Wednesday, December 25, 2019

The Advocacy Of Women s Rights - 2735 Words

Submission, Strife, Inequality, and a life lived without the prospect of dreams, when given this description most would think of slavery or civil rights, but this is the picture of women’s suffrage. The advocacy of women’s rights has been an important and influential issue in societies for centuries. Across all religions and cultures, women have always been considered inferior to men, but around the 18th century women began to speak out regarding inequality. This sparked the feminist revolution, and the leading author was Mary Wollstonecraft. Her voice was not heard orally through a conversation or a speech but written in her work A vindication of the rights of woman in 1792. Along with the help of other feminist authors, her work has systematically helped to alleviate the superiority of the male sex. Thanks to writers like Wollstonecraft societies have improved women’s rights drastically, but women still struggle to gain equality among men. Feminism is the belief that women and men should hold equal positions within a social hierarchy. It is defined as ‘organized activities on behalf of women’s rights and interests’ that would evidentially cause women to ascend their positions on the social stratification ladder (â€Å"Feminism†). The classification of gender that society deems male or female, by definition, is associated to the personal traits and social positions that members of society attach to being masculine or feminine (Macionis 54). The term gender puts anShow MoreRelatedFeminism : The Advocacy Of Women s Rights On The Basis Of Equality1645 Words   |  7 Pagesâ€Å"Feminism - the advocacy of women s rights on the basis of the equality of the sexes.† Throughout history women have been perceived as these docile,fragile,and inferior type of people. Men were supposed to be the ones in charge and women were meant to follow along. These women back in the day were conditioned to believe that thei r place was at home being a good little housewife to their husbands. Women’s thoughts and opinions did not hold the same value as that of a man. There were women that were justRead MoreFeminism, The Advocacy Of Women s Rights On The Basis Of Equality1141 Words   |  5 PagesFeminism Feminism is defined as the advocacy of women s rights on the basis of the equality of the sexes. Throughout the hundreds of years women have been around there have always been those that fought for more. From fighting for the right to vote to marching down Capitol Hill women have been fighting for equality. Although the fight may have changed over the years these individuals have always fought for the better for people around the world. Now more than ever women are critiqued for contributionRead MoreFeminism, The Advocacy Of Women s Rights On The Ground Of The Equality1654 Words   |  7 Pageschronological movements and ideologies aimed at altering the patriarchal system to be equalitarian, so women can uphold the same opportunities and rights as men. Feminism, by definition, is ‘the advocacy of women’s rights on the ground of the equality of the sexes’ (Oxforddictionaries.com, 2015). Therefore, feminism is still relevant within Western society because there is still significant evidence that shows women are still not yet equal with men. Thus, this essay will focus on the corporate and politicalRead MoreFeminism : The Advocacy Of Women s Rights On The Basis Of Equality1934 Words   |  8 PagesFeminism: the advocacy of women’s rights on the basis of the equality of the sexes. Even with a topic this controversial you can discover many great works surrounding the feminist movement. Influential women are Mary Wollstonecraft, who wrote A Vindication of The Rights of Women, Susan B. Anthony wrote The Revolution, Benazir Bhutto, the first Muslim woman to become Prime Minister, Malala Yousafzai who fought for the education of girls, Beyonce who preaches the gospel of strong women in and out ofRead MoreFeminism Is The Advocacy Of Women s Rights On The Basis Of Equality1826 Words   |  8 PagesFeminism is the advocacy of women’s rights on the basis of the equality of the sexes. To further break that down, feminism is the theory of the political, economic, and social equality of the sexes. It is the belief that men and women should have equal rights and opportunities in this world we live in. Basically feminism is a constant fight for the equality of both men and women. Not the sameness of men and women. A famous argument people like to use against feminism is women are not the â€Å"same† asRead MoreFeminism: The Advocacy of Women ´s Right Essay example1300 Words   |  6 PagesFeminism, Chimamanda Ngozi Adichie and Persepolis Feminism: the advocacy of womens rights on the grounds of political, social, and economic equality to men. Feminism is both a human rights movement and an ideal that has been gaining steady momentum for centuries, and a major theme throughout Marjane Satrapi’s Persepolis, in which her coming-of-age occurs during one of the most oppressive historical moments in modern history for women: the Iranian Revolution. The protagonist, Marjane, experiencesRead MoreThe Advocacy Of Women s Rights On The Grounds Of Political, Social, And Economic Equality Essay1202 Words   |  5 PagesFeminism. The advocacy of women s rights on the grounds of political, social, and economic equality to men. Why are some people so angry or offended when they hear this word? Why does the idea of women being equal to men annoy and infuriate them? Do they not believe that women should have the same rights as men? Should women have to cover up to avoid being cat called by disgusting men? Should women have to cover up to avoid being molested or raped? Should women have to stay quiet when they are rapedRead MoreFeminism : The Advocacy Of Women s Rights On The Grounds Of Political, Social, And Economic Equality1694 Words   |  7 Pages English 2 2/29/16 Jane Eyre and Feminism Feminism is defined as the â€Å"advocacy of women s rights on the grounds of political, social, and economic equality to men† (Oxford Dictionary). In the past century, the standards of what is considered feminism have changed. At the time Jane Eyre was published, feminism per se did not exist yet. In the Victorian Era any actions done by women that went against the norms for women for that time period were likely considered atrocious more than rebelliousRead MoreFeminism, The Advocacy Of Women s Rights On The Grounds Of Political, Social, And Economic Equality1391 Words   |  6 PagesFeminism, a word defined as, â€Å"the advocacy of women s rights on the grounds of political, social, and economic equality to men,† a word that provokes strong feelings of either support or strong hate. (Webster) The people who do agree with feminism claim that it has helped them with their experiences of oppression because they are female, while others argue that it is against men a nd promotes hostility. While many argue over what feminism really means, the reputation feminism receives from peopleRead MoreFeminism Is The Advocacy Of Women s Rights On Grounds Of Political, Social, And Economic Equality Essay1068 Words   |  5 PagesFeminism is the advocacy of women’s rights on grounds of political, social, and economic equality to men. Charlotte Perkins Gilman was an advocate for women’s rights. She was involved in Progressive Era reform culture. Gilman, author of â€Å"The Yellow Wallpaper†, illustrates in the short story that women can overcome the weight patriarchy puts on them mentally. The narrator’s husband, John, displayed paternal behavior towards her which was belittling. Gilman uses metaphors, specifically personification

Tuesday, December 17, 2019

Benefits Of The Uk Retaining An Unwritten Constitution

Constitution is a body of fundamental principles that sets out a framework of precedent which regulates the functions, powers and duties amongst the organs of the government. It provides authority to how such organs as the executive, legislative and judiciary must operate under a constitution law. The fundamental purpose of a constitution is being able to establish the roles and powers of different branches of a state alongside the perspectives and rights of its citizens. The United Kingdom is considered to have a constitution however, unlike the substantial countries like the United States of America and Australia, who currently have a sole codified document. In comparison, to the UK, Israel and New Zealand who are amongst the only three countries in the world that have a distinctive constitution which does not have a single codified constitution. This essay will be exploring and evaluating the advantages of the UK retaining an unwritten constitution, in comparison to the poten tials of the UK drafting a written constitution and its capability of being flexible, alongside referencing made to John Alder and further academics. A significant feature of the British constitution, is arguably said to be flexible to a certain extend, in contrast to a rigid constitution such as the USA. Albert Venn Dicey defined a flexible constitution as one under which every law of description can legally be changed with the same ease and in the same manner by one and the same body. Show MoreRelatedEssay The English Legal System1791 Words   |  8 Pagesrelation of Scotland, Wales and Ireland to England. While the Scottish Parliment, Th National Aseembly for Wales and the Northern Ireland Assembly can legislate on local issues, the legislation can still be changed or overturned by the Government, retaining Parliamentry sovereignty. As figures from 2005 show, delegated legislation is important because it allows much more law reform than just Parliament would be able to achieve, in that year there were 24 Acts of Parliaments made compared to 3,699Read MoreNegotiation and Culture: Case Study24152 Words   |  97 Pagesits members (not always related to each other by blood or marriage) contributed towards it (Harumi, 1971: 38-39). 12 5.2 Uncertainty avoidance Uncertainty avoidance describes the need or lack of need a society has towards written or unwritten rules and how it deals with structured or unstructured situations. At the organizational level, uncertainty avoidance is related to factors such as rituals, rules, and employment stability. People in less structured cultures face the future withoutRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesCharacteristics: Tenure, Religion, Sexual Orientation, and Gender Identity 50 Ability 52 Intellectual Abilities 52 †¢ Physical Abilities 55 †¢ The Role of Disabilities 56 Implementing Diversity Management Strategies 56 Attracting, Selecting, Developing, and Retaining Diverse Employees 56 †¢ Diversity in Groups 58 †¢ Effective Diversity Programs 58 Summary and Implications for Managers 60 S A L Self-Assessment Library What’s My Attitude Toward Older People? 40 Myth or Science? â€Å"Dual-Career Couples Divorce

