Negative Body Image of Teen Girls Essay

Abstract Teenage girls everywhere are under constant pressure to have a body which is acceptable by society. Many aspects of society make females feel shameful of their body, leading to a negative body image. This study will determine exactly which aspects of society cause a teenage girl to think poorly of their body. If those influential factors are discovered, we can prevent teenage girls from shaming their bodies. In order to do so, I have conducted a survey and surveyed a population of fourteen teenage girls, ages fifteen to seventeen years old. The survey included a variety of questions which determined exactly what we needed to find out. It was discovered that the main reason that teenage girls feel as if their body is unacceptable to society is because of media and their own perception of their body. If society is always comparing us to those who are better, we are obviously going to look down upon ourselves. From the data found in the surveys, we know exactly what causes teenage girls to have a negative body image and what effect that has on their well-being. Negative Body Image and Teen Girls Shame. Guilt. Depression. These are just a few of the emotions that young women experience after spending only three minutes looking at models in fashion magazines(DeLeeuw, 2013). Teen girls all over the world are constantly struggling with their body image, attempting to keep up with the latest trends while maintaining peace with who they are. By studying negative body image we can find out what factors influence someone to think poorly about their body. If a cause is found then we can stop teen girls from looking at their body in such a negative way. A question that needs to be answered is: how does one develop a negative body image? Media Media is an large influential factor that causes teen girls to shape and distort their perceptions of their bodies. The media creates unrealistically  thin body ideals which results in teen girls wanting to look similar to photoshopped models, celebrities, etc. Media can be influential in many different ways: television, magazines, internet, advertisements, etc(Piran, 2000). Media over-exaggerates and causes an over-concern with weight. Young women are already dealing with enough stress through school, work, peers and family, there is no need to unnecessarily worry about their body image. Unfortunately, media is everywhere and causes a constant anxiety in teen girls to have a â€Å"perfect body†. Trends On a similar note, fashion trends cause young women to feel as if they should alter their body so that they can wear a certain style. Recently, crop tops and high waisted shorts have been â€Å"in†. This could cause teen girls to want to rapidly lose weight in order to feel comfortable in these trends. Unfortunately, fashion delivers an upsetting fantasy of a skinny young girl. Not often do we see overweight girls modeling clothes, it is often young women who look as if they are underweight. This causes teen girls idolize how the models do in the same clothes, again leading to rapid weight loss and other unhealthy habits. Eating Disorders Since our society is so obsessed with image and having a good body, many young women resort to dieting methods which lead to body dysmorphic disorders. A surprising amount of teen girls are affected by eating disorders: anorexia, bulimia, extreme dieting, or crash dieting. Eating disorders are commonly misunderstood, as they are actually mental illnesses and often have nothing to do with the consumption of food. Eating disorders are mostly a psychological issue which makes an individual see her body as bigger than she actually is. Since she is seeing herself as overweight, she may turn to a form of dieting which is not healthy. Eating disorders most often result in weight loss at an unhealthy rate; however, some may have an eating disorder which is not physically visible but is experienced mentally. Body dysmorphic disorders can be developed because of either psychological, biological or environmental factors(Katz, 2012). Specific aspects of society put pressure onto teen girls to have a body that reflects the unrealistic expectations of society today, resulting in young  women feeling poorly about themselves. Methods In order to collect data and find similarities and differences, I conducted a survey and distributed it to classmates. The survey consisted of a series of multiple choice and open ended questions in order to determine how teen girls felt about their body and the influential factors. I surveyed a total of fourteen teenage females who attend Lester B. Pearson High School. Their ages ranged from fifteen-seventeen years of age. I chose this population because these ages and this gender were relevant to the information in which I am studying and analyzing. The data was then analyzed by contrasting and comparing the results from each survey. I chose the questions that I found most relevant the my research topic to analyze. Results Analyzing the data gave a further understanding of the topics. The first one being: â€Å"Are you happy with your body?