#2: How young is too young for girls in the modeling industry?          

                The fashion industry has always been a very stressful and laborious profession. Similarly, the modeling agency, fundamental in the promotion of the fashion industry, proves to be a great barricade. Nevertheless, society puts models in a refined light as their beauty enchants the eye of many individuals. Be that as it may, the way such beauty is obtained is unnatural and often degrading.  What is more, many modeling agencies are employing young girls who are not even 16 years old yet. Exploiting these developing children to the demanding nature of the fashion industry exposes them to pressing challenges that their bodies are not ready for. For this reason, the practice of employing minors is in need of serious reform.

                Being a teenager myself, I understand the importance of maintaining  healthy habits as the body develops.  As individuals progress into the tumultuous teenage years, many changes are taking place physically, emotionally, and socially. Thus, it is essential for teenagers to keep up with these changes so they can develop into healthy adults. The austere demands of modeling agencies, however, deny young girls the ability to practice healthy habits. Rather, the industry's clear-cut size and weight standards require the girls to diet or practice disordered eating which deprives them of the nutritional content they need. An immeasurable amount of pressure is placed on the models to look and behave a certain way. Consequently, the drive to remain as skinny as possible not only affects an individual's health but also her self-esteem and self-worth. Furthermore, there is often competition among the girls in a given agency as they try to be the best looking of the batch. This appearance-oriented culture  brings with it the risk of depression as frustration accumulates. Once depression is reached, harmful ways of coping with stress are often utilized. Some of these tension-relieving  practices include the use of drugs or harming oneself to reach pleasure. As models are trapped in the knowledge that skinny figures are what sell, they are constantly thrown into a circuit of mental crises. In short, allowing young girls into the modeling world puts them in a position of unnecessary risks that can negatively affect their developmental processes.

                Moreover, the employing of minors in the fashion industry gives them a false notion that they were "destined" to be models. Being trained at such a young age and already possessing the correct figure, most girls would feel obliged to continue their modeling career as they grow older in hopes of "making it." In reality, however, not all people achieve what they want to achieve. Therefore, not all child models will be able to stay in the modeling business once they grow older. In this case, years of missing educational studies and taking poor care of the body would be wasted.

                The fact is, no one knows what will happen in the future. Therefore, education and welfare should be the priority of children in case obstacles in the future should require a new occupation path. Let these young models finish high school. Let them develop and get a sense of the world around them. Let them discover their own interests and own voice. Above all, let them be children. Let them find their own identity so that in the future they will have a stronger sense of individualism and won't feel obliged to shrink into society's mold of the "ideal woman."

Works Cited

Machoian, Lisa. "Girls Must Finish Developing First." Www.newyorktimes.com. N.p., 14 Sept. 2012. Web. 21 Dec. 2012. <http://www.nytimes.com/roomfordebate/2012/09/13/sweet-16-and-a-runway-model/girls-must-finish-developing-before-becoming-fashion-models?gwh=E11FAA5B5D66A020962A036E2FEF5241>.

Misener, Jessica. "'Girl Model' Documentary Sheds New Light On Underage Modeling Problem (VIDEO, POLL)." The Huffington Post. TheHuffingtonPost.com, 10 Apr. 2012. Web. 21 Dec. 2012. <http://www.huffingtonpost.com/2012/04/10/girl-model-trailer_n_1414307.html>.

Otis, Carre. "Teenage Models Have Teenage Needs." Www.newyorktimes.com. N.p., 13 Sept. 2012. Web. 21 Dec. 2012. <http://www.nytimes.com/roomfordebate/2012/09/13/sweet-16-and-a-runway-model/teenage-models-have-teenage-needs?gwh=C6BA516C0CF9B1EC8651FD8C202FF41B>.

#1: Are Teacher Evaluations Accurate in Picking Out the "Bad Apples"?