Sunday, December 8, 2019

Under Armour (Case 26) free essay sample

Technological Hot and sweaty t-shirts are a thing of the past. New and innovative material for making clothing has changed the game for sports apparel. Now, high-tech fibers are woven into shorts, shirts, jackets and more that can adapt to and regulate the body’s temperature. This advancement is huge for athletes of all kinds, allowing increased performance and endurance. New â€Å"water-resistant† material and fibers that prevent ultraviolet and infrared rays are among the long list of technological advancements taking place in the sports apparel industry. Demographics Performance sports apparel has not always been so widespread. It started off as being primarily utilized by major sports teams, but over the recent years the market has extended to accommodate nearly all sporting activities. Not only are all of the major sports teams using some sort of performance apparel but also active lifestyle consumers and youths. Research has shown that nearly 80% of activewear is worn for non-sports activities. Another study determined that more than 85% of athletic footwear is being used for a different sport other than what they were made for. Only sports teams and sporting activities used sporting apparel until recently. Now sporting apparel extends to men, women and children of all shapes, sizes and walks of life. Economics The sports apparel industry has grown exponentially in the past few years mainly due to heavy marketing and advertising, technological advancements and a vast catalog of new items in new product categories. The ever-prolific sporting world has seen consist Political/Legal Large companies in this industry must stay up to date with the most modern clothing line and accessories in order to be competitive. With new products  and materials come legalities to maintain dominance over specific innovations. Outsourcing production and manufacturing also plays a huge role in legal policy’s and political conflicts. Sociocultural and Global Climate has a big effect on when, where and how often you can exercise or train. With innovative clothing lines that can repel water, prevent harmful rays from the sun and moderate body temperature, come new possibilities to train anywhere, anytime and for longer periods of time. And sports apparel is available to all who seek increased performance. Porter’s Five Forces Model—Apparel Supplier Power (High) Businesses in the performance apparel industry establish credibility with their suppliers. The suppliers use new and technologically advanced materials and create highly differentiated products; thus, giving them more power over their buyers. Barriers to Entry (High) A few very large sports apparel companies, i.e. Under Armour, Nike, Adidas, Columbia, that have been well established for many years dominate the market. Over the years, the larger companies have been able to establish themselves through brand recognition, advertising and various distribution channels. Thus, a company trying to start off in this industry would struggle initially but could profit in the long run due to fewer competitors. Competitive Rivalry (Moderate) The large companies are constantly inventing or reinventing their product lines depending on the consumer market and modern design. Due to a large degree of differentiation in performance and quality, there is less rivalry among performance apparel businesses. Threat of Substitutes (Moderate) There are a few substitutes when it comes to performance apparel. Only a few have been at the cutting edge of technological advancement and quality  enhancement by which they have established themselves as being among the top leaders for quality and performance. However, there is still a major threat of substitution for cheaper alternatives if the economy were to weaken. Buyer Power (High) Customer buying power for apparel is strong due in part to the availability to switch to other products at little, if any, cost, but mostly due to the percent of revenue that the large companies sell from their individual product segments. If a company has a large percentage in a single product category, they are more vulnerable than a company that has a well-diversified combination of products. Competitive Analysis Under Armour has several large competitors; the largest being Nike, Adidas and Columbia Sportswear. These companies are similar in that they all stress product innovation, advertising and sponsorships. Adidas is broadly focused in all sporting categories but fails to stand out. Columbia is known almost solely by its winter gear, limiting its growth potential and creating strong seasonality trends. Nike strives to be the best in every segment while Under Armour’s goal is to be a leader in each process of its product development, concentrating on quality over quantity. An advantage for Under Armour is that it is focused more on improving its brand and unique products, licensing other items and accessories through independent manufacturers. Internal Analysis Under Armour is continually improving their apparel line and broadening there market. The company has been growing at a substantial rate, 30.5% annually over a 5-year period, largely due to the ambition of Kevin Plank, founder, and also to heavy marketing and promotions. Plank attributes the success of the company to brand recognition and the ability to market to all consumers. Under Armour makes â€Å"head-to-toe† apparel for anyone during any season. It has pushed its image into as many stores as it can, reaching college universities and numerous distribution channels. Suggestions to the Firm Over 80% of Under Armour’s revenue comes from the sale of its apparel line. While it means that it has been very successful in this segment, there needs to be more diversity to increase competitiveness and decrease supplier power. While creating a footwear line will aid in Under Armour’s aim to create a full apparel product line and increase the pressure on competitors, many challenges will need to be overcome in order to penetrate this product market. Under Armour will need to reinvent and reengineer its footwear line. Alternative Strategies Expanding the product line to diversify its product portfolio may dilute Under Armour’s image and label thus causing consumers to deviate from premium-priced products. Alternatively, Under Armour could focus more primarily on the development of its footwear product and increase those sales. This option will be very costly and challenging due to the huge market players that already have dominance in footwear, i.e. Nike and Adidas. I suggest Under Armour pursue other product opportunities as well as the footwear to put more pressure on its competitors and to keep the focus on quality and performance rather than quantity.

