personal identity, â€Å"a secure sense of self, a set of social relationships, a deeper sense of community, an expression of who we

Abdurrahman Zeitoun and The Hero with a Thousand Faces Essay

Abdurrahman Zeitoun and The Hero with a Thousand Faces - Essay Example The object of this paper is to depict the journey of a real life hero seen through Campbell’s version of heroic adventure and dilemma. Campbell has put forward three main criteria as features of a Hero’s journey. The actions and adventures of a real life personality, Abdulrahman Zeitoun are assessed on the basis of the criteria mentioned by Campbell. The altruistic deeds of Zeitoun has placed him on the altar of a modern day Hero and can be a guiding light for the young generation to be strong and fearless in all difficult situations. The mythological set up of Joseph Campbell’s book The Hero with a Thousand Faces has expressed the adventures of an emerging Hero. With many mythological examples the book explains how different people can display courage in the face of adversities and achieve the status of a Hero by fulfilling the call of their missions. The journey of the Hero starts when he gets a call for a mission and on basis of the call he steps in a hitherto unknown and supernatural world from the comforts of his ordinary world. In this journey he faces many hurdles which he overcomes with great display of courage and determination. Eventually, he returns to his homeland equipped with all the powers of a superhero and from then on he uses his power for the welfare of his people. There are three different stages of the journey to heroism and they are Departure, Initiation and Return. The journey that one has to make in his life indicates moving forward without any hesitation and. The journey is full of challenges that one has to overtake with sheer integrity and willpower. Only by overcoming the fear of the unknown, one can emerge victorious as a true hero. The mythological journey of the Hero depicted in this book can act as an inspiration for generations to come. (Campbell, xxiv) Campbell depicts in his book the three stages through the story of a mythological character’s journey and his adventures. He uses various appropriate examples from mythology and religious history to describe the journey of his hero. He embarks on the journey when he gets a call from the supernatural and the first stage of the journey begins when he faces Separation from his own ordinary world. (Campbell, 45-53) â€Å"A sharpened edge of a razor, hard to traverse, A difficult path is this—poets declare!† – (Campbell, 21) Every man who dares to respond to the call of the unknown knows very well the dangers lurking ahead and he alone has to face them with courage and determination. (Campbell, 21). Initially he refuses to respond to the call but then he is assured of supernatural assistance. This gives him the courage to embark on his journey and face the challenges ahead. The second stage is about the hero’s Initiation to the supernatural world. In his journey to this mystic world he faces many tough challenges and tribulations but every time he overtook them and achieved victory with his extraordinary po wers. His bravery won him the good fortune of meeting the Goddess. â€Å"At their word, the word which tortures the spirit, The sick woman was turned into a corpse, The corpse was hung from a stake† – (Campbell, 99) The hero of every era at one time or the other in his life has to confront his other self either by being absorbed by it or by absorbing it. Life will throw at him challenges which will require him to let go of his pride and inhibitions and he must surrender himself to the flow to rediscover himself. In this journey the Hero was provoked towards temptations and like any ordinary man he surrendered his will power to such provocations. Still, the Holy Father gave him the chance to atone for his weakness and thus he received the chance to cleanse himself of his sins. Gradually he gets elevated to divine status and he is bestowed with powers

Turning around fortunes at Procter & Gamble Essay

Turning around fortunes at Procter & Gamble - Essay Example In P&G company, much attention is paid to the social dimension. The main responsibility of the leaders of the company is to build the working environment to welcome and inspire diversity. P&G company is driven by the idea of creating the favorable surroundings where all the employees would feel comfortable being themselves. The major aspects under focus are the equality in terms of access to information, and the equality on opportunities in terms of learning, developing and growing both – professionally and personally. Numerous training, learning and coaching programs are provided systematically and are aimed at enhancing work/life integration, personal productivity and maintaining of the corporate culture. All the employees are monitored through surveys and culture sensing in order to determine the level of competence and commitment (Wagner & Hollenbeck, 2014). Technological environment:P&G’s Global Medical organization advises and assists management and employees to a ssure a safe, healthy work environment. Global medical delivers preventive health services to all employees, at all sites. It manages health issues that may affect employees, technologies, and brands (Wagner & Hollenbeck, 2014).For all the companies worldwide there are a lot of safety, health, and environmental regulations to be followed. Factories and plants are required to limit their emissions and fulfill all the regulations within a production process, discussed in law, permits and statutes

