Race and Female Body Image essays

Race and Female Body Image articles The point that we decided to look into was race and female self-perception. We just inquired about African American ladies and Caucasian ladies since we needed to see the differentiation of the two. One of our speculations was that there would be a distinction in the manner ladies of various races apparent our bodies. Further, we estimated that African American ladies would have a more uplifting point of view toward self-perception than Caucasian ladies. Another speculation was that African American ladies that grew up with friends of a similar ethnicity would have an increasingly positive self-perception. Likewise, African American ladies that grew up with friends of an alternate ethnicity were anticipated to have an increasingly negative attitude toward self-perception. The main part of self-perception we tried was the way regularly our respondents pondered their weight. Of the 60 respondents, in the wake of running a crosstabulation among race and how regularly ladies pondered their weight, 36.7 percent of them contemplated their weight frequently and 36.7 percent of them considered their weight every so often. The larger part, 73.4 percent, were in these two classifications (once in a while and frequently). When separating the segment of race between the ladies, there was a distinction in how regularly each race pondered their weight. 20 percent of the African American ladies revealed that they pondered their weight essentially never, 40 percent announced they considered their weight every so often, and 25.7 percent said they contemplated their weight regularly. With the Caucasian ladies, there were zero reports that they contemplated their weight essentially never with 32 percent detailing they consider their weight every so often and the lion's share, 52 percent revealing they consider their weight frequently (table 1.2). What these rates let us know is that there are less Caucasian ladies that think about their weight for all intents and purposes never and more that think about their weight frequently than those revealed by the African American women.... <!

Controls for Outflows Essay Example | Topics and Well Written Essays - 500 words

Controls for Outflows - Essay Example This will guarantee that the representatives are paid by the measure of work done and will forestall installment for quite a long time not worked for. The workers must sign the time card each day and a manager should consequently affirm the card. In the wake of affirming the time card, the administrator should then advance the records to the finance division for readiness of the pay rates. Furthermore, the Apollo restricted must guarantee that their work force office records all the data with respect to the new representatives, evacuation of names of representatives whose agreements have been fired, and modification of all varieties in the worker pay rate. A director should likewise endorse these progressions before the data is taken to the finance office. Third, the finance division must keep up all findings that are made on employees’ compensation for instance advance reimbursement, tax assessment and whatever other derivations that are made. An alternate representative must be give the order to recomputed the derivations and make any redresses or inconsistencies. The representatives should the sign the finance structure for all the reasonings made on their pay rates. After all the derivations are determined, the finance division readies a multicopy finance register with data from the time card and data on finance record where all findings are demonstrated on workers pay (Romney and Steinbart, 2006). Another structure is then arranged showing gross compensation, all reasoning, net compensation, and the representatives take this structure home as pay slip. An alternate representative then recomputes the gross compensation and reasonings to make any revision reacquired before the workers are paid. The finance office sends the finance register to the records payable division where a voucher is set up on each pay slip got. The division at that point readies the necessary checks, which are sent to the