Sunday, December 1, 2019

The Shoehorn Sonata free essay sample

The Shoe-Horn Sonata by John Misto The opening scene, with Bridie demonstrating the deep, subservient bow, the kow-tow, demanded of the prisoners by their Japanese guards during tenko, takes the audience straight into the action. As the interviewer, Rick, poses questions, music and images from the war period flash on the screen behind Bridie, and the audience realises they are watching the filming of a television documentary. The time is now, and Bridie is being asked to recall the events of fifty years earlier. This scene establishes who Bridie is, and introduces the audience to the situation: the recall and in a sense the re-living of memories of the years of imprisonment. Characterisation TASK: Re-read the play. Go through and highlight specific characteristics of our two protagonists – ensuring that you can provide evidence from the play (The evidence could be lines or phrases of dialogue, their actions, current or past, or their body language as described in the text. We will write a custom essay sample on The Shoehorn Sonata or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ) Character| Specific Characteristics| Evidence from the play| Bridie| | | Shelia| | | ACT amp; SCENE| Spine Summary (3-4 lines)| Quotations| Act 1, Scene 1| | | Act 1, Scene 2| | | Act 1, Scene 3| Eg. Women find themselves in the water and the song ‘Young Jerusalem is sung by young Sheila †¦. | | Act 1, Scene 4| | | Act 1, Scene 5| | | Act 1, Scene 6| | | Act 1, Scene 7| | | Act 1, Scene 8| | | Shoe Horn Sonata Act ONE Analysis Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that supports the spine summary. Do this for AT LEAST 3-4 scenes PER act Shoe Horn Sonata Act TWO Analysis ACT amp; SCENE| Spine Summary (3-4 lines)| Quotations| Act 2, Scene 1| | | Act 2, Scene 2| | | Act 2, Scene 3| | | Act 2, Scene 4| | | Act 2, Scene 5| | | Act 2, Scene 6| | | Act 2, Scene 7| | | Re read each scene and write a short summary outlining the ‘spine’ of the scene (What keeps it together). Write in full two of the main quotes from the scene that support the spine summary. Do this for AT LEAST 3-4 scenes PER act Characterisation Characterisation can mean two things: 1. The nature of a particular character as it is presented in a text. This would include age, appearance, temperament, past life experiences, personality traits, characteristic ways of expression, values and ideals, motivations, reactions to circumstances, responses to other characters. 2. The methods the composer of a text has used to project this character to the audience or reader. These would include, among other things, the words they use or others use about them, their decisions and actions, their body language, responses to others’ words and actions, the motivations they reveal. See Activities] The play’s structure is based on the differences in character and temperament between Bridie and Sheila which are gradually revealed to the audience. The action of the play revisits their past hardships and terrors, but the final focus is on the trauma they have suffered afterwards. The revelation of the crises they have each faced is presented as a healing action, which lead s to the resolution of their differences and a satisfying closure to the play. Misto’s own motivations for researching these events and writing the play is made clear in his Author’s Note (p. 6). His perceptions of Australia’s neglect to honour such women as Bridie is suggested when she says: â€Å"In 1951 we were each sent thirty pounds. The Japanese said it was compensation. That’s sixpence a day for each day of imprisonment. † Introduction to Play Sheila’s arrival at the motel from Perth introduces immediately one source of friction between the two: they clearly have not been in touch with one another for many decades. Each is just finding out basic information as whether the other ever married or had children. The audience sees, too, that the warmth of Bridie’s greeting: â€Å"Gee it’s good to see you† is not reciprocated by Sheila. The audience wonders why not. The revelations by the end of Act One will finally show the reason. The body language described on page 26 indicates the deep underlying tension between the twoyet the scene ends with their lifting the suitcase as they used to lift the coffins of the dead: to the cries of Ichi, ni, sanYa-ta! Their shared experiences are a strong bond. The Shoe-Horn Sonata is divided into two acts: the longer Act One, with eight scenes, and a shorter Act Two, with six scenes. It follows theatrical custom by providing a major climax before the final curtain of Act One, which resolves some of the suspense and mystery, but leaves the audience to wonder what direction the play will take after the interval. The action cuts between two settings: a television studio and a Melbourne motel room. The extreme danger the prisoners faced is indicated by Bridie during this exposition: over-crowded ships sailing towards an enemy fleet, the unpreparedness of the British garrison in Singapore for the invasion, the fear of rape for the women. Misto thus sets up some of the issues to be confronted during the course of the play between the Australian Bridie and the former English schoolgirl Sheila. Sheila appears in Scene Two, and the major conflict of the play begins to simmer. Journey through memory For the rest of Act One, the shared memories of Bridie and Sheila become those of the audience, through the dramatic techniques Misto uses. In Scene Three, the audience is reminded of how young Sheila was when she was taken prisoner. The voice of a teenage girl sings part of ‘Jerusalem’, the stirring and visionary song with words by English poet William Blake, and the mature Sheila joins in. (Later Bridie and Sheila sing it together. ) Bridie’s attitude from their first meeting as shipwreck survivors drifting in the sea is protective of Sheila. She sees her as â€Å"another stuck-up Pom†, and hits her with her Shoe-Horn to keep her awake. Sheila has been taught by her snobbish mother to look down on the Irish, the label she puts on the Sydney nurse from Chatswood because of her surname. Further differences between the two surface in Scene Five, when the â€Å"officers’ club† set up by the Japanese is described. But by the end of this scene they are recalling the choir and â€Å"orchestra† of women’s voices set up by Miss Dryburgh. Scene Six opens with Bridie and Sheila in a conga line singing the parodies of well-known songs they’d used to taunt their captors and keep their spirits up Pain and tension Soon they are arguing, focusing on their differing attitudes to the British women who in Bridie’s view were â€Å"selling themselves for food† to the Japanese. The tension rises as more and more is revealed about the deteriorating conditions for the prisoners and the relentless number of deaths, especially in the Belalau camp. At the end of the Act, in a dramatic gesture, Sheila returns the Shoe-Horn. She had claimed to sell it for quinine to save Bridie’s lifebut in fact as she now reveals she had been forced to sleep with the enemy to buy the medicine. She extorts from Bridie the implicit admission that she would not have made that sacrifice for her. Bridie says nothing, but cannot face Sheila. Sheila is shattered by the realisation: â€Å"All these years I’ve told myself that you’d have done the same for me. [Calmly] I was wrong, though, wasn’t I? † Act Two opens back in the studio, where Bridie and Sheila explain on the documentary the appalling conditions in the death camp of Belalau. Suspense is built by the revelation that orders had been given that no prisoners were to survive to the end of the war. The audience wants to know how there could have been survivors. They also want to know how or if the tension in the relationship between the two women can be resolved. It becomes clear that the traumatised Sheila cannot in civilian life face any sexual relationship; nor has she felt able to return to Britain or to face remaining with her family in Singapore. She has led a quiet life as a librarian in Perth. Her nights are filled with nightmarish recollections about Lipstick Larry, and she drinks rather too much. In contrast, Bridie had been happily married for years to the cheeky Australian soldier who had waved and winked at her at Christmas behind the wire. She is now widowed and childless. Ambush and resolution Misto is preparing an ambush for the audience. By Scene Twelve, Bridie’s â€Å"disgrace† is revealed. Spooked when she is surrounded by a group of chattering Japanese tourists in David Jones Food Hall, she runs away with a tin of shortbread and later pleads guilty in court to shoplifting. â€Å"I still lie awake cringing with shame† she tells Sheila. She could not explain the truth about her phobia to the court or to her family and friends. The effect on Sheila is more than Bridie expected. She now decides that she can be at peace only if she faces the truth in public. She explains: â€Å"There are probably thousands of survivors like usstill trapped in the wartoo ashamed to tell anyone. † Bridie urges her not to. But in Scene Thirteen after they have recounted how they were eventually discovered and rescued, days after the end of the war, it is in fact Bridie who reveals the truth of Sheila’s heroism and self-sacrifice. She then finds the courage to ask Sheila to explain about her shoplifting arrest The scene ends with the declaration Bridie has waited fifty years for: â€Å"And I’d do it all over again if I had to. cause Bridie’s my friend † The tensions between the two have now been resolved: the secrets are out, both the personal ones and the long-hidden information about the experiences of the women prisoners and internees. The brief and cheerful last scene shows their friendship restored, the Shoe-Horn returned to its rightful owner, plans made for a Christmas reunion, and, finally, the peacetime dance they had promised one another in the camp. The Blue Danube plays: â€Å"It is the music of joy and triumph and survival. †

Tuesday, November 26, 2019

Philip of Macedon essays

Philip of Macedon essays The internal reforms that took place under Philip, strengthened Macedonia and enabled him to conquer the Greek states. Philip used the League of Corinth to consolidate and maintain his power through terms of peace. To test the validity of this hypothesis we must look at three things: The major reforms in Macedonia under Philip How Philip went about conquering the Greek states The policies and terms under which the League of Corinth operated Following the death of Perdiccas, Philip came to the throne in the autumn of 360B.C. He realised that great reforms were essential if he intended to remain the King of Macedonia. Macedonia underwent a major reconstruction at the hands of Philip but it was his military and political reforms that truly strengthened his kingdom. Due to Philip's intentions of immediate expansion, there was a large emphasis placed on the reforms of his military. Philip made vast improvements in his cavalry and siege engines, both of which were widely exploited by his son and successor, Alexander the Great. These two improvements may have been important, but according to Tritle (1997:179), the most telling tactical innovation of the famous Macedonian phalanx was the introduction of the sarissa. The sarissa was a large pike up to 18 feet long, twice as long as the Greek hoplite spears. To compensate for the size and weight of this weapon, the Macedonian soldiers wore lighter, cheaper and more maneuverable armour. This, combined with their famous rigorous training and discipline, proved to be decisive in the battlefield. The military reforms of Philip were decisive, but without the internal strength and effective foreign policy built by his political reforms, Philip would not have been able to capitilise on his military supremacy. It can be said that the might of the Macedonians came from their unity. After Philip came to power, he worked to strengthen and expand hi...