†. After comparing each individual answer, 65% of those surveyed answered with â€Å"no†. Another question that I analyzed was: â€Å"have you ever gone on a diet to change the way you look?†. I discovered that 72% of those surveyed answered with â€Å"yes†. The survey included a series of nine images of body types, numbers one and two being underweight. I asked â€Å"if you could change your body, which of these figures would you want to look like?†. Once looking at the answers that those surveyed gave, 50% of the participants answered with either one or two, stating that they wished they had an underweight body. Discussion After surveying a population, many facts have been observed which will contribute to the research topic of negative body image of teenage girls. Teenage girls are willing to do many harmful things to their bodies in order to please â€Å"society†. Society puts so much pressure on young women to have the ideal body and to conform to everyone else. My findings have confirmed my hypothesis, and have shown how significant my topic is to many females in today’s world. However, that â€Å"perfect body† is nearly impossible. There will always be something to fix, something to change, society will never be pleased. After conducting the survey, the results were a helpful contribution to the research topic because it gave real world examples of negative body image. It showed how teen girls are impacted so harshly by  society, media and even by themselves. This could be due to many reasons: the individual’s own perception of their body, peer pressure, pressure from family or media; however, the majority of those surveyed said that the biggest cause of their body image concerns were due to the perception they had of their own body. This directly informs us that teen girls put so much pressure on themselves to have a â€Å"perfect body† that it leads them to constantly view their body in a detrimental way. The majority of participants were unhappy with their body and would be willing to go to certain extremes to change some features, through things such as dieting. Crash diets can be an example of these extremes, being an unhealthy way to rapidly lose weight. Before surveying the population, we did not have an exact understanding as to what caused teenage girls to think negatively of their body. The fact that their own perception of their body is the leading reason just proves how much pressure not only media puts on girls, but also they themselves do. They should not be putting this much pressure onto themselves, it will eventually cause them to break down. Rather than giving teenage girls advertisements with perfectly thin and fit females, we should be giving them advertisements with women of all shapes and sizes. This way, they are not comparing themselves to a supermodel with an unrealistic body. The survey furthered our knowledge on this topic by giving us a real world example as to how teenage girls feel about the pressures they have in order to achieve a socially acceptable body. Conclusion This research topic is important and beneficial to our knowledge because it gives a deeper understanding of what causes a teenage girl to think negatively of her body. We now know what steps we can take in order to boost one’s self-esteem. Society should be praising teenage girls for their body so that they can feel comfortable in their own skin, rather than providing a supermodel with an unrealistic model to compare themselves to. These supermodels clearly impact teenage girls, as we discovered that 50% wish they had an underweight body. Not only is media causing pressure, but trends are a contributing factor. Teenage girls are constantly wanting to fit in with current fashion trends and are willing to go to certain extremes in order to achieve a body that will look good wearing these clothes. The constant pressure to have a perfect body can cause teenage girls to resort  to unhealthy ways of getting that dream body. There is a possibility of a teenage girl developing a body dysmorphic order, because of the constant pressure to have a socially acceptable body. She could resort to dieting methods such as crash dieting, or could induce vomitting, also known as bulimia. Society needs to make a conscious effort in order to make teenage girls feel proud of their body, no matter what shape or size. Each and every girl is beautiful in their own way, and should not feel the need to change their body in order to please society.

