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

Add Math Project Essay Example

Add Math Project Essay Example Add Math Project Essay Add Math Project Essay Experience classroom environments which are Hellenizing, interesting and meaningful land hence improve their thinking skills. Experience classroom environments where knowledge and skills are applied in meaningful ways in solving real-life problems. Experience classroom environments where expressing ones mathematical thinking, reasoning and communication are highly encouraged and expected. Experience classroom environments that stimulates and enhances effective learning. Acquire effective mathematical communication through oral and writing, and to use the language of mathematics to express mathematical ideas correctly and precisely. Enhance acquisition of mathematical knowledge ND skills through problem-solving in ways that increase interest and confidence. Prepare ourselves for the demand of our future undertakings and in workplace. Realize that mathematics is an important and powerful tool in solving real-life problems and hence develop positive attitude towards mathematics. Train ourselves not only to be independent learners but also to collaborate, to cooperate and to share knowledge in an engaging and healthy environment. Use technology especially the CIT appropriately and effectively. Train ourselves to appreciate the intrinsic values of mathematics and to come more creative and innovative. Realize the importance and the beauty of mathematics. Acknowledgements First of all, I would like to say Illuminable to Allah for giving me the strength and health to do this project work. Also, I would like to say thanks to my Additional Mathematics teacher, Pun Intra Ross Lezzy Bin Zinnia Abiding for helping me by giving the rubrics and guidelines for this folio. Not forgotten my parents for providing everything such as money to buy anything that are related to this project work and their advice which is the most needed for this project such as internet, books and computers. They also supported me an encouraged me to complete this task so that I will not procrastinate in doing it. To my beloved friends, thanks for all the ideas, advices and help that you shared with me. Finally, I would like to say thanks for those who involved in the making of this folio. May God bless all your kindness. Thank you. Calculus Calculus is the mathematical study of change, in the same way that geometry is the study of shape and algebra is the study of operations and their application to solving equations. It has two major branches, differential calculus (concerning rates of change and slopes of revues), and integral calculus (concerning accumulation of quantities and the areas under and between curves); these TV branches are related to each other by the fundamental theorem of calculus. Both branches make use of the fundamental notions of convergence of infinite sequences and infinite series to a well-defined limit. Generally considered to have been founded in the 17th century by Isaac Newton and Gottfried Leibniz, today calculus has widespread uses in science, engineering and economics and can solve many problems that algebra alone cannot. Calculus is a part of modern mathematics education. A course in calculus is a gateway to Other, more advanced courses in mathematics devoted to the study of functions and limits, broadly called mathematical analysis. Calculus has historically been called the calculus of infinitesimals, or infinitesimal calculus. The word calculus comes from Latin (calculus) and refers to a small stone used for counting. More generally, calculus (plural calculi) refers to any method or system of calculation guided by the symbolic manipulation of expressions. Some examples of other well-known calculi are propositional calculus, calculus of variations, lambda calculus. Part 1 INTERNET REFERENCE BOOK Leibniz was the first to see that the coefficients of a system of linear equations could be arranged into an array, now called a matrix which can be manipulated to find the of the system, if any.