Friday, November 22, 2019

How to Self-Publish a Book in 2019 7 Steps to Bestselling Success

How to Self-Publish a Book in 2019 7 Steps to Bestselling Success How to Self-Publish a Book: 7 Simple Steps to Success Learning how to publish a book and getting your ideas into the world is easier than it’s ever been. There is a wealth of knowledge available online, shared by authors who have developed proven techniques for selling more books. There are also a number of ways new authors can get access to professional services without breaking the bank.In this post, Reedsy will share a common-sense, jargon-free approach to ascending the heights of the self-publishing world.A History of Self-PublishingHow to Get a Literary Agent for Your Book Read post So far, we’ve covered writing your book, editing and designing it, planning your launch, and growing your marketing efforts. You now have enough knowledge to actually go and self publish - assuming that your finances are in place...The Financial ImplicationsMoney is an obstacle that nearly all self-publishing authors will face at the start of their career. After all, they are solely responsible for funding everything to do with the book. That being said, it doesn’t always mean that the author needs to empty their savings account.The Cost of Self PublishingHere are two resources that can help you determine your costs and find alternate ways to cover them:How Much Does it Cost to Self Publish a Book? – Based on data pulled from the Reedsy marketplace, we’ve determined the average costs of book editing services and designing a book.Crowdfunding for Authors (Free Course) – Discover tips and hacks for running a crowdfunding campaign that will help fund your book’s production and boost your launch.The upside to all this, as we hinted at earlier, is that by bearing most of the costs, the self-publishing author also gets to enjoy most of the spoils.RoyaltiesTo give you an idea of the money you can expect to make from each copy sold, let’s look at the royalties offered to both independent and traditionally published authors.Author royalties on paperbacks:Traditionally published authors can expect around 5%.Indie authors will see 20-50% depending on printing costs.Author royalties on ebooks:Traditionally published authors tend to see 20-25% of net (after the retailer’s cut).Self-published authors enjoy up to 70% if their book is priced reasonably.This massive disparity is one of the reasons why J.K. Rowling has dipped her toes into self-publishing. The ebooks and audiobooks (great, incidentally, for road trips) of her Harry Potter series are now released by her own company, Pottermore, allowing her to take the publ isher’s share of sales as well  as the author's.Additional ResourcesKnowledge is power, and for indie authors, it’s also our greatest asset. There's plenty to learn when it comes to becoming a smart and efficient publisher, so as a send-off, here are a few more resources to help you on your way to the top of the bestseller charts:Scams and Publishing Companies to Avoid – Outlining the basic scams that await indie authors, including vanity presses.ISBN for Self Publishers: The Complete Guide – Everything (and more than) you wanted to know about International Standard Book Numbers.What is Ghostwriting? And Why Do People Turn to Ghostwriters? - An intro to the world of ghostwriting, including reasons why many indie authors employ their services.How To Copyright A Book: A Definitive Guide – Tackling a fear every author shares: having their intellectual property stolen!The journey to publishing a book can be treacherous, but if you prepare yourself a dequately, and surround yourself with the right people, it can also be one of the most satisfying challenges of your life.Do you have any thoughts or questions about how to self publish a book? Drop a comment in the box below and the folks at Reedsy will get back to you.

Thursday, November 21, 2019

Chronic heart disease Essay Example | Topics and Well Written Essays - 1000 words

Chronic heart disease - Essay Example This is a slowly progressing condition that ultimately acts to restrict blood flow to the heart, thus the supply of oxygen to the brain and body. More formally known coronary artery disease, the build-up of plaque in the arteries, atherosclerosis, narrows and hardens the arterial passages. Fats and cholesterol are the main substances found in plaque (â€Å"Heart Disease FAQs†, 2007). Heart diseases can also be congenital (born with the disease), caused by an abnormality of the heart valves, arrhythmia (an electrical malfunction within the heart) or a deteriorating of the heart’s ability to pump effectively because of toxins or infection (â€Å"Heart Disease†, 2005). Heart disease causes the deaths of nearly one million people in the U.S. every year, accounting for more than 40 percent of total fatalities. It is the primary cause of death worldwide among both women and men. The American Heart Association reports that â€Å"cardiovascular disease accounts for more deaths per year in the United States than the next six causes of death combined† (â€Å"Heart Disease Overview†, 2007). Nine controllable factors are the basis for almost all instances of heart disease. Diet and exercise are two and will be discussed more at length following a brief discussion of the other seven. Obesity, particularly of the abdomen, more than doubles the risk for heart disease. A large ‘tummy’ causes hormonal issues which produces high blood pressure, high cholesterol and diabetes, all of which puts the individual at greater risk. Having diabetes or abnormally high cholesterol quadruples the risk for heart disease. High blood pressure triples the risk. The moderate use of alcohol (one drink per day) actually reduces the risk for heart disease, by 12 percent for men and an amazing 60 percent for women. Drinking too much promotes heart disease. The inability to successfully manage the stresses of everyday life which

Tuesday, November 19, 2019

Security Risk Mitigation Policies Coursework Example | Topics and Well Written Essays - 500 words

Security Risk Mitigation Policies - Coursework Example The first option should involve different methods for making it more intricate to intercept and locate the wireless signals. This way, hackers will have a hard time locating the organization’s signal. Additionally, the other principal option will involve utilization of encryption in order to preserve confidentiality even when the wireless signal gets intercepted (Choi et al., 2008). It will also be imperative for the organization to utilize signal-hiding techniques so as to properly intercept wireless transmissions. This is because for any attacker to successfully intrude into a wireless network, they will first need to locate and identify the wireless network. This will be achieved by utilizing numerous steps that will make it extremely difficult to locate the organizations wireless access point. Therefore, the company should include some of the easiest as well as least costly methods which include turning off the service set identifier (SSID) which broadcasts by wireless access points. This will not only make it hard for hackers to have no access, but also, it will make it hard for them to access the company’s servers and download sensitive and personal materials. Moreover, assigning cryptic names to the SSIDs will also make it hard to access the organizations data. Additionally, reducing the organization’s signal will provide requisite coverage.

Sunday, November 17, 2019

Assessment Of Learning Essay Example for Free

Assessment Of Learning Essay Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind †¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information:†¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.  Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,  however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning  Ã¢â‚¬ ¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment. †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.

Thursday, November 14, 2019

The Red River Settlement :: Free Essay Writer

The Red River Settlement The Red River Settlement was founded by the Fifth Earl of Selkirk, Thomas Douglas, In the year 1812. He called his settlement Aissinidoia. Aissinidoia was a close knit community whose economy was built around the Hudson Bay Company. The settlement was split into two major groupings: The French speaking and predominate Roman Catholic Metis and the English speaking and predominate Protestant â€Å"country born†. The Earl of Selkirk, Thomas Douglas, bought the Hudson Bay Company in 1811 and was able to get a grant of land for 300 000km2. The Earl called this settlement Aissinidoia. The Earl hoped his settlement would attract some former Hudson Bay Company employees. He hoped the settlement would produce enough food for his company. The Metis were half-breed French/Natives. They were extremely helpful to the settlers when the first moved to the red river area. Some historians believe that if it was not for the Metis that the settlement would not have survived. Eventually the Metis allied with the North West Company who were highly opposed to the Hudson Bay Company moving in. The Nor’westers were worried that they could lose their fur supply and pemmican. In 1815 the Nor’westers tempted people to move to Upper Canada with offers of better land. The Earl of Selkirk quickly resettled the colony. Some tension between the nor’westers, with their allies the Metis, and the settlers led to violence. North West Company men and half-breeds now resorted to violence on a large scale, killing 22 in the massacre of Seven Oaks (June 19, 1816). Upon hearing of the violence the earl went to the fighting with a group of Swiss soldiers. Not only did they win the battle but also captured the Nor’westers trading post of Fort William. Other attacks followed. The result of these moves was a series of court charges and counter charges that ruined Selkirk. When Lord Selkirk's legal battles were finally settled, he returned to England. He died in France in the year 1820, just a few months before the two bickering companies resolved their differences and merged. Once Selkirk heard what happened he made his way to where the fight was happening with some Swiss soldiers. Selkirk re-established his colony and also took controlled fort William. The last fight proved to be the last straw for the fur trade companies in the area. The Red River Cart was an excellent transportation method invented by the Metis.