How to Use Attribution Correctly as a Reporter

How to Use Attribution Correctly as a Reporter Attribution simply means telling your readers where the information in your story comes from, as well as who is being quoted. Generally, attribution means using a source’s full name and job title  if thats relevant. Information from sources can be paraphrased or quoted directly, but in both cases, it should be attributed. Attribution Style Keep in mind that on-the-record attribution - meaning a sources full name and job title are given - should be used whenever possible. On-the-record attribution is inherently more credible than any other type of attribution for the simple reason that the ​source has put their name on the line with the information theyve provided. But there are some cases where a  source might not be willing to give full on-the-record attribution. Lets say youre an investigative reporter looking into allegations of corruption in city government. You have a source in the mayors office who is willing to give you information, but hes worried about repercussions if his name is revealed. In that case, you as the reporter would talk to this source about what kind of attribution he is willing to commit to. You are compromising on full on-the-record attribution because the story is worth getting for the public good. Here are some examples of different kinds of attribution. Source – Paraphrase Jeb Jones, a resident of the trailer park, said the sound of the tornado was terrifying. Source – Direct Quote â€Å"It sounded like a giant locomotive train coming through. I’ve never heard anything like it,† said Jeb Jones, who lives in the trailer park. Reporters often use both paraphrases and direct quotes from a source. Direct quotes provide immediacy and a more connected, human element to the story. They tend to draw the reader in. Source – Paraphrase and Quote Jeb Jones, a resident of the trailer park, said the sound of the tornado was terrifying. â€Å"It sounded like a giant locomotive train coming through. I’ve never heard anything like it,† Jones said. (Notice that in Associated Press style,  a source’s full name is used on the first reference, then just the last name on all subsequent references. If your source has a specific title or rank, use the title before his full name on the first reference, then just the last name after that.) When to Attribute Any time the information in your story comes from a source  and not from your own firsthand observations or knowledge, it must be attributed. A good rule of thumb is to attribute once per paragraph if you are telling the story mainly through comments from an interview or eyewitnesses to an event. It might seem repetitive, but it’s important for reporters to be clear about where their information originates. Example: The suspect escaped from the police van on Broad Street, and officers captured him about a block away on Market Street, said Lt. Jim Calvin. Different Types of Attribution In his book News Reporting and Writing,  journalism professor Melvin Mencher outlines four distinct types of attribution: 1. On the record: All statements are directly quotable and attributable, by name and title, to the person making the statement. This is the most valuable type of attribution. Example: The U.S. has no plans to invade Iran, said White House press secretary Jim Smith. 2. On Background: All statements are directly quotable but cant be attributed by name or specific title to the person commenting. Example: The U.S. has no plans to invade Iran, a White House spokesman said. 3. On Deep Background: Anything that is said in the interview is usable but not in a  direct quotation and not for attribution. The  reporter  writes it in his own words.   Example: Invading Iran is not in the cards for the U.S.   4. Off the Record: Information is for the reporters use only and is not to be published. The information also is not to be taken to another source in hopes of getting confirmation.   You probably don’t need to get into all of Mencher’s categories when you’re interviewing a source. But you should clearly establish how the information your source gives you can be attributed.

Piaget essays

Piaget essays Cognitive abilities to retrieve immediate knowledge and experience of the pre -operational child (age 2 - 6) The project is based on Piagets stage theory of cognitive development Based on Piagets theory, children during the pre - operational stage have acquired the ability to stand apart and view themselves from another persons perspective. They are able to describe themselves as different from other children by listing their unique characteristics, especially the fact that their names are different. They develop a more complex understanding of themselves, such as age, name, family etc.. During the same stage children become aware of and use gender as a dimension by which to classify people. Once children become aware of their own sex, they learn to label themselves as boy or girl. Early childhood is the time when children start to learn family values, and become a cooperative part of the family with their own responsibilities. They spend countless hours of play and other activities with their siblings. Although young children may use words reflecting an understanding of time, such as minute, hour, day, or week, they still confuse the concept of time and space. Based on Piagets theory, I believe that the interviewed children will know their age, name, gender, and their siblings. I do not expect to know their exact birthday and address because it is still too abstract for them. Furthermore, I do not expect that the background/culture is influencing the childrens answers to my questions. I believe that all four tested children do understand and are able to answer my questions. Interviewing four children from different backgrounds was the method use to assess the childrens cognitive development. The four-year-old identical twin girls were interviewed in the living room of their parents house. Each girl was interviewed separately. The five-year-old German boy was...