Role of Play in Enhancing Development

Role of Play in Enhancing Development Play is almost universally recognized as an integral factor in childrens learning and development. For example, Macintyre (2001, 4) quotes Isaacs 1933 description of play: Play is the crucial component in childrens development, and adds that everyone concerned with young children should recognise and value the different kinds of understanding developed through play (Macintyre 2001, 3-4). Although different play activities promote childrens in different ways, Keenan (2002) identifies a number of areas of development that are impacted or enhanced by play, including cognition, language and communication, social, and emotional. The recent Curriculum guidance for children from three through the reception year (Foundation Stage) ephasizes learning opportunities and experiences ; for example, the area of language and literacy was broadened to include communication and emphasized the importance of developing literacy through play and advocates play and exploration as a basis for literacy learning in the early years (Miller and Smith 2004, 122). Within the Early Years curriculum, role play is an excellent example of a play activity that promotes many areas of development. Before examining the ways role play promotes development in children, it is helpful to define both play and role play. Macintyre (2001, 3) defines play as activity that is enjoyable, gives pleasure, and undertaken by the player freely, that is, it can be abandoned at any time without blame. Play further has no preconceived outcome; the agenda can develop as play goes on (Macintyre 2001, 3). Additionally, play allows the player to develop skills which are important in non-play situations, such as development of social skills (Macintyre 2001, 3). Children around age three and four begin to enjoy imaginative role play in twos or small groups (OHagan and Smith 2004, 36). As a particular play activity, role play is a type of imaginative play, where children assume roles outside their real world place. Role play allows children to construct proximities between themselves and others in their lives. Piagets theory of development contends infants first engage in pretend play around eighteen months, acting out imaginary activities and using real objects to represent imagined objects, such as pretending a television remote is a telephone (Keenan 2002, 123). Children may participate in limited role play at this point if directed by an older person. However, cooperative role play, where children instigate their own roles and story line, are rarely undertaken by children before three years of age (Keenan 2002, 200). According to Vygotsky, children engage in pretend play roles beyond their current stage in life, such as taking on adult roles, such as a parent, teacher or doctor, or roles as adolescents or older children(Keenan 2002, 135). Through pretend play, children place themselves in a zone of proximal development, where they play at a level which is in advance of their real capabilities (Keenan 2002, 135) Cognitively, role play promotes development in several ways. First, it allows children practice in ordering their thoughts and develop understanding. Piaget believed that children were active agents of their own learning and that the major task for them was to develop an ability to organize experiences and learn from them in a way which enables them to make sense of the world (OHagan and Smith 2004, 10). Role play activities are the highest form of symbolic play, encompassing two types of cognitive operation which are necessary for conservation, namely reversibility and decentration (Umek and Musek 2001, 56). Children are able to freely leave the roles they take on, as indicated in the free participation concept introduced in the definition of play above. This reversibility indicates cognitively children are awareness that they can abandon their assumed role and return to reality at any time (Umek and Musek 2001, 56). The cognitive ability of decentration involves childrens understanding that the person in the role play scenario is really them, yet is also simultaneously the role undertaken (Umek and Musek 2001, 56). Cognitively, this means children must preserve the imaginary identity of toys or play materials despite the fact that they are perceptually and/or functionally inadequate (the issue being the conservation of identity) (Umek and Musek 2001, 56). In such pretend play, children learn that the objects they use can be separated from their normal referents, and that they can stand for other things (Keenan 2002, 135). This object will typically be similar in some way, such as size or shape, to the pretend object in the role play, causing the children to practice analogous thinking skills where they related an item not available to them to another available object (Keenan 2002, 135). The development of language and communication skills are recognized as closely linked to childrens thinking and conceptual development (OHagan and Smith 2004, 18). In addition to cognitive development, role play offers important development opportunities in the areas of language and communication. This can be intentional, such as when parents or other older players in the role play intentionally support vocabulary development by introducing names of things during the context of play (Keenan 2002, 154). However, the opportunity to talk and verbally interact with others in the role play further presents a powerful way of learning even when no intentional instruction occurs (OHagan and Smith 2004, 18). In role play, children learn to use language as a form of symbolic representation, and also communicate symbolically through dramatic play (OHagan and Smith 2004, 25). Such symbolic play encourages the development of language comprehension (Umek and Musek 2001, 56). Fantasy role play encourages explicit and expressive speech due to its symbolic nature. Role enactment and the use of various objects have different functions in play and in real life, therefore the child-player-must define these symbolic transformations verbally, so that they have a clear (recognisable) meaning and are comprehensible to his or her playmates (Umek and Musek 2001, 56). In this way role play promotes the communicative skills of its players. The symbolic elements of fantasy play, like role