Transparency for the Consumer

During the collection and production of raw materials, nature is to be disturbed as little as possible. Particular care to protect endangered species is mandated. Genetic manipulation and modification are rejected. The transformation of raw materials into cosmetics is to be accomplished with care and with few chemical processes. Renewable and biodegradable materials are preferred because their ecological impact is substantially lower, especially when they come from controlled biological sources or other responsible means using natural resources. With natural ingredients, one deals with substances that have been used and studied for ages, so there is a minimal toxicity potential. Natural products most easily fulfill the requirement of accountability and socially responsible production. The choice of technical production methods is limited. Technical methods cannot be fully eliminated especially when the user's expectations for purity and performance cannot be met by raw materials in their natural state. Environmentally-friendly production methods, renewable and biodegradable materials and minimal use of packaging are expected.

The following guidelines define the concept of natural cosmetics in a sensible and clear manner, with the consumer's expectations of safe and ecologically sound products in mind.        

1. Raw materials obtained from plants

As far as possible, raw materials obtained from plants should be used from:

- controlled biological cultivation, taking quality and availability into account, or

- controlled biological wild collections

2. Animal Protection

- No animal testing may be performed or commissioned when end products are manufactured, developed or tested.

- Raw materials that were not available on the market before 01.01.1998 may only be used if they have not been tested on animals. This does not include animal testing performed by third parties who neither were ordered/prompted by the ordering party to do so nor are associated to the ordering party by company law or by contract.

- It is prohibited to use raw materials obtained from dead vertebrates (e.g. spermaceti, terrapin oil, mink oil, marmot fat, animal fats, animal collagen or living cells).

3. Raw materials obtained from minerals

The use of inorganic salts and raw materials obtained from minerals is generally permitted, except for those listed in point 5.

4. Raw materials with restricted use

For the production of natural cosmetics, it is permissible to use components which are extracted through hydrolysis, hydrogenation, esterification, transesterification or other crackings and condensations from the following natural materials:

- fats, oils and waxes

- lecithins

- lanolin

- monosaccharides, oligosaccharides and polysaccharides

- proteins and lipoproteins

The actual raw material use is regulated by the positive list for development and production of certified natural cosmetics.

5. Deliberate rejection of

- organic-synthetic dyes

- synthetic fragrances

- ethoxylated raw materials

- silicones

- paraffin and other petroleum products

The criterion which determines which aromatic substances are permitted is mainly ISO 9235.

6. Preservation

To ensure that products are microbiologically safe, certain nature-identical preservatives are allowed in addition to natural preservatives. These are:

- benzoic acid, its salts and ethylester

- salicylic acid and its salts

- sorbic acid and its salts

- benzyl alcohol

When these preservatives are used, products must be labelled

“preserved with ... [name of preservative]”

7. No radioactive radiation

It is forbidden to disinfect organic raw materials and completed cosmetic products using radioactive radiation.

8. Certified Natural Cosmetics

A neutral control body checks that the above criteria are complied with. The association's label is used to indicate that the criteria have been complied with.

Further goals

Raw material requirements

- traceable production using clear processes

- education of consumers

Disapproval of genetic engineering

Clear opposition to raw materials extracted from genetically modified plants or animals. As genetic engineering is a controversial issue in agriculture and is not justified ecologically, biological cultivation is supported and genetic engineering is actively rejected.

Ecological compatibility

- only natural sources of raw materials, if possible certified by the EG-Bio-VO (EG regulation of ecological cultivation)

- environmentally-friendly manufacturing processes

- optimal degradability of raw materials and finished products

- economical, environmentally-friendly and recyclable packaging

- maintenance of natural life principles

Social compatibility

- raw materials from fair trading and Third World projects

- use and disposal

- cooperation

здоровое питание

 1. Авокадо – защищает печень от токсинов.

 2. Яблоко – помогает выведению из организма шлаков.

 3. Чеснок – нормализует липидный обмен.

 4. Дневной рацион правильного питания предусматривает пряности, которые повышают прочность капилляров кровеносной системы.

 5. Цитрусовые – укрепляют сосуды и иммунную систему.

 6. Изюм – помогает избежать резкого снижения уровня сахара в крови.

 7. Картофель – содержит жизненно важные минеральные вещества.

 8. Морковь – бета-каротин укрепляет зрение.

 9. Фенхель – поддерживает эластичность кожи.

10. Морская рыба – жирные кислоты защищают нервные клетки, необходима для укрепления иммунитета.

              

I               Молоко и молочные продукты                                Наиболее ценные животные жиры

II              Мясо, рыба, яйца                                                       Животные белки

III            Сахар, хлеб и изделия из теста                            Энергия, витамины, минеральные соли и растительные белки

IV            Бобовые, орехи                                                           Ценные растительные белки

V              Жиры                                                                            Жиры и витамины

VI            Овощи и овощные соки                                            Вода и витамины, минеральные соли и целлюлоза

VII           Фрукты и фруктовые соки                                     Фруктовый сахар, фруктовые кислоты и витамины, красители

Educational Value of Chess by Wendi Fischer

It's not about Kings, Queens, and Rooks, but rather, quadrants and coordinates, thinking strategically and foreseeing consequences. It's about lines and angles, weighing options and making decisions. Chess might just be the perfect teaching and learning tool. Since 2000, America's Foundation for Chess (AF4C) has been working with 2nd and 3rd grade students and their teachers to promote the use of chess as an educational tool. The goal of the First Move™ curriculum is to use the game of chess as a tool, to increase higher level thinking skills, advance math and reading skills, and build self-confidence.