American and British English Pronunciation Differences

American and British English pronunciation differences From Wikipedia, the free encyclopedia Jump to: navigation, search Comparison of American and British English| American English British English| Computing| Keyboards| Orthography| Spelling| Speech| Accent Pronunciation| Vocabulary| American words not widely used in BritainBritish words not widely used in AmericaWords having different meanings in British and American English: A–L  Ã‚ · M–Z| Works| Works with different titles in the UK and US| * v * t * e| | This article may contain original research. Please improve it by verifying the claims made and adding references. Statements consisting only of original research may be removed. (October 2012) | | This article includes a list of references, related reading or external links, but its sources remain unclear because it lacks inline citations. Please improve this article by introducing more precise citations. October 2012) | Differences in pronunciation between American English (AmE) and British English (BrE) can be divided into: * differences in accent (i. e. phoneme inventory and realisation). See differences between General American and Received Pronunciation for the standard accents in the United States and Britain; for information about other accents see regional accents of English speakers. * differences in the pronunciation of individual words in the lexicon (i. . phoneme distribution). In this article, transcriptions use Received Pronunciation (RP) to represent BrE and General American (GAm) and to represent AmE. In the following discussion * superscript A2 after a word indicates the BrE pronunciation of the word is a common variant in AmE * superscript B2 after a word indicates the AmE pronunciation of the word is a common variant in BrE Contents * 1 Stress * 1. French stress * 1. 2 -ate and -atory * 1. 3 Miscellaneous stress * 2 Affixes * 2. 1 -ary -ery -ory -bury, -berry, -mony * 2. 2 -ile * 2. 3 -ine * 3 Weak forms * 4 Miscellaneous pronunciation differences * 4. 1 Single differences * 4. 2 Multiple differences * 5 References| Stress French stress For many loanwo rds from French where AmE has final-syllable stress, BrE stresses an earlier syllable. Such words include: * BrE first-syllable stress: adultA2,B2, balletA2, baton, beret, bidet, blase, brevetA2, brochureB2, buffet, cafeA2, canardB2, chagrin, chaletA2, chauffeurA2,B2, chiffon, clicheB2, coupe, croissant, debrisB2, debut, decor, detailA2, detenteB2, flambe, frappe, garageB2, gateau, gourmetA2, lame, montageA2, parquet, pastel, pastille, pate, precis, sachet, salon, soupcon, vaccine; matinee, negligee, nonchalant, nondescript; also some French names, including BernardB2, Calais, Degas, Dijon, Dumas, Francoise, ManetA2, Maurice, MonetA2, Pauline, Renault, ReneB2, Renoir, Rimbaud, DelacroixB2. BrE second-syllable stress: attache, consomme, decollete, declasse, De Beauvoir, Debussy, demode, denouement, distingue, Dubonnet, escargot, expose, fiance(e)A2, retrousse A few French words have other stress differences: * AmE first-syllable, BrE last-syllable: addressA2 (postal), moustacheA2; cigaretteA2, limousineB2, magazineB2, * AmE first-syllable, BrE second-syllable: liaisonA2 , macrame, Renaissance (AmE also final-syllable stress) * AmE second-syllable, BrE last-syllable: New OrleansA2 -ate and -atory Most 2-syllable verbs ending -ate have first-syllable stress in AmE and second-syllable stress in BrE. This includes castrate, dictateA2, donateA2, locateA2, mandateB2, migrate, placate, prostrate, pulsate, rotate, serrateA2,B2, spectate, striated, translateA2, vacate, vibrate; in the case of cremate, narrate, placate, the first vowel is in addition reduced to /? / in BrE. Examples where AmE and BrE match include create, debate, equate, elate, negate, orate, relate with second-syllable stress (though in American usage, orate occasionally attracts first-syllable stress); and mandate and probate with first-syllable stress.

Mechanical Science Coursework Example | Topics and Well Written Essays - 3750 words