                In the world of education,  the process in which some schools are determining the value and effectiveness of its faculty has sparked off continuous debate. Many universities and high schools are requiring their students to fill out teacher evaluation forms at the end of the school year in order to receive feedback on the way a teacher runs his class. The controversy over this troubling issue has teachers all over the nation taking sides to advocate their views on such a practice. Some teachers support this method on the grounds that it'll help eliminate the "bad apples" and allow outstanding teachers to be recognized for their efforts. On the contrary, other teachers believe that such a process is inaccurate in determining the ability of the staff and can result in false accusations. Being a student in high school, I know how important it is to have proficient teachers who can masterfully teach the course material to students. Being a student, I also know how a teacher's grading policies or their overall demeanor may greatly influence students' views on the instructor, whether that view be positive or negative. Nevertheless, some  students tend to base their judgments on their emotions rather than educational values. This being said, I believe that student evaluations should be considered but should not play a major role in determining a teacher's ability or lack of.

                It is safe to say that a significant bulk of students find a teacher more desirable when he is entertaining and humorous. More often than not, these qualities are obtained through off-topic stories and constant fooling around. This behavior is improper for teachers, but students find it enjoyable. The chance to escape from a strict, disciplined school environment to a light-hearted, carefree one relieves students of stress. This in turn generates an unusual sense of respect and gratitude for the teacher. Morever, teachers who usually carry on such an attitude grade much easier. High grades, therefore, can be achieved easily without much effort. Does this allow a student to learn and develop? Certainly not. But when the end of the year approaches, the students will without a doubt give the instructor generous accolades. With such praise, the school administrators will believe that this teacher is highly experienced and able to teach his course. Thus, the carefree teacher is wrongfully praised for "academic excellence" when in reality, this was not the case.  On the other hand, teachers who are demanding, strict, and require profound thinking to obtain deeper insight into the subject are usually not held in the same high regard. These disciplined individuals usually grade significantly harder and therefore, more work must be done by the student in order to obtain high marks. Although tedious, this learning process is beneficial to students whether they realize it or not. Unfortunately, at the end of the year, most students will only remember the burdensome work load of the course and will penalize the teacher with low marks on his evaluation form. Such negative feedback can result in the expulsion of the teacher despite the true educational quality of his course. Is this how the educational system wishes to operate? Doesn't the firing of teachers who actually provide their students with valuable insight go against the initial idea behind teacher evaluations?

                Other than student preferences, the condition and environment students are placed in can play a major role in the "ability" of a teacher. Factors such as living conditions, poverty level, family conflicts, conditions of the school, and ability to speak English can affect a student's educational performance. A poor environment may deprive students of the stimulus that motivates them to excel and we all know the feeling of miserably attempting to persuade someone who has already made up his mind. It's useless. It is the same in this case. The teacher can try his hardest to inspire indifferent students but if the students refuse to learn, then they will not learn. This disinterest will reflect back on the teacher and make him seem like an inadequate instructor due to the low test scores. In truth, however, it was the impervious and aloof attitude of the students that contributed to the strikingly low grades.

                For these reasons, the reliance on teacher evaluations to determine the value of the individual is seriously flawed. We must consider that there are many factors that may be beyond the teacher's realm of control.  That is not to say, however, that teacher evaluations are completely useless. They may in some cases accurately reflect the performance of the instructor. Hence, the evaluations should be considered. Be that as it may, the evaluations should not play a deciding factor in the continuation or termination of an educator's career.  

Works Cited

Carrell, Scott. "What We Saw." The New York Times. N.p., 17 Sept. 2012. Web. 12 Dec. 2012. <http://www.nytimes.com/roomfordebate/2012/09/17/professors-and-the-students-who-grade-them/students-confuse-grades-with-long-term-learning>.

Rojstaczer, Stuart. "Bad Data That Leads to the Wrong Answer." The New York Times. N.p., 18 Sept. 2012. Web. 12 Dec. 2012. <http://www.nytimes.com/roomfordebate/2012/09/17/professors-and-the-students-who-grade-them/student-evaluations-offer-bad-data-that-leads-to-the-wrong-answer>.

 Tareen, Sophia. "Teacher Evaluations At Center Of Chicago Strike." The Huffington Post. N.p., 13 Sept. 2012. Web. 12 Dec. 2012. <http://www.huffingtonpost.com/2012/09/13/teacher-evaluations-atce_0_n_1880264.html>.