Did you know about this

Did you know about this First some backstory. Its 2008, a leap year and a presidential election year. Its business as usual for most seasoned Americans but, for me, a citizen only as of last summer, Im pretty especially excited to be voting for the first time. In 2004, Id worked as an election official, on that day which began 4 more years of the Bush presidency, and I remember opening up the backs of the machines and counting up the votes at the end of the night, by flashlight, for some reason, after the stragglers have also all had their shot, and knowing in my head who I would have voted for. As you can imagine presidential elections generate a lot of buzz on campus. All over student groups and living groups are hosting presidential debate bingos and register to vote parties. Well, Ive been getting a little distracted as of late. Thursday night, I read the news for hours and never finished my 8.07 problem set which was harder than I anticipated. Tonight, pretty much the same story, but with no deadlines to shaft. I have something to show for it this time, though, I found something pretty awesome. First of all, Im against the electoral college system. I feel it does more harm than good. Back when it was instated, it did a whole lot of good. It helped make national interest possible when all there was was state interest. It did a big part in helping to unite the country, or even allow people to think on a more national level. This obviously isnt the case any more, not for our generation, the drivers license is really all that tells us apart nowadays. Consider this a trial in true democracy. You know, the kind that we go around the world waving our hands about? The fact is, youd think swing states like Ohio and Florida had 75% of the American population from how much time candidates spend in them addressing their concerns. The fact is, small states are overrepresented in the electoral college system at this point in time. Wyoming has the largest electoral votes to population ratio of any state. Ever wonder how much your vote is weighted in the general election? Well, simply reference this here table, the last column, the ratio between electoral votes and population normalized to Wyoming. [1] STATE ELECTORAL VOTES VOTES votes per elector (VPE) Your vote counts as WY 3.00 147,947.00 49,315.67 1.00 VT 3.00 149,022.00 49,674.00 0.99 HI 4.00 205,286.00 51,321.50 0.96 AK 3.00 167,398.00 55,799.33 0.88 NM 5.00 286,783.00 57,356.60 0.86 ND 3.00 174,852.00 58,284.00 0.85 DE 3.00 180,068.00 60,022.67 0.82 RI 4.00 249,508 62,377.00 0.79 SD 3.00 190,700.00 63,566.67 0.78 MI 18.00 1,168,266.00 64,903.67 0.76 WV 5.00 336,473.00 67,294.60 0.73 NH 4.00 273,559.00 68,389.75 0.72 NV 4.00 301,575.00 75,393.75 0.65 AR 6.00 472,940.00 78,823.33 0.63 ME 4.00 319,951.00 79,987.75 0.62 MT 3.00 240,178.00 80,059.33 0.62 ID 4.00 336,937.00 84,234.25 0.59 NE 5.00 433,850.00 86,770.00 0.57 DC 2.00 171,923.00 85,961.50 0.57 IO 7.00 638,517.00 91,216.71 0.54 OK 8.00 744,337.00 93,042.13 0.53 TN 11.00 1,061,949.00 96,540.82 0.51 AZ 8.00 781,652.00 97,706.50 0.50 SC 8.00 786,892.00 98,361.50 0.50 UT 5.00 515,096.00 103,019.20 0.48 LA 9.00 927,871.00 103,096.78 0.48 KA 6.00 622,332.00 103,722.00 0.48 IN 12.00 1,245,836.00 103,819.67 0.48 CT 8.00 816,659.00 102,082.38 0.48 OR 7.00 720,342.00 102,906.00 0.48 AL 9.00 941,173.00 104,574.78 0.47 MO 11.00 1,189,924.00 108,174.91 0.46 PA 23.00 2,485,967.00 108,085.52 0.46 CA 54.00 5,861,203.00 108,540.80 0.45 VA 13.00 1,437,490.00 110,576.15 0.45 KT 8.00 872,520.00 109,065.00 0.45 GA 13.00 1,419,720.00 109,209.23 0.45 CO 8.00 883,748.00 110,468.50 0.45 OH 21.00 2,350,363.00 111,922.05 0.44 WI 11.00 1,242,987.00 112,998.82 0.44 WA 11.00 1,247,652.00 113,422.91 0.43 MD 10.00 1,143,888.00 114,388.80 0.43 FL 25.00 2,912,790.00 116,511.60 0.42 NC 14.00 1,631,163.00 116,511.64 0.42 TX 32.00 3,799,639.00 118,738.72 0.42 MN 10.00 1,168,266.00 116,826.60 0.42 IL 22.00 2,589,026.00 117,683.00 0.42 NY 33.00 3,924,215.00 118,915.61 0.41 NJ 15.00 1,788,850.00 119,256.67 0.41 MA 12.00 1,616,487.00 134,707.25 0.37 Bush 271 50,456,002 AVG VPE BUSH: 186,184.51 Gore 266 50,999,897 AVG VPE GORE: 191,728.94 And this really ought to concern you. If youre an MIT student voting in Massachusetts, your vote is worth the least in the whole country. No wonder people opt for absentee ballots at home. Ill be voting in Connecticut this year. Now heres what I found, that I never before knew existed: National Popular Vote Interstate Compact Its pretty underground, huh? This really shocks me. Considering 70% of Americans support a Popular Vote system, probably a lot less than that know that bills have already been introduced in about half the states proposing a de-facto conversion to this system by an Interstate Compact. Hawaii, New Jersey, Maryland, and Illinois have already passed it into law. The bill assigns the electoral votes of that state to the winner of the national popular vote. Those 4 states have a total of 50 electoral votes, 19% of the 270 they need to effectively overturn the electoral college system. Of course, the agreement will not be enacted in those 4 states until the 270 electoral votes have been reached. Dear old Arnold Schwarzenegger vetoed the bill in California. But it has passed both house and senate and may be on its way to overriding his veto. Dont believe it? Well, thats why theres Wikipedia. Also, heres a really cheesy video on Youtube supporting the movement, but theyre dears for trying: Anyhow, there are legitimate concerns against having a popular vote system and then there are racist and bigoted ones. I found this list of Unacknowledged Perils of such a system. Regardless of where you stand, you should read through it to get a sense. I think the best argument of the bunch is the creation of a presidential free-market so to speak, but that may be corrected with a bit of regulation. Im not saying itll be easy or convenient, the switch-over, but thats an awful reason not to try.