The Biography of Edwin Hubble

The Biography of Edwin Hubble The astronomer Edwin P. Hubble made one of the most profound discoveries about our universe. He found the cosmos is much larger than the  Milky Way Galaxy. In addition, he discovered that the universe is expanding. This work now helps astronomers measure the universe. For his contributions, Hubble was honored by having his name attached to the orbiting Hubble Space Telescope.   Hubbles Early Life and Education Edwin Powell Hubble was born November 29, 1889, in the small town of Marshfield, Missouri. He moved with his family to Chicago when he was nine years old, and remained there to attend the University of Chicago, where he received a bachelor’s degree in mathematics, astronomy, and philosophy. He then left for Oxford University on a Rhodes Scholarship. Due to the dying wishes of his father, he put his career in the sciences on hold, and instead studied law, literature, and Spanish. Hubble returned to America in 1913 after the death of his father and began teaching high school Spanish, physics, and mathematics at New Albany High School in New Albany, Indiana. However, his interest in astronomy led him to enroll as a graduate student at the Yerkes Observatory in Wisconsin. His work there led him back to the University of Chicago, where he received his Ph.D. in 1917. His thesis was titled Photographic Investigations of Faint Nebulae. It  laid the foundation for the discoveries he later made that changed the face of astronomy. Reaching for the Stars and Galaxies Hubble next enlisted in the Army to serve his country in World War I. He quickly rose to the rank of major and was injured in combat before being discharged in 1919. He went immediately to Mount Wilson Observatory, still in uniform, and began his career as an astronomer. He had access to both the 60-inch and the newly completed 100-inch Hooker reflectors. Hubble effectively spent the remainder of his career there, where he also helped design the 200-inch Hale telescope. Measuring the Size of the Universe Hubble, like other astronomers, was used to seeing strangely shaped fuzzy spiral objects in astronomical images. They all debated what these things were. In the early 1920s, the commonly held wisdom was that they were simply a type of gas cloud called a nebula. These spiral nebulae were popular observation targets, and a lot of effort was spent trying to explain how they could form given the current knowledge of interstellar clouds. The idea that they were whole other galaxies was not even a consideration. At the time it was thought that the entire universe was encapsulated by the Milky Way Galaxy - the extent of which had been precisely measured by Hubble’s rival, Harlow Shapley. To get a better idea of the structure of these objects, Hubble used the 100-inch Hooker reflector to take extremely detailed measurements of several spiral nebulae. As he was observing, he identified several Cepheid variables in these galaxies, including one in the so-called Andromeda Nebula. Cepheids are variable stars whose distances can be precisely determined by measuring their  luminosity and their periods of variability. These variables were first charted and analyzed by astronomer Henrietta Swan Leavitt. She derived the period-luminosity relationship that Hubble used to discover that nebulae he saw could not lie within the Milky Way. This discovery initially met great resistance in the scientific community, including from Harlow Shapley. Ironically, Shapley used Hubble’s methodology to determine the size of the Milky Way. However, the paradigm shift from the Milky Way to other galaxies that Hubble was a tough one for scientists to accept. However, as time passed, the undeniable integrity of Hubble’s work won the day, leading to our current understanding of the universe. The Redshift Problem Hubbles work led him on to a new area of study: the redshift problem. It had plagued astronomers for years. Here is the gist of the problem: spectroscopic measurements of the light emitted from spiral nebulae  showed that it was shifted toward the red end of the electromagnetic spectrum. How could this be?   The explanation turned out to be simple: the galaxies are receding from us at high velocity. The shift of their light toward the red end of the spectrum happens because they are traveling away from us so fast. This shift is called the Doppler shift. Hubble and his colleague Milton Humason used that information to come up with a relationship now known as Hubble’s Law. It states that the farther away a galaxy is from us, the more quickly it is moving away. And, by implication, it also taught that the universe is expanding.   The Nobel Prize Edwin P. Hubble was honored for his work but unfortunately was never considered a candidate for the Nobel Prize. This was not due to a lack of scientific achievement. At the time, astronomy was not recognized as a physics discipline, therefore astronomers were not eligible. Hubble advocated to change this, and at one point even hired a publicity agent to lobby on his behalf. In 1953, the year Hubble died, astronomy was formally declared to be a branch of physics. That paved the way for astronomers to be considered for the prize. Had he not died, it was widely felt that Hubble would have been named that year’s recipient. Since the prize is not awarded posthumously, he did not receive it. Today, of course, astronomy stands on its own as a branch of science that also includes planetary science and space science. Hubble Space Telescope Hubble’s legacy lives on as astronomers continually determine the expansion rate of the universe, and explore distant galaxies. His name adorns the Hubble Space Telescope (HST), which regularly provides spectacular images from the deepest regions of the universe. Fast Facts about Edwin P. Hubble Born  November 29, 1889, Died: September 28, 1953.Married to Grace Burke.A well-known basketball player at the University of Chicago.Originally studied law, but studied astronomy in graduate school. Received Ph.D. in 1917.Measured the distance to the nearby Andromeda Galaxy using light from a variable star.Discovered that the universe is larger than the Milky Way Galaxy.Devised a system for classifying galaxies according to their appearance in images.  Honors: numerous awards for astronomy research, the asteroid 2068 Hubble and a crater on the Moon anmed for him, the Hubble Space Telescope named in his honor, U.S. Postal Service honored him with a stamp in 2008.   Edited by Carolyn Collins Petersen