Mechanical Science - Coursework Example The meter consists of a close end tube in which the water is collected. One orifice or more than one orifice at the bottom of the meter can be provided (for the purpose of changing diameter of the pipe). As the head h inside the orifice meter increases the flow rate through an orifice increases. When the flow rate out of the orifice is equal to the flow rate into the meter the head will be established at the fixed value. Now the flow rate is related to the head h and diameter of the orifice. The pin jointed frame work help us to build up frameworks base on 30, 45 and 60 angles. To measure the force in the members of a pin jointed frame work, we can use such an apparatus in which each of the members has a force sensor bended to the surface. The sensors that are used to measure the forces in member are staring gauges. Strain gauges are such sensors that under goes a change in electrical resistance when they stretch or compress. Now this change in resistance can be show in terms of displacement (Strain). Where F is the force exerted by the water jet on the flat plate, Ï  is the density of the water (i.e. 1000 kg/m3), Q is the volumetric flow rate and ∆V is the change in velocity of the water just after and before impact. Now in order to experimentally calculate this force, we need such an apparatus in which there is water coming from a nozzle and impacting on a plate. Further an arrangement is provided to measure the volumetric flow rate and velocity before impact. Velocity of jet after impact can be taken as zero. For measuring the velocity before impact we should know the velocity at the nozzle. The velocity at nozzle can be measured by dividing the volumetric flow rate by area of nozzle (For area of nozzle the diameter of nozzle should be known). F is the force, m is the mass of an object, a is the acceleration. Force is the cause of the acceleration, and mass is a measure of the tendency of an object to resist a change in its linear translational

Human Trafficking-Sheila Essay Example | Topics and Well Written Essays - 750 words

Human Trafficking-Sheila - Essay Example It is clear that pornography has been on ascending in the recent past, and the profits generated by the industry are such an exorbitant amount especially the child pornography (Rafferty, 2013). The young generation is therefore in danger of the crime. The offenders see the market gap and recruit more children into the vice (Hardy, Compton, & McPhatter, 2013). The child human trafficking hence finds valid reasons to transport them across the world. The recruited individuals are forcefully made to participate in the acts that are used to distribute across the mother earth. According to a study by Troung, (2013) more than half of the child trafficking occurs due to demand of domestic workers. Other studies indicate similar trends to continue, and the transportation of the child human trafficking is bound to persist. Various families have shown aspiration to have domestic workers within their ranks. Due to increased poverty, the children are easily lured into the crime (Masten, 2014). Their employers in turn mistreat them while the offenders of the child human trafficking go on with the recruitment of more children. It is a primary concern that motivates the child human trafficking. Children are seen as a source of labor in the society. The traffickers recruit them and make them work for no compensation or little income that does not resemble their output (Rafferty, 2013). They make more profits and get the urge to hire more to sustain their production. The children are made to works tirelessly under no protection that is a violation of their rights while conscription is kept across the globe (Brayley & Cockbain, 2014). Contemporary studies have indicated that not only in the past was the children recruited as soldiers but in the modern era as well. Various war groups, particularly in the Middle East, have shown the trend to recruit young personnel in their ranks to defend and carry out

Young Entrepreneurs Assignment Example | Topics and Well Written Essays - 250 words

Young Entrepreneurs - Assignment Example His latest project in the solar-powered (LED) lantern has been described by many as the greatest innovation in recent time to cushion those who cannot afford the electricity. This project also aimed at providing light to school going children from poor families who could not stand the smoke of the local kerosene lamp The idea of developing the solar-powered lantern was originally presented by Wadongo at a local congress of young innovative youth’s forum in Kenya and was picked as a promising one with the potential to solve the problem in their communities. Wadongo did a lot of his research on the design and the sizes that most suited the targeted population. Through his various attempt to design the sustainable product that would not only last for long, but also provide a cleaner source of energy, he came up with something that has been appreciated worldwide. His bright idea that only started in a small village in Kenya has been recognized worldwide in various forums. According to the locals, Wadongo’s project is one that has helped more children go back to their schools and the impact being felt almost immediately. The performances have increased in most schools that have adopted the use of the solar-powered lantern. According to Wadongo, his project has not reached its peak yet w ith several additions intended to be made. He wants to extend the scheme to cover more areas in the country, and the same time sells his solar tapped power to major towns. He said that â€Å"this approach will work best for him due to the frequent power blackouts experienced in those towns’’. His idea was driven by the fact that 90% of the country’s power is generated from hydropower stations and the need for other reliable means of power generation was needed. According to Wadongo, the current power rates in the country are very high, and the consumers will welcome any form of cushioning. With the rates currently at Ksh 75 per Kw unit, he intends