South African Rule, The Aparthied, And Nelson Mandela

SOUTH AFRICAN CHANGE IN RULE, THE APARTHIED, AND NELSON MANDELA By the year 1910, Britain had granted South Africa self-rule and they were no longer under British law. This gave South Africa the opportunity to become its own nation developing its own laws and way of ruling. South Africa at the time was mostly African Americans with the small minority of people being white. During this time in the year 1918, a young black boy was born to a tribal leader named Gadla Mandela. This boy was named Rohihlahla Mandela. His first name means â€Å"troublemaker†. He would later be named Nelson by a primary school teacher he had. No one could have known what his life would become as the years went on. Young Nelson grew up in the village of Transkei where the people spoke the language called Xhosa. He was always a very intelligent kid with a good sense of self-government because he was being raised by a tribal leader and always around other older confident leader type men and ch iefs. Nelson quickly learned to stand up for what he believed in life and fight for what he felt was right. These values were what got him into trouble in later years. He would get into trouble disobeying the laws of even his own tribe by refusing things such as arranged marriage and other traditions of the tribe. Nelsons father died in the year 1930 and another tribe leader raised him. He was well educated and attended the University of South Africa, graduating in the year 1942. He

The Civil Rights Movement in the 1960’s Essay - 1796 Words

The 1960’s were one of the most significant decades in the twentieth century. The sixties were filled with new music, clothes, and an overall change in the way people acted, but most importantly it was a decade filled with civil rights movements. On February 1, 1960, four black freshmen from North Carolina Agriculture and Technical College in Greensboro went to a Woolworth’s lunch counter and sat down politely and asked for service. The waitress refused to serve them and the students remained sitting there until the store closed for the night. The very next day they returned, this time with some more black students and even a few white ones. They were all well dressed, doing their homework, while crowds began to form outside the†¦show more content†¦Although blacks may have been freed from slavery, it didn’t mean that they were treated the same as everyone else. In 1896, Plessy vs. Ferguson, the Supreme Court defined separate but equal standards. Rarely was anything equal though. Segregation went on until the landmark case, Brown vs. Board of Education, declared that separate schools based on race was unconstitutional (Microsoft). This case â€Å"†¦became the cornerstone of sweeping changes (Chalmers 17)† because the decade following the Brown decision â€Å"†¦witnessed a complex interplay of forces between black citizens striving to exercise their constitutional rights, the increasing resistance of southern whites, and the equivocal response of the federal government (Robinson 2).† From 1955 to 1965, boycotts, sit-ins, demonstrations, marches, and community organizing raised black people’s spirits and expectations, and greatly hurt legal segregation. The weeks that followed the Greensboro sit-in more sit-ins occurred throughout the country. Thousands had taken place by the end of 1960 and many people had often gone to jail for it (Chalmers 21). The Kennedy Era, 1960 – 1963, saw man y important events. In 1961, Charlayne Hunter and Hamilton Holmes were the first African-Americans admitted into Wayne State University (Adams 6). The March on Washington, August 28, 1963, was a huge gathering of two hundred thousand people who gathered at the nations capital to show theirShow MoreRelatedThe Civil Rights Movement Of The 1960 S1077 Words   |  5 Pagesmany social changes that have occurred. The Civil Rights Movement of the 1960’s was one of the most significant and important for the equality of all people. Since the abolition of slavery in 1863, there had been a continuous conflict between the races of people who live in the United States. African Americans have a history of struggles because of racism and prejudices. Ever since the end of the Civil War, they struggled to benefit from their full rights that the Constitution promised. Jim Crow wasRead MoreThe Civil Rights Movement of the 1960’s974 Words   |  4 Pagesof the 1960s, the goal of the Civil Rights Movement, led by Martin Luther King, Jr., was to end legal segregation and to integrate society. His strategy to achieve these goals was non-violent protest. By the end of the 1960s, the Civil Rights Movement moved from integration to black separatism, and the strategy of the movement changed from non-violent methods to a militant style of protest. This change in strategy had a deep impact in the opinions and support of white people for the Civil RightsRead MoreThe Civil Rights Movement During The 1960 S1224 Words   |  5 Pagesand negative effects on the people of the US.   