Some Philosophy Questions Essay Example | Topics and Well Written Essays - 1500 words

Some Philosophy Questions - Essay Example However, Meno’s next proposal is that, virtue has the capability of exercising power over people. Socrates opposes this proposal on two grounds: first, it not honorable for children or slaves themselves to exercise power over people, and secondly, presiding over people is only virtuous if at all it is done justly. This opinion influences Meno to immediately consider virtue as being justice. But he then gives in to Socrates that integrity is a kind of virtue but not virtue itself. Since Meno is more competence, he attempts to classify virtue again, this time suggesting that it concerned with longing for good things and obtaining the power to protect them but provided that one does so justly (Plato 33-37). However, his definition again stumbles upon the predicament of using â€Å"justice† in defining virtue. So because of him being very talkative, he even starts to contrast Socrates to an animal with the name torpedo fish, claiming that it numbs anything it touches. This disturbs Socrates responding that learning is not just finding out something new, but rather recollecting something that the essence had the information about before birth, and has forgotten since then. We see him trying to review the clear picture of what he meant, by calling one of Meno’s slave boys, drawing a square containing sides of two feet, and then ask the boy to make calculation of how lengthy would be the face of a square, if it happened to contain twice an area belonging to the one he had just drawn. After the boy gets a wrong answer, Socrates helps him to recognize the correct answer without essentially explaining anything that would force the boy into solving the problem on his own. If the boy reaches into a conclusion on his own with no direct teaching, then he must have been summoning up something he already knew. Socrates proposes two hypotheses on the subject of virtue, in order to totally convince Meno. The first verbalizes that, if integrity is a category of knowledge, then teaching is a key factor and second, if it exists anything good that isn’t knowledge, the possibility is that virtue is not a class of knowledge (Plato 59-63). He later concludes that virtue is wisdom either in general or parts and therefore it cannot be something that people are born with. He also says that virtue is not necessarily a product of knowledge but of factual belief. And that it is a topic of being capable of giving a report of what people knows, just like it is reviewed by the slave boy with the mathematical proof. Question two Descartes totally agrees that mind is completely different from body by establishing two motive factors, the religious and the scientific motive that makes his argument called real distinction. The religious motivation provides a rational starting point for a trust in the soul’s immortality. The scientific motivation emphasis that the nature of mind is absolutely distinctive as of that belonging to the body, hence paving way for Descartes’ description called the new mechanistic physics. The argument therefore shows that there could be possibility for one existing without the other. In religious motivation, Descartes’ purpose of reviewing that human intelligence or soul is really different from body is to refute the irreligious people. This is because they only believe in mathematics and that they would not

Article Errors among Japanese Students Essay Example | Topics and Well Written Essays - 1000 words

Article Errors among Japanese Students - Essay Example It is relatable that the English articles 'a', 'an', 'zero', and 'the' often raise difficulty not to ESL/EFL learners alone, but even to learners of English as a first language. It is often found that the articles are a source of difficulty to learners as well as teachers of English as a second/foreign language and it is especially true about learners whose native languages do not have articles or do have articles or article-like morphemes which are used in ways that differ from English articles. An analysis of the morpheme acquisition by the learners of English as a foreign language confirms this difficulty with regard to the acquisition of English articles and it was found in a study by Brown (1973) that the articles 'a' and 'the' came at numbers nine and ten in the acquisition of fourteen morphemes. ... al errors in the use of indefinite articles and a focused study on the Japanese lower-intermediate tertiary level learners, as attempted in this paper, brings out some pertinent issues in the use of articles by EFL learners. One of the most obvious difficulties in the learning of English by the lower-intermediate tertiary level learners of Japan is the use of articles and an understanding of the language situation in the country provides the significant explanation for the type of difficulty with the use of articles. An important reason for the problems with the use of articles in Japanese context can be traced in the structure of the Japanese language along with other reasons. The Japanese students find it hard to follow the rules for the use of the article in English which are very complex. To explain the problem in linguistic terms, it will be particularly noted that there is no provision for the use of articles in the Japanese language. The absence of the article in Japanese raises serious trouble to the learners of English, especially in the early stages of EFL as in the case of the lower-intermediate tertiary level learners of Japan. It is also relatable in this context that Japanese language does not differentiate between singular and plural noun forms in grammar except in a few specific cases. This problem with regard to the concept of countability in grammar for the Japanese speakers also causes difficulty especially to the novice learners of English in the learning of English indefinite articles. The result of all these language differences in the use of articles is that the teacher of English in the lower-intermediate tertiary level introduces the articles to the learners as a totally new type of word and there is serious difficulty in the teaching of the