Tuesday, November 12, 2019

Returning College Students

When high school is over, many students choose to work full time or start college right away. Those students, who choose to go to start college sooner, makes the right choice because they want to get a career started as soonest possible. Seventy-five percent of students from high school decided to start college late. A long absence of no school causes no motivation for a college education. Another cause, they can have a hard time being surrounded with younger students. They can find it hard using technology such as computers, and getting into the habit studying can be a problem.Several areas, it can be difficult for such students to succeed. New college students need all the support not to find college a difficult experience. First, must students start from the bottom, which means enrollment is number one on the list, so returning students need to enroll and choose their major carefully. Many students choice their major based on a good career where they can be happy and not everythin g is about money. Many students start off with their basics and then transferred to another college/university. Other students start off right away with their associate’s degree; is a type of undergraduate degree.It requires a minimum of study of sixty semester credits. The traditional Associates degree program consists of three points: general education, major requirements, and electives. Besides the associate’s degree, all universities offers bachelor’s degree is an academic conferred by a college or university upon those who completed the undergraduate curriculum. Above the bachelor’s degree, there’s another higher degree is called master’s degree; is an academic degree granted to individuals who have undergone study demonstrating a mastery or high order of a field of study professional practice.Returning students might have a job history that would like to try a new occupation in their lives. Besides the enrollment and degrees, tuition i s a huge part of college, so returning students need to understand there’s ways to pay college. Colleges and Universities will provide a flat rate for tuition. This is a unique challenge for parents and students are making sure; they’re getting their money’s worth by taking enough classes each semester. There’s two ways to pay for your tuition. One is with financial aid; students apply at the beginning of year to get it. Financial aid pays all the classes and books for each semester.Scholarships are a great source to help them pay half of the tuition. Where to apply for scholarships? Online, school or anywhere there’s good places that can offer scholarships. Sometimes when students don’t qualify for either scholarships or financial aid, they paid their tuition with their savings. In addition, today students are allowed to use computers, laptops and recorders on campus, Therefore, returning students to college should use one these technology to help them with their assignment. A college campus can have over two-hundred computers to have access to the internet or any other sources to complete any assignments.Laptops are allowed to use in class because instructors knows best that students use laptops to work in an assignment. Other than, it can be a distraction for the teacher and for other students. Recorders are also available to use if a student has a disability to remember. Students take advantage for these opportunities and use them for their benefit to succeed in their classes. The fourth step returning students to be successful is to have a flexible schedule. Flexible schedules are for students to make it to class without struggling and have free time to get assignments done.Most students have jobs and sometimes they take morning or nigh classes. All depends on student’s availability. The most recommended for a college student is to take four classes, equal twelve hours to be a fulltime student. Some student s take five or six classes in a semester, but are really stressing and hard to handle. As a returning student, is a good way to start off with a flexible schedule with four classes. Furthermore, returning college students need good study habits to do well in their classes. Especially for freshman students, who would like to know some good study methods? One method is to form a study group to help each other.No matter what field study, don’t not worry about hanging out with old or younger students, they have the same right to learn. Other classmates can learn from each other. Another study method, whenever college students take an exam, they always study at least four hours of the material. Make sure to take good notes in class, pay attention and read the chapters twice every night. The last method, make sure to find a good quiet place to study with no distractions around the area. Like at home it can be difficult to study because you have TV’s, video games and other en tertainment systems; that a house can hold.But one great place to study it can be a library or study rooms from campus. Another place it would be a good peaceful park, to enjoy the fresh air and a good view for a small break. Overall, a college education can be hard and expensive. But the end, everything will be worth it with excellent opportunities later on in life. Just remember hard work always pays off at the end. Never is too late to start a college education. These five steps can help an older student prepare for a new college life and help them to become a successful student.