During the 1960’s there were a lot of changes and one of these major changes was know as The Civil Rights Movement.   The civil rights movement was a movement created by African Americans to achieve rights equal to white people and have equal opportunity in housing, employment, education, the right to vote, and to not be segregated.   This movement had many important leaders that helped get rights for African Americans.   The book â€Å"Tambourines To Glory† isRead MoreThe Civil Rights Movement During The 1960 S1368 Words   |  6 PagesThe American South in the 1960 s and Ancient Thebes both had a rigid social and legal system that did not effectively and legitimately represent the majority of its citizens. In both eras, an antihero rose up to defy the establish system. Dr. King, in the 1960 s, protested unjust laws and was jailed and viewed as an antagonist. Similarly, in Ancient Thebes, Antigone is sentenced to death for doing what she believes is right, regardless of the law. If Dr. King failed, he stood to lose, in additionRead MoreThe Civil Rights Movement in the 1960’s Essay1269 Words   |  6 Pageshave been struggling for equality for many decades. It only seems that during the 1960?s is when there were actual significant advances made. This was about the same time that civil rights came into the political scene. Throughout the South, Blacks were still in the majority, but had no political power what so ever. The Civil Rights Movement gave African Americans a voice and a chance to make a difference. The 1960s helped open up hope and expectations for Black Americans. One of the most prominentRead MoreEssay on The Civil Rights Movement in the 1960’s447 Words   |  2 PagesFighting for Civil Rights during the 60s The struggle began with non-violent protests. Backed by students, the civil rights movement trudged onward. African Americans staged mass protests to show their support. Despite all this, many racial barriers still remained in the South. Black objectives were redefined in the 60s when militant black consciousness developed. The great society emerged providing hope for all. Liberal optimism swept the nation and liberalism influenced internationallyRead More Students and the Civil Rights Movement During the 1960s Essay1036 Words   |  5 Pages The 1960s was a decade of tremendous social and political upheaval. In the United States, many movements occurred by groups of people seeking to make positive changes in society. During this decade, the Civil Rights movement continued to gain momentum. The black community was continually persecuted and discriminated against by prejudice white individuals and figures of authority. Blacks everywhere struggled to end discrimination. They demanded the right to vote, to receiveRead MoreRacial Segregation During The 1960 s Civil Rights Movement Essay2048 Words   |  9 PagesA primary technique used to overcome racial segregation during the 1960’s Civil Rights Movement in the United States was direct action. One of the most influential leaders of the Civil Rights Movement was Martin Luther King Junior who is known for his use of nonviolent direct action, which often entailed the violation of laws as an act of civil disobedience. On April 16, 1963, King composed his â€Å"Letter from Birmingham Jail,† where he accepted the consequences for his disobedience against the BirminghamRead MoreSocial Changes During The 1960 S1254 Words   |  6 Pa gesThe 1960’s was a decade filled with change in the existing conditions of the social, political, and economic spectrums. These social changes involved challenges to the conservative status quo of the time. Parts that contributed to this social revolution were new developments in the Feminist Movement, the Civil Rights Movement, and a rebellious counterculture. The political changes of this time period were embodied by the continuation and extension of the Vietnam War, new laws pertaining to civil rightsRead MoreReasons For The Civil Rights Movement1436 Words   |  6 PagesWhen did the Civil Rights Movement begin in earnest in Buffalo? The Civil Rights Movement In Buffalo was weak and many people were quiet and conservative. It was less a Movement than a group of scattered individuals, primarily black and Jewish. This Civil Rights Movement happened in the late 1960’s and early 1970’s. Some people believed that this movement began in Western New York. African Americans faced many social problems during this time period, which demonstrated the significance of organizing

To what extent is ”Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this Free Essays