Sir Gawain And The Green Knight Essay -- essays research papers

Defining a True Hero Is a hero the one who decides to stand up when everyone else is only thinking about it? Is a hero the one who retains integrity rather than give in to the world’s everyday temptations? Is a hero the picture of courage, or an example of morals? These are the questions that arise after reading the epic story of Beowulf by an anonymous author, and the romantic tale of Sir Gawain and the Green Knight, also written by an anonymous author. The stories describe two very different heroes. Beowulf was undoubtedly a hero, but as time advanced and the world became more complicated, what constituted a hero became more shady; therefore, while he is not anything like Beowulf, Sir Gawain is also in fact a true hero. Beowulf is a hero. That is an undeniable fact. His heroic image stands out notably because Beowulf is what could be called an active hero while Sir Gawain plays the part of a passive hero, but still a hero nonetheless. Beowulf has one duty: he must fight and win. If he succeeds, he is a hero; if he fails he is simply a failure (except when he fails at defeating the dragon because he has already proved himself and goes with honor, which is different from initially failing). In the last lines of the story the author clearly acknowledges Beowulf’s overall triumph, "Telling stories of their dead king and his greatness, his glory, praising him for heroic deeds, for a life as noble as his name." Sir Gawain on the other hand ...

Explanatroy Synthesis – Black Hawk War

Talha Baig Dr. Amy Larsen English 1302 – UHD March 14, 2013 Explanatory Synthesis: â€Å"The Black Hawk War of 1832† Black Hawk was an Indian war chief who had a following of couple hundred Sauks Indians. Black Hawk and his followers fought against the Americans before the war of 1832 and were strictly against the expansion of Americans into their territory (Tena 2-3). The Indian war chief was born in Saukenuk and had been living there with his fellow Indians until the Americans came and forced them out of their land.Since Saukenuk was Black Hawk's hometown, he was determined to hold onto it and was ready to oppose Americans because he saw the Americans as a threat to his culture and land (John 3). His anger and disgrace towards the Americans eventually led to the Black Hawk war along with couple of other factors. The unjust treaty of 1804 was one of the main factors of the War and it made Black Hawk even more concerned about the Americans and the treaty also caused som e intertribal rivalries between different Indian tribes but even after that Black Hawk was hoping to avoid a war.It is known that the American soldiers who confronted Black Hawk allegedly fired the first shot, which started the Black Hawk war. The United States Government put forth many treaties to obtain the Land from the Indians but the unjust Treaty of 1804 is known as the main factor that led to the War of 1832. The way the signing of the this Treaty took place was very unlawful because most of the Indians who signed it were not really main authority holders of the Indian tribes and the signing of the treaty proceeded even though there were many Indians who were not ready to sell their lands over to the Americans (John 1).Some of the Indians did not even fully understood the conditions of the treaty and the worst part of this treaty was that it gave the land of the Saukenuk village over to the Americans, which made Black Hawk furious and bitter (Tena 3). Since even Black Hawk, w ho was a major Indian chief did not have the complete knowledge about the extent of the Treaty, it proves that the Treaty of 1804 was unlawful and unjust. After the Treaty of 1804, Black and other Sauks became extremely bitter and enraged towards the Americans. The Treaty also ended up causing some intertribal rivalries between the indian tribes.Black Hawk and his followers were not willing to accept the terms of the treaty of 1804 and wanted to resist the American ways but on the other hand some Indian tribes feared that they would stand no chance against the Americans and did what they were told by the Americans, which became the cause of tension between the Indians (John 2-3). One of the leaders who held a different point of view from Black Hawk was Keokuk, who was also the leader of Sauks indians and he had no intentions of resisting against the Americans ( Jane 4 ).The different point of views of the Indian tribes and the intertribal rivalries that the Treaty of 1804 stirred up caused Black hawk and his followers to go on a different path, which was to try and move back to the land where they all originally started from. That land was Illinois and the Americans had begin settling there. Black Hawk and his followers tried several times to retake their hometown but could not succeed and were attacked by the Americans, which led to the conflict known as the Black Hawk war.The Indian chief with his couple hundred followers decided to resist against the Americans and tried going back to where they started from, with the purpose of settling there (Jane 4). However, Black Hawk was still hoping to avoid getting into a war with the americans but in the end it was inevitable. The Americans always thought of the native Indians as savages, who killed a lot of Americans in the past. So when Black Hawk and his people were crossing the Mississippi River, they were attacked by the American soldiers and the Indians ultimately lost (Arnold 1).It is known that the Americans allegedly attacked and fired on the Indians first, which resulted in the Black Hawk war of 1832 and the capture of the Indian Chief; Black Hawk by the Americans. The road to the Black Hawk war of 1832 was paved by the unlawful treaty of 1804, which not just enraged Black Hawk but also caused a lot of intertribal rivalries between the Indians and further more the unjust actions of American soldiers brought upon the downfall of Black Hawk (Tena).One can easily blame the treaty of 1804 for ultimately dividing the indians and for their bitterness towards the United States government, since Black Hawk was just trying to protect the land and the culture of his people (John 3-4). Word Cited Tena L. Helton. â€Å"What the White â€Å"Squaws† Want from Black Hawk: Gendering the FanCelebrity Relationship. † The American Indian Quarterly 34. 4 (2010): 498-520. Project MUSE. Web. 14 Mar. 2013. Arnold Krupat. Patterson's Life; Black Hawk's Story; Native American Elegy. † Ame rican Literary History 22. 3 (2010): 527-552. Project MUSE. Web. 14 Mar. 2013. John K. Flanagan. â€Å"The Treaty of St. Louis and Black Hawk's Bitterness. † 21 N. Ill. U. L. Rev. 405. (2001 ): 2553 words. LexisNexis Academic. Web. 14 Mar. 2013. Jane Simonsen. â€Å"Descendants of Black Hawk: Generations of Identity in Sauk Portraits. † American Quarterly 63. 2 (2011): 301-335. Project MUSE. Web. 14 Mar. 2013.

A Few Good Men Legal Analysis - 796 Words

A Few Good Men Legal Analysis - Aakriti Gera A Few Good Men is a 1992 American legal drama directed by Rob Reiner. The story follows the court-martial of two U.S. Marines, who are charged with the murder of a fellow marine and the problems faced by the lawyers, of the accused, while preparing their defenses. The Marines are on a murder trial for carrying out a â€Å"code red† order. The movie refers to â€Å"code red† as a type of extrajudicial punishment used for an alleged crime or offense, which is carried out without a legal procedure. A young lawyer who lacks experience and enthusiasm defends the case. The lawyer immediately jumps to a bargain plea in order to settle the case quickly. In legal terms, a plea bargain allows a lawyer the freedom to negotiate on behalf of the client. In return, the client pleads guilty to one charge, which means that a second charge would be dropped. Such settlements seem quicker and easier, whilst still providing with the guilty verdict for the prosecution. The Marines are set to face charges of murder, conspiracy to commit murder and conduct unbecoming a marine. The movie highlights a few ethical issues. One talks about the ethical conduct, acting in accordance with orders and duties. The first scene of the movie shows such an order being carried out, hence the questions to be followed are as follows, and did Dawson and Downey do the correct by following such an order? As I watched the movie, I noticed that according to their duties they didShow MoreRelatedA Few Good Men Summary938 Words   |  4 PagesA Few Good Men Summary A few Good Men is a movie that presents strong a strong ethical dilemma. The story is about two Marines Pfc Downey( James Marshall), and Lanc Cpl. Dawson (Wolfgang Bodison) who are charged with the murder of another marine PFC Santiago. 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