Saturday, November 9, 2019

Gender Differences in Peer and Parental In?uences: Body Image Disturbance

Journal of Youth and Adolescence, Vol. 33, No. 5, October 2004, pp. 421–429 ( C 2004) Gender Differences in Peer and Parental In? uences: Body Image Disturbance, Self-Worth, and Psychological Functioning in Preadolescent Children Vicky Phares,1 Ari R. Steinberg,2 and J. Kevin Thompson3 Received April 17, 2003; revised January 20, 2004; accepted February 11, 2004 The connections between body image disturbance and psychological functioning have been well established in samples of older adolescent girls and young women. Little is known, however, about body image in younger children. In particular, little is known about possible gender differences in preadolescent children. The current study explored self-reported body image disturbance and psychological functioning in relation to peer and parental in? uences in 141 elementary school-aged girls and boys aged 8–11. Results suggest that girls are more concerned about dieting and are more preoccupied with their weight than are boys. Girls also reported a greater drive for thinness and a higher level of family history of eating concerns than did boys. Correlations suggested that girls’ experiences of body image concerns (body dissatisfaction, bulimia, and drive for thinness) were related to a number of factors (such as family history of eating concerns, peer in? uences, teasing, depression, and global self-worth) whereas boys’ experiences of body image concerns were related to fewer factors. On the basis of these ? ndings, the assessment and treatment of body image concerns in preadolescent children (especially girls) are of great importance. Implications for intervention and prevention programs are discussed. KEY WORDS: body image; peers; parents. The prevalence of weight and body image concerns among preadolescent children is overwhelming. Between 30 and 50% of adolescent girls are either concerned about their weight or are actually dieting (e. g. , Thompson and 1 Vicky Phares, Ph. D. is a Professor and Director of Clinical Training at the University of South Florida. She received her Ph. D. in Clinical Psychology from the University of Vermont. Her major research interests are fathers and developmental psychopathology. She recently published a textbook, Understanding Abnormal Child Psychology with Wiley and Sons. To whom correspondence should be addressed at University of South Florida, Department of Psychology, 4202 E. Fowler Avenue, PCD 4118G, Tampa, Florida 33620; e-mail: [email  protected] cas. usf. edu. 2 Ari R. Steinberg, Ph. D. graduated from the University of South Florida, where she earned her M. A. in Psychology and her Ph. D. in Clinical Psychology. Her major research interests are cognitive and psychosocial correlates to the development of body image; e-mail: [email  protected] cas. usf. edu. 3 J. Kevin Thompson, Ph. D. is a Professor of Psychology at the University of South Florida. He received his Ph. D. in Clinical Psychology from the University of Georgia. His major research interests are body image and eating disorders. Smolak, 2001). Such concerns about size and/or appearance have been found to predict onset of eating disturbances prospectively (Cattarin and Thompson, 1994; Stice, 2001). Although most of the previous research on eating disorders has focused on adult women and adolescent girls, it has recently been shown that weight concerns and body image disturbance exist in younger girls and boys (Cusumano and Thompson, 2001; Field et al. 2001; Ricciardelli and McCabe, 2001; Ricciardelli et al. , 2000; VanderWal and Thelen, 2000). Self-esteem concerns appear to be related to body image disturbance in young children, but there does not appear to be a causal link between self-esteem and body image disturbance (Mendelson et al. , 1996). Speci? cally, body image disturbance and poor self-esteem appear to develop concurrently in young boys and girls. Given the se important issues, the current study attempted to examine the psychological, familial, and social correlates of weight concerns and eating disturbances in preadolescent girls and boys. 21 0047-2891/04/1000-0421/0 C 2004 Springer Science+Business Media, Inc. 422 BODY IMAGE AND DIETING BEHAVIOR IN ADOLESCENTS AND CHILDREN The connections between body image disturbance and psychological maladjustment in adolescence have been well documented. There appears to be pervasive concerns among adolescents with respect to their weight, body image, dieting, and eating behavior (Smolak and Levine, 2001; Thompson et al. , 1999). In fact, averageweight adolescent girls are almost as likely to be dieting as their overweight peers (Rodin et al. , 1985). These patterns are evident in both clinical and nonclinical samples. Bunnell et al. (1992) investigated body shape concerns among 5 samples of female adolescents: anorexia nervosa clients, bulimia nervosa clients, subclinical anorexia, subclinical bulimia, and noneating disordered females. They found that body shape dissatisfaction was a prominent concern for most adolescent girls regardless of their level of eating pathology. Thus, by the time of adolescence, the majority of girls have developed weight and body concerns and many have tried dieting or other strategies to alter their physical appearance. Although these issues have received less research attention in preadolescent children, many of the same patterns have emerged in studies of younger children. Children as young as 6 years old express dissatisfaction with their body and a substantial amount (40%) have attempted to lose weight (Thelen et al. , 1992). There is evidence that children as young as 7 are reliable in their reports of dieting (Kostanski and Gullone, 1999). In a sample of thirdthrough sixth-graders, children were very knowledgeable about weight control methods (Schur et al. , 2000). Body dissatisfaction appears to be related to dietary restraint rather than age. In a study that compared 9-year-olds and 14-year-olds, girls with highly restrained eating patterns in both age groups showed low body esteem, and discontent with their body shape and weight (Hill et al. , 1992). Consistent with research on adolescents and young adults, young girls tend to show this dissatisfaction to a greater extent than boys. In samples of children between the ages of 5 and 11 (Collins, 1991; Cusumano and Thompson, 2001; Williamson and Delin, 2001; Wood et al. 1996), girls reported signi? cantly greater body dissatisfaction than did boys. More girls than boys were dieting in a sample of 10–12 year olds (Sands et al. , 1997). Thus, the â€Å"normative discontent† that is shown in adolescent girls and young women (Rodin et al. , 1985) appears to be present in younger girls as well. FAMILIAL INFLUENCES ON BODY IMAGE A logical question relates to why these body image disturb ances occur in such young children. Theories of Phares, Steinberg, and Thompson body image disturbance include biological, sociocultural, familial, and peer-related in? ences (Smolak and Levine, 2001; Steinberg and Phares, 2001). Recently, a great deal of attention has been focused on familial and peer in? uences in the development of body image. Regarding familial in? uences, 2 primary mechanisms have been proposed: parental modeling of dysfunctional eating attitudes and behavior, and parents’ in? uence over their children by direct transmission of weight-related attitudes and opinions, such as comments or teasing. There has been support for both mechanisms in adolescent samples. When compared with mothers of daughters in a nonclinical control group, mothers of adolescent girls with disordered eating patterns showed greater eating disturbance, had a longer history of dieting, and wanted their daughters to lose more weight (Pike and Rodin, 1991). Rieves and Cash (1996) found that daughters’ eating disturbances were related to their perceptions of maternal concern with appearance and preoccupation with being overweight. These studies suggest that adolescent girls may be modeling dysfunctional eating attitudes and behaviors from their parents. There is evidence that parents in? ence their adolescents’ eating disturbances and body image through direct transmission of weight-related attitudes and opinions. Thelen and Cormier (1995) found that mothers’ and fathers’ encouragement of weight control were related to daughters’ desire to be thinner, daughters’ weight, and dieting behaviors. When actual body weight was controlled statistically, only the relationship between daughters’ dieting and fathers’ encouragement to diet remained signi? cant. Direct parental comments about children’s weight had a strong relation with children’s body image, especially mothers’ comments about their daughters (Smolak et al. 1999). Thus, it appears that both maternal and paternal in? uences may be relevant to the development of body image concerns and related issues. These ? ndings suggest that parents can in? uence their attitudes and opinions of weight through direct transmission, although the relative salience of mothers versus fathers has yet to be established. Negative verbal commentary within the family, also known as teasing, has received attention recently. Teasing can be considered an indirect transmission of parental attitudes and opinions. In a sample of lder adolescent college students, parental teasing of females, but not of males, was related to body image dissatisfaction ( Schwartz et al. , 1999). In addition, higher levels of teasing and appearance-related feedback predicted higher levels of psychological disturbance. Taken together, these studies all point to the relationships between adolescents’ body image concerns and parental attitudes and behaviors. Few studies, however, have addressed these issues in younger children. Gender Differences in Peer and Parental In? uences PEER INFLUENCES ON BODY IMAGE The same point can be made for peer in? uences on body image. Although signi? cant relationships have been found in samples of adolescents, few studies have explored these issues in younger children. When investigating adolescents, one study found that adolescents’ disturbed eating and weight concerns were related to the dieting and weight control strategies of peers as well as to the amount they reported talking with peers about dieting (Levine et al. , 1994). In addition, adolescent girls reported their peers as one of the primary sources of information on weight control and dieting (Desmond et al. , 1986). Adolescent girls, more so than adolescent boys, worried about their weight, ? ure, and popularity with peers (Wadden et al. , 1991). Negative verbal commentary by peers has been explored in relation to body image disturbance. Teasing by peers seems to have a strong in? uence on the development of eating and weight concerns (Rieves and Cash, 1996; Thompson, 1996; Thompson and Heinberg, 1993). Teasing by peers tends to be common durin g childhood with physical appearance and weight as the primary focus. Cash (1995) reported that 72% of college women recalled being teased as children, usually with respect to their facial features or body weight and shape. In a study of adolescent girls, Cattarin and Thompson (1994) found that teasing was a signi? cant predictor of overall appearance dissatisfaction above and beyond the in? uence of age, maturational status, and level of obesity. In one of the few studies done with children, Oliver and