In Frankenstein, education cannot simply be considered as an ordinary theme, because there are so many differing angles which are represented throughout. It primarily depends however on what actually counts as education in the first place; does it have to be necessarily formal, or does it also count if it is information passed on from one family member to another, or even if it is simply something gleaned from the environment that surrounds us. This is the question that must be answered, as well as deciphering what methods Shelley uses to convey the fact that education is essential for the books’ events to occur. We will write a custom essay sample on To what extent is †Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this? or any similar topic only for you Order Now In Frankenstein from the very beginning, whenever Victor is mentioned, it is in the context of learning, or of having learnt something crucial. This is in comparison to Walton, whose knowledge appears to come from his exploration, from his search for a true companion who can accompany him throughout the rest of his life, someone who will truly understand him. Walton’s knowledge is not just from experiences, but also from studying, from academia, as well as from his perceptions of the world around him, and from what his morals command him to either do or not to do. However, despite all of his academia, he is still astonished when he is told about Frankenstein’s creature, and even more so when he views it for himself. This proves that despite formal education, there will still be gaps of knowledge, and the power to surprise will always exist. Victor relates to Walton all about how his education was formulated, what exactly he had learnt from his bad experiences with books and at Ingolstadt, and by focussing on outdated science such as those ideas thought of by Cornelius Agrippa and Albertus Magnus. The point blank refutation by his father of these theories and ideas did not mean that Victor realised they were hopelessly incorrect; on the contrary, he ‘continued to read with the greatest avidity’. This reading eventually led to the creation of the creature, which although being a tremendous achievement in its own right, is something which directly contravenes the natural order of things, and is therefore a sin. By studying such ‘wild fantasies’ and not instead reading something far more ‘real and practical’, he allowed himself to be taken into the world of unnatural occurrences, where he would be able to achieve incredible things, but at the same time ‘terrible’. At Ingolstadt, Victor was further mislead from the path of true science by Krempe who did not capture his imagination, and possessed a ‘repulsive countenance’ and instead continued to strive towards conquering death through reanimating and creating his own perfect being. It does bring up questions of who ought to be able to control life and death, which the creature then follows through killing, through controlling the manner and time of death of those that Victor held dear. However, despite the creature’s education through learning from his surroundings, there is still some quality to him which is not human. This is indeed the lack of any sort of moral structure; he is not able to empathise, or realise that what he does is wrong. This can be shown by ‘you belong then to my enemy-to him towards whom I have sworn eternal revenge; you shall be my first victim.’ Perhaps in some way he acknowledges it as wrong, but due to his previous experience with the people in the cabin, he now no longer wishes to be like them, and wants to separate himself from society. This separation means he then becomes particularly cold blooded, but he does know that it will prove effective in affecting Frankie. Due to the creature describing his ‘heart swelling with exultation and triumph’, it demonstrates that to some extent the creature has developed sophisticated planning, because it was not spur of the moment (the fact that there is no regret mentioned proves this). The creature has learnt to be cold from his ‘father’s’ abandonment of him, and the people in the cabin rejecting him solely on the basis of physical appearance. Therefore he has learnt that to cause emotional suffering is the best way to commit revenge; the preferred method of hurt is to destroy someone’s heart. The creature’s knowledge did not turn out to have a positive effect on anyone’s life, but rather ended up causing several deaths and miserable lives for many. Whether or not the creature deserved to be given a full education is still unclear, but it shows that knowledge can be very harmful. However it did not appear to be so for Safie, who was also learning at the same time as the creature, albeit it not as surreptitiously as it, because Safie simply learnt the language and was not mentioned as having later committed acts of evil. The creature learnt from afar, much as an infant does, by listening to language and eventually picking up the ability to manipulate it in one’s own way, although he evidently learnt from books as well for research and insight. Despite all this, he still isn’t an intellectual, and primarily learns about his strength, about others and about others’ perceptions of him through trial and error. There is the question of whether or not the creature was solely spurred on by William’s being such an unpleasant child or whether it was simply in the creature’s blood. Nevertheless, this proves that to some extent, people learn behaviours from what they experience of what occurs around them, and it is not just pre-learned behaviour. It raises the question of whether the creature would have been more docile if either Victor had directly cared for him, or provided a creature as a friend. He has learnt to become so disillusioned with humanity, that now they are now worthless to him, even a defenceless young child. This heinous crime doesn’t mean anything to him, in the same way that it didn’t technically mean anything to Victor to about the creature; only disgust about what he had created was realised. This disgust can be easily understood, because he has managed to reanimate dead flesh; who is to say that there might not be some imprint of the personality of the old owner of these body parts existing still? Despite the addition of ‘luxuriances’ such as ‘lustrous black, flowing hair’, it is still a crime against nature, and also raises the moral question of whether or not the creature learns from scratch with his blank slate of a ‘child brain’, or whether he simply possesses the mind of the old brain. How a new creature made from death can still have life, particularly have its own mind is uncertain, especially when we consider that the creature must suddenly have had a consciousness emerge out of oblivion, but all we know is that there must be something real about it for it to be able to affect the lives of real humans. Whether or not education is simply learning how to live by gathering and experiencing simple pleasures, having sufficient food, and utilising fire depends on what and who is being asked, but surely anything that is learnt counts as a sort of education in its own way. Learning through experience means that on the plus side, you know what you have learnt is true, and you know what will work best in a certain set of circumstances, but when you arrive at something new and unfamiliar, trial and error (error being the key point) is the only way forward. Frankenstein in a way is all about education, particularly when it comes to the misuse of formal education, and mistakes made, but because not all of the plot details in the end come down to a matter of education, it therefore cannot be deemed to be the key theme of the novel. How to cite To what extent is †Frankenstein’ concerned with the theme of education and what does it have to say about the advantages and disadvantages of this?, Papers