Research shows, there is a strong correlation between learning to play chess and academic achievement. In 2000, a landmark study found that students who received chess instruction scored significantly higher on all measures of academic achievement, including math, spatial analysis, and non-verbal reasoning ability (Smith and Cage, 2000).

While studies have shown chess to have a positive impact on kids in elementary, middle and high school, AF4C targeted second and third graders as the evidence, and certainly our experience, suggests it's the ideal age. Eight and nine year-old minds and thinking skills are developing rapidly, and chess teaches higher level thinking skills such as the ability to visualize, analyze, and think critically.

If you teach an adult to play chess, they quickly comprehend where they should and shouldn't move pieces to capture or avoid capture. Young Kate knew the names of the pieces and how they moved, but initially moved her pieces randomly. Soon she was saying, "If I move my piece here, you could capture it, right? Then I'm not going to move there." You can almost see the mental changes taking place.

Chess has a unique and strong brand attribute, in that it is generally perceived that playing chess and being smart are connected. This can be very positive driver for young children, who, rather than being intimidated as many adults are, embrace the notion. As children get older, a stigma, or nerd factor attaches to "being smart." But in the second and third grade, kids want to be thought of as smart. It is also an important age for developing an attachment to school. If kids associate school and learning with fun, they will most likely develop a stronger attachment to school.

To be referred to as "the perfect teaching tool," chess would have to do much more than be age appropriate, and it does. As our classrooms become increasingly diverse, being able to reach all children becomes increasingly challenging. Chess levels the playing field as it crosses all socio-economic boundaries. It is a universal game, with worldwide rule consistency. Age, gender, ethnic background, religious affiliation, size, shape, color, and language don't matter when playing chess. Everyone is equal on the chessboard. Students who are English language learners find success with chess, because they don't face language barriers on the chessboard. Principal Jeff Newport commented, "We have 34 different languages spoken at our school, and chess is now the one we have in common."

Many schools have after-school chess clubs that create a mix of fun, competition and learning. Predominantly the members are boys. An unintended consequence of these programs is that they often leave some kids behind who are not drawn to the competitive aspect of the game. By integrating chess into the classroom, we are able to reach all children and provide them with the benefits of learning

through the game of chess. These benefits include the fact that students who wouldn't have thought to join the chess club on their own, are more apt to join after having been exposed to chess in their classroom. In Philadelphia, where 20 schools have implemented First Move™ during the school day, participation in chess club after-school increased in several schools that already had a chess club, and five schools created a new club in response to student demand.

The First Move™ curriculum was developed by a curriculum professional, and designed specifically to connect with National and State academic standards. For example, while learning about the chessboard, students are taught that each square has a name/location. You can find each square by using coordinates, a set of numbers, letters or a number and a letter, that tell you the exact location of something. On the chessboard, each square is located at the intersection of a file (vertical line) and rank (horizontal line). As they learn, students begin to talk in chess terms, i.e." I am moving my c3 Knight to e4." This helps their chess game, and it also meets the Washington State Standards for math (1.5.1 and 5.3.1). "Chess will never show up on the Washington Assessment of Student Learning [test]" says Kent Ferris, Lafayette Elementary School, "but the confidence, focus, and academic skills our students are gaining through becoming analytical players will pay measurable benefits in the years ahead." Principal Michelle Hartman was concerned about her 3rd grade class because they were considered a "high-risk" group. At the end of the school year she noted, "Chess has really made a difference for these kids, and their test scores help prove it."

In any classroom, there are disparate levels of prior knowledge on any given topic; chess is no different. Teachers find some of their students already know how to play chess. This becomes an opportunity to place those children in leadership roles as teaching assistants for their classmates. The reason isn't clear, but in many interviews with children in the First Move™ program, they express their desire to teach others to play chess. Superintendent Reece Blincoe from Stockdale ISD reported his delight when his family gathered on the living room floor so his 3rd grade daughter could teach them all to play chess, based on the lessons she had learned during the school day in the First Move™ program.

The way chess can incorporate and relate to other core subjects makes it an amazingly powerful tool. In First Move™ Teacher Training Workshops, classroom teachers learn how to develop their core curriculum using chess. Chess is one big science experiment; every time you play a game you are testing hypotheses and learning by trial and error. Chess is rooted in history and can open a door to history knowledge. Our current game of chess developed in the Middle Ages in Western Europe, though it began in India at least 1500 years ago. The King, Queen, Bishops, Knights, Rooks, and Pawns are symbolic of real groups of people in the Middle Ages and studies of them can take children into an understanding of what life was like at that time.

As children play chess, they begin to see the importance of thinking ahead, trying to figure out what their opponent might do next and what their alternatives are too. This ability to anticipate outcomes can transfer to their reading comprehension. Students can predict outcomes, and realize that characters in their stories are interconnected, just as just as they and their opponent, and the pieces on the chessboard are.

In the First Move classroom, kids aren't thinking about the benefits of chess, and how it might help them on their standardized tests, but they are thinking while having fun. Their teachers can see the benefits, however. Julie Doan, teacher at Medina Elementary says:

My students are more focused—chess certainly accounts for this. In math, for instance, students who had studied chess were able to read graphs and work with charts so much more smoothly than the students I had last year, who weren't even able to read a grid prior to the lessons in math class.