Thelen (1996) found that children’s perceptions of peers’ negative messages and increased likability by being thin in? uenced their body image and weight concerns. Overall, peers’ attitudes and teasing appear to in? uence body image concerns. Taken together, these studies suggest patterns of familial and peer in? ence on the development of body image concerns. Little is known, however, about the associations of these issues within young children. Even less is known about how familial and peer in? uences are related to body image concerns and psychological functioning in young girls versus young boys. THE CURRENT STUDY On the basis of the ? ndings with adolescent and young adult popul ations, the current study extends these research questions to preadolescent girls and boys. Because the majority of previous research was limited to maternal in? ences on body image (Phares, 1996), the current study will also extend this line of research to explore paternal in? uences on body image. It was hypothesized that gender effects would be revealed concerning young chil- 423 dren’s body image concerns, with young girls reporting more body dissatisfaction and weight-appearance-related concerns than young boys. It was expected that both girls and boys who reported higher levels of body image concerns would show more psychological problems as exhibited by higher levels of depression and lower levels of perceived competence. Both familial in? uences and peer in? ences were expected to be related to girls’ and boys’ body image and eating concerns. METHOD Participants A total of 141 children (64 boys and 77 girls) from two public elementary schools in a large urban area in the southeast participated in the study. On the basis of a power analysis (? level = 0. 05, power = 0. 80, and a medium effect size), it was determined that a minimum sample size of 64 boys and 64 girls would be adequate to test the hypotheses (Cohen, 1992). The mean age of the overall sample was 9. 23 years (SD = 1. 08) and did not differ between boys (M = 9. 31; SD = 1. 04) and girls (M = 9. 7; SD = 1. 12; t(139) = 0. 79; p = 0. 434). The sample was ethnically diverse (63. 1% Caucasian, 21. 3% African American, 12. 8% Hispanic/Latino/Latina, 0. 7% Asian American, and 2. 1% other). With respect to grade level, 14. 2% were in the second grade, 44. 0% were in the third grade, 27. 6% were in the fourth grade, and 14. 2% were in the ? fth grade. The distribution of girls and boys did not differ for race/ethnicity or for grade level ( ps > 0. 05). A total of 77 mothers and 48 fathers participated in the study. Measures Family In? uences Two measures were used to assess fun ctioning within the family. The Perceptions of Teasing Scale (POTS) is a revised and extended version of the Physical Appearance Related Teasing Scale (Thompson et al. , 1995). The measure has been used with children as young as 10 years old, therefore, the 8- and 9-year-old participants in this study were younger than previous participants who completed the POTS. The Weight Teasing Scale, which consists of 6 questions concerned with the frequency of appearancerelated teasing, was used in the current study. Participants answered these questions for their mother and father separately, and scores were totaled for an overall frequency of parental teasing score. Higher numbers on this 5-point scale re? ect greater frequency of negative verbal commentary. Coef? cient ? s in the current study were adequate for 424 reports of mothers (0. 72) and fathers (0. 84). Note that only 24% of the children in this sample scored above a 0 on this measure. Children, mothers, and fathers completed the Family History of Eating (FHE-Child and FHE-Parent; Moreno and Thelen, 1993). Both versions of the FHE are scored along a 5-point Likert scale and are used to assess attitudes concerning body shape and weight, dieting, and familial eating patterns and behaviors. The parent version assesses parents’ perceptions whereas the child version focuses on the child’s perception of the family. Higher numbers re? ect greater familial concern with body shape and weight. Reliabilities in the current study were adequate based on the coef? cient ? for children (0. 80), mothers (0. 77), and fathers (0. 75). Peer In? uences Children completed the Inventory of Peer In? uence on Eating Concerns (IPIEC; Oliver and Thelen, 1996), which is a 30-item measure of peer in? uence on children’s eating and body shape concerns. The measure consists of 5 factors: Messages, Interactions/Girls, Interactions/Boys, Likability/Girls, and Likability/Boys. The Messages factor re? ects the frequency with which children receive negative messages from peers regarding their body or eating behaviors. The Interactions factors address the frequency with which children interact with peers (boys and girls) about weight and eating habits. The Likability factors measure the degree to which children believe that being thin will increase the degree to which they are liked by their peers (boys and girls). Items are rated on a 5-point Likert scale, where higher numbers re? ect greater peer in? uence. For the present study, total mean scale scores of all items were used to calculate a total peer in? uence score. The coef? cient ? in the current study (0. 94) was strong. Obesity Level The Quetelet’s Index of Fatness is a body mass index (BMI) that is computed for each child with the following formula: weight/(squared height). The Quetelet’s Index is used routinely as an index of adiposity and is correlated highly with skinfold and other fatness measures. Height and weight were obtained by self-report. Previous research has shown that young adolescents’ self-reports are highly correlated with actual measurements of weight and height (Brooks-Gunn et al. , 1987; Field et al. , 2002). Eating Disturbance and Body Image Children completed the Eating Disorder Inventory for Children (EDI-C; Garner, 1984), which measures self- Phares, Steinberg, and Thompson perceptions of eating disturbances and body image. Items are answered on a 6-point Likert scale and subscales are averaged to produce mean scale scores. Three of the eight subscales were used in the present study: Drive for Thinness (excessive concern with dieting, preoccupation with weight, and extreme fear of weight gain), Body Dissatisfaction (dissatisfaction with overall shape and with the size of those body regions of most concern to individuals with eating disorders), and Bulimia (thinking about and engaging in uncontrollable overeating, or binging behaviors). Coef? cient ? s were adequate in the current sample for the Drive for Thinness subscale (0. 83), the Body Dissatisfaction subscale (0. 63), and the Bulimia subscale (0. 76). On all subscales, higher numbers re? ect higher levels of body image concerns or related behaviors. Psychological Functioning Children completed 2 measures that assess their psychological functioning. The Children’s Depression Inventory (CDI; Kovacs, 1992) is a widely used self-report measure of affective, cognitive, and behavioral symptoms of depression in children. Items are scores on a 0- to 2-point scale, with higher scores re? ecting higher levels of depression. The total CDI score, which showed good reliability in the current sample (coef? cient ? = 0. 91) was used. Children also completed the Self-Perception Pro? e for Children (Harter, 1985), which assesses children’s perceptions of themselves across different domains. For the current study, the global self-worth subscale was used. Note that the global self-worth scale consists of questions that are separate from any of the other domains (e. g. , the physical appearance domain is not subsumed under the global se lf-worth rating). Higher scores on the 4-point scale re? ect higher perceptions of global self-worth. Adequate reliability (coef? cient ? = 0. 79) was shown in the current sample. Procedures Active parental consent and child assent were given for involvement in the study. Once consent and assent were obtained and data collection was initiated, no children dropped out of the study nor did any children refuse to take part in the study. Participating children completed questionnaires in small groups at school. Examiners read each question aloud and children put their answers on the questionnaires individually. Parents were mailed their questionnaires (the FHE-P and a brief demographics form) and were asked to return their completed questionnaires to the researchers in a postage-paid envelope. Multiple mail- Gender Differences in Peer and Parental In? uences Table I. Means and t-Tests for Gender Comparisons Variable Body mass index (BMI) Body Dissatisfaction Bulimia Drive for Thinness Family History of Eating—Child Inventory of Peer In? uence on Eating Concerns Perceptions of Teasing—Frequency Depression Global Self-Worth a Statistically 425 Girls (n = 77), mean (SD) 18. 91 (3. 80) 20. 29 (10. 10) 13. 38 (7. 32) 18. 21 (9. 64) 19. 99 (8. 38) 1. 80 (0. 84) 1. 62 (4. 62) 48. 83 (12. 06) 19. 06 (4. 74) Boys (n = 64), mean (SD) 19. 01 (3. 80) 18. 38 (8. 83) 15. 05 (7. 63) 13. 13 (6. 61) 17. 56 (5. 54) 1. 66 (0. 73) 1. 33 (2. 97) 49. 13 (13. 47) 18. 92 (4. 75) t 0. 09 ? 1. 18 1. 32 ? 3. 58 ? 1. 98 ? . 02 ? 0. 44 0. 14 ? 0. 18 p 0. 932 0. 239 0. 188 0. 000a 0. 049a 0. 311 0. 660 0. 892 0. 859 signi? cant. ings were sent in an attempt to obtain maximum parental participation. The ? nal response rate was 54. 6% (n = 77) for mothers and 34. 0% (n = 48) for fathers. RESULTS Gender Comparisons As expected, girls showed somewhat greater concern over weight and body image issues than did boys. Signi? cantly more girls (61. 0%) than boys (35. 9%) wanted to lose weight, ? 2 (2) = 13. 38, p < 0. 001. As can be seen in Table I, there were additional gender differences on body image, restriction, and disturbed eating behaviors measures. When compared with boys, girls reported a higher drive for thinness, t(139) = ? 3. 58; p < 0. 001, and a more troubled family history of eating concerns, t(139) = ? 1. 98; p < 0. 05 (i. e. , girls reported receiving more messages regarding weight and dieting from their parents than did boys). Girls and boys did not differ signi? cantly on body mass index, body dissatisfaction, bulimic behaviors, peers’ eating concerns, or frequency of parental teasing. There were also no gen- der differences in depressive symptoms or global selfworth. Thus, there was some limited support for gender differences. Relations Between Body Image and Psychological Functioning Correlational analyses were computed in order to investigate the relations between body image and psychological functioning. As can be seen in Table II, signi? cant correlations were revealed for all of the measures for girls and most of the measures for boys. Girls’ reports of body dissatisfaction, bulimic tendencies, and drive for thinness were related to higher levels of depression and lower levels of global self-worth. For boys, body dissatisfaction was related to higher levels of depression and lower levels of global self-worth. Bulimic tendencies were not significantly related to either depressive symptoms or global self-worth. Drive for thinness was related to lower levels of global self-worth but was not signi? cantly related to depression. Thus, the expected pattern of results was found for girls consistently, and partial support was found for boys. Table II. Correlations Between Eating Disturbance and Psychological Functioning Variables 1 1. Body Dissatisfaction 2. Bulimia 3. Drive for Thinness 4. Family History of Eating—Child 5. Inventory of Peer In? uences on Eating Concerns 6. Perceptions of Teasing—Frequency 7. Depression 8. Global Self-Worth — 0. 