Untitled document (2) Essays - Human Sexuality, Humans,

High School Students and Slut Shaming The topic which my study is conducted on is "Slut Shaming". The main question I hope to answer in my research is: What agents of socialization influence students in high school, to become culturally accepted towards the idea of slut shaming? During adolescence, individuality is increasingly important and social relationships that extend beyond the family are flourishing. In adolescence, peers and social media contribute more than ever to a young person's understanding of the world and their influence helps to shape and form individual social values and attitudes. Slut shaming by male high school students that are directed at female students, is very common, that the literal meanings of such sexist words have been overlooked. The derogatory name-calling has now become a ubiquitous language used to insult any female about their sexual history, women who have an opinion, and their style of dressing. I argue that, through the influence of peers and social media, such acts hav e led to the cultural acceptance and agreeance of the double standard between men vs women, by teenagers, by incorporating such language into their pre-existing colloquial vocabs. What I would like to know is what drives teenagers, both male and female, to behave this way and what influences them to use such language stated above. The research method that I conducted to finding primary research was a survey. I used a survey because I found it effective in confirming my findings, and it also helped me gather more quantitative information on my study. I had collected data by distributing my survey digitally, to samples of twenty-four students, twelve which were male and the other twelve females, from whom I had received consent and agreed upon completing my survey. My survey group were my classmates, aging from the range of sixteen to seventeen. Since my study focused on teenagers, I thought it would be appropriate to survey students in that age range, also to see whether the values and beliefs of slut shaming resulted from different cultures, I had surveyed more than six different ethnic groups. To answer my research question, the survey focused on other questions such as: Which sex do you believe participates in slut shaming the most? What agents of socialization influences you the most during your ado lescence? What are some reasons you think, why people slut shame females? Do you think when people use sexist words, they use it for their literal term, or they mean something else? In total, I had eleven questions, based on the answers from these questions I could make appropriate conclusions on my study. After conducting my research, I analyzed the data to find that most of my theories were confirmed by the results of my data. When asked the question: Which sex do you believe participates in slut shaming the most? 41.7% of students believed that both sexes participate in slut shaming, 29.2% believed it is females, and only 16.7% believed it were males. (Figure A). It is well known throughout history that men were considered more "superior" then women due to certain circumstances, and were the primary instigators of slut shaming, but as a teenager myself, I feel and have observed that most male and female teenagers within society now, have accepted the act of slut shaming, not necessarily because they think it is morally correct, but they have conformed to this type of negligence, if this is how it has always been. According to Elisa Tate's report on The Frequency of Slut Shaming in Social media, "Online threats are often considered an accepted part of culture. Thus, there is often little legal consequences for participation in slut shaming, and feminists may become afraid to promote their social causes in public internet spaces" Women who are afraid to express their opinions not only affect themselves, but affect the lives of younger female generations to believe that the already pre-existing norms and values to be "right". What do you think is Slut shaming? majority of the students answered that slut shaming revolves around a women's appearance, clothing, sexual history and their opinions. This is supported by Elisa Tate's report, where it is stated that "slut shaming is a cyberbullying technique