and object transformations, enable the child to use lexicographic meanings and explicit speech (Umek and Musek 2001, 56). Socially, role play typically involves several other children and/or adults. Keenan (2002) discusses Partens theory that such cooperative play is the most complex form of play, as it includes behaviours such as social pretend play where children take on pretend roles (Keenan 2002, 200). The children involved in the role play talk to one another as part of the play, developing their imaginative situations in a co-operative manner. Umek and Musek (2001, 56) report Smilanskys (1968) contention that role play activities promote the childs social development. When children use role enactment, they have to reach a consensus about the play theme, the course of events and the transformation of roles and play materials. This can only be achieved when individuals transcend their egocentrism and develop the ability to empathise (Umek and Musek 2001, 56). Children further build relationships with the other children or adults with whom they play. Although such relationships are often temporary, such play causes children to express a preference for certain friends and play regularly with them; during the Early Years period there is usually, but always, some preference for play with children of the same sex, but there is still a good deal of mixed play (OHagan and Smith 2004, 36). Role players share symbolic meanings with each other and assign imaginary roles in their pretend play, both providing opportunities for social development (Keenan 2002, 203). Co-operative pretend play also is usually based on the childrens understanding of the social rules of their culture (Keenan 2002, 135). Therefore, a child behaving badly in the role play will be punished by the child in the parent role. Vygotsky held that as such role play was an important context in which children learned about the social world (Keenan 2002, 135). Childrens play is constrained by the rules which guide behaviour in these roles, and, because of this, they learn about the social norms that are expected of people (Keenan 2002, 135). Role play can be an important component in childrens emotional development. Around eighteen months, the increase in language and symbolic thought allows some feelings to be expressed through imaginative play (OHagan and Smith 2004, 27). Prior to this childrens options were limited to physical displays such as crying, hitting, or facial expressions. This can promote childrens emotional development, as it allows them to learn to express their wants and needs, and become emotionally aware of the wants and needs of others. For example, role play can allow children to act out their fears, such as going to the doctor or being punished (OHagan and Smith 2004, 36). These fears might develop from an experience the child has had, such as having a painful injection at the doctors office, or a perceived fear, such as concern over anticipated punishment. Role play can also help chilren develop self-efficacy. Even young children have a strong desire to be right or successful, and will avoid areas where they expect to fail (Macintyre 2001, 4). However, if children can try things with no fear of failure they are more likely to stretch out and tackle things they might otherwise avoid (Macintyre 2001, 4). Since there is no defined end product, there is no fear or experience of failure. Children are empowered through the communication skills developed in role play, as they can express their feelings freely, can negotiate their wishes and needs and develop self-confidence and self-esteem (OHagan and Smith 2004, 18) This self-efficacy can both be encouraged in actions and in emotional expression; role play teaches children healthy and appropriate expressions of emotion. OHagan and Smith (2004, 38) studied groups of young children who viewed adults handling a situation, with each group seeing a different emotional response. One group viewed the adults as dealing with the issue by becoming angry and physically aggressive, and were later observed to emotionally deal with a similar situation in a similar manner, i.e. with anger and physical aggression. OHagan and Smith (2004, 36) contend this reinforces Banduras claim that children learn from models in their lives, particularly those they view as similar to themselves, who have a nurturing relationship with them, or who they perceive as powerful and competent (OHagan and Smith 2004, 39). Symbolic play, such as role play, should certainly form an important part of the preschool curriculum but preschool teachers should bear in mind that the quality of a childs play will be determined by general characteristics of development as well as by the play context (Umek and Musek 2001, 63). In the classroom, role play can be encouraged through the use of story and related play objects. For example, reading stories that include a kitchen and having a play kitchen available encourages children to first repeat the story through role play, then diverge and develop their own story lines. OHagan and Smith (2004, 58) present a typical classroom element, a home corner complete with dressing-up clothes and various objects for domestic play. Role play can be used for many learning purposes, such as to reinforce desired behaviour or assess childrens understanding of material. A teacher is trying to encourage sharing amongst her pupils. In this scenario, the teacher could role play with the children, demonstrating and reinforcing that sharing is a desireable activity. The activity could then be extended, with children being allowed to continue the play without teacher involvement, by later drawing pictures, and/or talking about the role play in a circle time or similar sharing opportunity. Finally, role play can also enhance a teachers evaluation of childrens attainments, as the children will demonstrate their abilities in a number of areas during a typical role play activity. In practice, children can achieve higher levels of individual cognitive functions (conservation, one-to-one correspondence, decentration) in their symbolic play than they demonstrate when the same mental operations are tested and measured in formal, non-play, situations (Umek and Musek 2001, 64). As such, observations and assessment based on role play can be highly valuable in the classroom environment.