42 0. 42 0. 32? 0. 26? 0. 44 0. 37 ?0. 42 2 0. 47 — 0. 25? 0. 23 0. 10 0. 29? 0. 14 ? 0. 01 3 0. 56 0. 55 — 0. 67 0. 32? 0. 60 0. 19 ? 0. 39? 4 0. 53 0. 56 0. 58 — 0. 12 0. 41 ?0. 03 ? 0. 03 5 0. 49 0. 55 0. 48 0. 53 — 0. 18 0. 29? ?0. 21 6 0. 32 0. 34 0. 27? 0. 44 0. 38 — 0. 29? ?0. 37 7 0. 58 0. 60 0. 55 0. 63 0. 59 0. 45 — ? 0. 58 8 ? 0. 64 ?0. 48 ?0. 49 ?0. 52 ?0. 52 ?0. 35 ?0. 71 — Note. Boys are in the lower left quadrant and girls are in the upper right quadrant. ? p < 0. 5; p < 0. 01; p < 0. 001. 426 Relations Between Parental In? uences, Peer In? uences, and Body Image Disturbance Table II also reports the results of correlations for parental in? uences, peer in? uences, and body image disturbance. For girls, all of the correlations were signi? cant. Speci? cally, girls’ body dissatisfaction, bulimia, and drive for thinness were related to higher levels of family history of eating concern s, peer in? uences on eating concerns, and perceptions of teasing. For boys, 7 of the 9 correlations were signi? cant. Speci? cally, boys’ body dissatisfaction was signi? antly related to higher levels of family history of eating concerns, peer in? uences on eating concerns, and perceptions of teasing. Boys’ tendency toward bulimia was signi? cantly related to perceptions of teasing, but not family history or peer in? uences. Boys’ drive for thinness was related to family history, peer in? uences, and perceptions of teasing. Overall, there was somewhat more support for the connections between parental in? uences, peer in? uences, and body image disturbance for girls, but there was clear evidence of connections for boys when body dissatisfaction and drive for thinness were considered. Phares, Steinberg, and Thompson of family history and children’s reports of eating disturbance and body image concerns. These ? ndings suggest that children’s perceptions of family history and parents’ perceptions of family history are not related strongly. Missing Parental Data To assess whether there were systematic differences between parents who did or did not participate, t tests were conducted to examine any possible differences between children whose parents returned questionnaires and those children whose parents did not return questionnaires. With the exception of family history, t(139) = 2. 33, p < 0. 02, no other signi? cant differences were revealed. Children whose parents returned questionnaires reported signi? cantly higher levels of family emphasis on weight and body shape (M = 20. 15, SD = 7. 90) than children whose parents did not return questionnaires (M = 17. 32, SD = 6. 20). There were no signi? cant differences between children with parental data and children without parental data on the following variables: Body Dissatisfaction (from the EDI-C), Bulimia (from the EDI-C), Drive for Thinness (from the EDI-C), peer in? ences (from the IPIEC), or perceptions to teasing (from the POTS). Thus, the exploratory analyses with parental data are likely to be generalizable for all of the variables other than family history. Parental Data For exploratory purposes, paired t tests were conducted to examine the differences in mothers’ and fathers’ reports of parental in? uence regarding weight and body shape co ncerns. Mothers (M = 18. 57, SD = 5. 32) placed more emphasis on weight and body shape concerns than did fathers (M = 15. 94, SD = 5. 29), t(47) = ? 3. 96, p < 0. 001. Further examination of parental differences revealed that mothers reported placing more importance on weight and body image concerns than did fathers for both their daughters, t(29) = ? 2. 93, p < 0. 006, and sons, t(27) = ? 2. 61, p < 0. 01. These results suggest that, regardless of child gender, mothers tend to place more emphasis on weight and dieting than do fathers. To examine the relationship between children’s selfreports and parental reports, correlations were conducted for parents’ reports of family history of eating concerns and children’s reports of eating disturbance and psychological functioning. A signi? cant correlation was revealed for mothers’ reports of family history and children’s reports of family history, r (77) = 0. 25, p < 0. 05. These results suggest that mothers and children perceived similar familial in? uences regarding weight and body shape. In addition, signi? cant correlations were revealed for maternal report of family history and children’s report of global self-worth, r (77) = ? 0. 27, p < 0. 05. No other signi? cant correlations were revealed for maternal or paternal reports DISCUSSION Overall, the results of this study support and extend previous research suggesting that both parental and peer in? uences are related to the development of body image and weight concerns in preadolescent girls and boys. It is likely that both factors play an integral part in children’s formations of maladaptive beliefs, attitudes, and expectations concerning weight, physical appearance, and body image. Further, there appear to be some differences but some similarities in how girls and boys experience these issues. Similar to previous research, girls in this study exhibited a somewhat greater degree of concern regarding weight and body image issues than did boys. Not only were they more aware of issues surrounding weight and dieting, but girls were more active in attempts to become and/or remain â€Å"thin. † In addition, it appears that girls received more messages within the family setting regarding weight and body image concerns. Although most investigations of body image concerns tend to recruit only female participants (e. g. , Attie and Brooks-Gunn, 1989; Cattarin and Thompson, 1994), the studies of gender differences Gender Differences in Peer and Parental In? uences in body image have used primarily adolescent samples (e. g. , Childress et al. , 1993; reviewed in Cohane and Pope, 2001). The present results support similar ? ndings for preadolescent children, which indicates that these gender differences begin to develop at an earlier age, prior to any pubertal changes (Collins, 1991; Oliver and Thelen, 1996; Shapiro et al. , 1997; Wood et al. , 1996). The results of this study provide support for a relationship between body image concerns and depressive symptoms (Herzog et al. 1992) and self-esteem (Wood et al. , 1996). Overall, children who expressed higher levels of body image disturbance reported higher rates of depressive symptoms and lower levels of global self-worth. Although this pattern was more evident in girls, the same pattern existed for boys when body dissatisfaction was considered. Prior research has revealed support for both parental (Sanftner et al. , 1996; Thelen and Cormier, 19 95) and peer (Cattarin and Thompson, 1994; Oliver and Thelen, 1996) in? uences on children’s eating and body image concerns. This study found support for peer and parental in? ences for girls and to a lesser extent, for boys. Most of the research on peer in? uences has been conducted with adolescent populations of girls (Levine et al. , 1994). In this study, similar patterns emerged for boys and girls when body dissatisfaction (as opposed to bulimic tendencies) were evaluated. It may be that preadolescent boys are struggling with body dissatisfaction, but in such a manner that is not captured by the measurement of bulimic tendencies. The measurement of parental teasing from the POTS measure was particularly useful in helping to understand boys’ experiences. A number of previous studies have documented the connections between negative verbal commentary and body image concerns in girls (Cattarin and Thompson, 1994; Schwartz et al. , 1999). In the current study, boys’ perceptions of parental teasing were related to higher levels of body dissatisfaction, bulimic tendencies, drive for thinness, family history of eating concerns, and depression and lower levels of global self-worth. Thus, further exploration of perceptions of parental teasing in both boys and girls may be fruitful. On the basis of the results of this study, the implications for prevention and intervention are numerous. Given the wealth of support for the existence of body image concerns in preadolescent children (Collins, 1991; Shapiro et al. , 1997; Thelen et al. , 1992; Wood et al. , 1996), it is imperative to address weight and body image concerns with children prior to adolescence. Psychoeducational programs could be helpful to inform children of the parental, peer, and sociocultural in? uences on their attitudes and beliefs concerning weight and physical appearance. Several universal psychoeducational programs 427 have been instituted and evaluated for school-aged children (reviewed in Levine and Smolak, 2001). Although this study found some gender differences in preadolescent children’s experiences of body image disturbance, the common pattern of associations among variables for both boys and girls would suggest that preventive efforts could be targeted to girls and boys together. Intervention programs are also necessary given the connections between familial in? uences and body image concerns in young children and the resultant connections between body image concerns and eating disorders (Cattarin and Thompson, 1994; Steinhausen and Vollrath, 1993; Thompson et al. 1999). Parents need to be educated about the negative consequences of their own weight and body image issues on the development of related problems in their children (Archibald et al. , 1999). Treatment programs should take family functioning into account and should address the strong connections between body image concerns and poor psychological functioning (Steinberg and Phares, 2001). There are several limitations to t he study indicating that these results should be interpreted with caution. First, the ross-sectional nature of the study precludes interpretations related to causality. For example, it could be that higher levels of depression lead to higher rates of body dissatisfaction in both boys and girls. A prospective study of girls and boys from early childhood to adolescence and even adulthood could help answer the direction of causality. In addition, because there was a signi? cant difference in family history of eating concerns (FHE-C) between children with and without completed parental data, the preliminary analyses of parental reports have to be viewed cautiously. Although other studies have found relatively few differences between participating and nonparticipating mothers and fathers (Phares, 1995), the differences in this sample suggest that the parental data may not be representative of the larger population. This study attempted to limit common method variance by including parents rather than just relying on children’s self-reports. This inclusion of parents, however, led to other dif? culties. Future studies in this area could bene? t from more intense efforts to recruit and maintain parents for participation in research. Even with these limitations, this study provided support for parental and peer in? uences on the development of body image disturbance in preadolescent girls and boys. It is likely that both peers and family members contribute to the development of body image disturbance and weight concerns of young children. 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