Essay on Mathematics - The True Universal Language :: Graduate Admissions Essays

Mathematics - The True Universal Language The true universal human language is not punctuated by accents or vowel intonations; it does not spring from any particular continent; it rises above ink on paper, scratches on the earth or daubs of paint on the wall of a cave. No, I am a firm believer that the true universal human language is composed of numbers. For while numerical characters may vary across the globe, the logic they convey transcends borders, localities, and customs. The "language" of numbers flows from the inherent human capacity to reason. It is my love for the reach and power of numbers that started my career in Mathematics and Electrical Engineering and has inspired me to pursue graduate work in Database Management Systems. In my native Hungary, I was the winner of the national mathematics competition award before going on to study Mathematics at MIT. My academic career at MIT was immensely enriching, and my hard work landed me at the top of my classes. I was awarded the _____________ Scholarship and was on both the Computer Science National Dean's List and the MIT University Dean's List. But just as important as my awards and honors was the assistance and support I received from my professors, who not only taught but nurtured me. As an undergraduate Teaching Assistant under Dr. __________, I graded papers and worked with the students-an experience that encouraged me to think about a future teaching position. And in my independent research study project in Complex Systems Theory, completed under the direction of Dr._________________, I was able to learn in a creative, exploratory fashion. This project cemented my decision to venture into postgraduate studies. My past projects centered around analyzing, formulating and delivering solutions in every stage of providing Microsoft-format software for major Fortune500 companies. I have also designed a database system (implemented in SQL Server) and developed front end applications in Visual C++ and Visual Basic that used ODBC and DAO to access the server. This work piqued my interest in doing research in the field of database systems, and I started to think more analytically about the limitations of relational databases. I became interested in object-oriented databases, particularly their flexibility and their ability to meet the requirements of more complex structures. In my graduate studies, I plan to focus my research on optimizing queries and improving the performance of complex systems such as image, engineering, or scientific database systems. Essay on Mathematics - The True Universal Language :: Graduate Admissions Essays Mathematics - The True Universal Language The true universal human language is not punctuated by accents or vowel intonations; it does not spring from any particular continent; it rises above ink on paper, scratches on the earth or daubs of paint on the wall of a cave. No, I am a firm believer that the true universal human language is composed of numbers. For while numerical characters may vary across the globe, the logic they convey transcends borders, localities, and customs. The "language" of numbers flows from the inherent human capacity to reason. It is my love for the reach and power of numbers that started my career in Mathematics and Electrical Engineering and has inspired me to pursue graduate work in Database Management Systems. In my native Hungary, I was the winner of the national mathematics competition award before going on to study Mathematics at MIT. My academic career at MIT was immensely enriching, and my hard work landed me at the top of my classes. I was awarded the _____________ Scholarship and was on both the Computer Science National Dean's List and the MIT University Dean's List. But just as important as my awards and honors was the assistance and support I received from my professors, who not only taught but nurtured me. As an undergraduate Teaching Assistant under Dr. __________, I graded papers and worked with the students-an experience that encouraged me to think about a future teaching position. And in my independent research study project in Complex Systems Theory, completed under the direction of Dr._________________, I was able to learn in a creative, exploratory fashion. This project cemented my decision to venture into postgraduate studies. My past projects centered around analyzing, formulating and delivering solutions in every stage of providing Microsoft-format software for major Fortune500 companies. I have also designed a database system (implemented in SQL Server) and developed front end applications in Visual C++ and Visual Basic that used ODBC and DAO to access the server. This work piqued my interest in doing research in the field of database systems, and I started to think more analytically about the limitations of relational databases. I became interested in object-oriented databases, particularly their flexibility and their ability to meet the requirements of more complex structures. In my graduate studies, I plan to focus my research on optimizing queries and improving the performance of complex systems such as image, engineering, or scientific database systems.