Body Image in African American Women Essay -- Health Weight Essays

Body Image in African American Women Body image is an important facet in understanding the phenomenon of eating disorders. Body image concerns are important in the etiology and treatment of eating disorders and obesity (Smith, Thompson, Raczynski, and Hilner, 1997; Thompson, 1997). The construct of body image reflects the level of satisfaction one feels regarding his or her body. Body image is a multidimensional construct. It involves race, socioeconomic status, age, as well as, perceptual and attitudinal components. For this reason, research has been done to dispel the myth that all women have a negative body image. Rather, as has been shown, there are definite differences in the perception of body image and self-concept, especially across racial lines. The claims of most studies suggest that African-American women generally have a greater tolerance or acceptability for higher body weight. In addition, African-American women are also thought to place less importance on body size in the scheme of their overall body imag e, and there are more likely to be satisfied if they are at a higher body weight, and still regard themselves as attractive. Research not only confirms these statements, but also draws attention to other important, culturally- relevant factors, such as age in relation to other cultural forces such as, different attitudes and behaviors that shape the body images of African-American women. Finally, since research shows that body image is an important aspect in the etiology of eating disorders and obesity, its influence and the cultural forces and components behind it should be taken into account in treatment and for future research. According to Altabe’s (1996) study, there are differences in body image th... ...en’s desire to be thin. International Journal of Eating Disorders, 17, 191-5. 7. Smith, DE, Thompson, JK, Raczynski, JM, Hilner, JE. (1999). Body image among men and women in a biracial cohort: the CARDIA study. International Journal of Eating Disorders, 25, 71-82. 8. Stevens, J., Kumanyika, SK, & Keil, JE. Attitudes toward body size and dieting: Differences between elderly black and white women. American Journal of Public Health, 84, 1322-5. 9. Striegel-Moore, RH., Schreiber, GB., Pike, KM., Wilfley, DE.,& Rodin J. (1995). Drive for thinness in black and white preadolescent girls. International Journal of Eating Disorders, 18, 59-69. 10. Williamson, L. (1998). Eating disorders and the cultural forces behind the drive for thinness: Are African-American women really protected. Social Work in Health Care, 28, 61-73. Body Image in African American Women Essay -- Health Weight Essays Body Image in African American Women Body image is an important facet in understanding the phenomenon of eating disorders. Body image concerns are important in the etiology and treatment of eating disorders and obesity (Smith, Thompson, Raczynski, and Hilner, 1997; Thompson, 1997). The construct of body image reflects the level of satisfaction one feels regarding his or her body. Body image is a multidimensional construct. It involves race, socioeconomic status, age, as well as, perceptual and attitudinal components. For this reason, research has been done to dispel the myth that all women have a negative body image. Rather, as has been shown, there are definite differences in the perception of body image and self-concept, especially across racial lines. The claims of most studies suggest that African-American women generally have a greater tolerance or acceptability for higher body weight. In addition, African-American women are also thought to place less importance on body size in the scheme of their overall body imag e, and there are more likely to be satisfied if they are at a higher body weight, and still regard themselves as attractive. Research not only confirms these statements, but also draws attention to other important, culturally- relevant factors, such as age in relation to other cultural forces such as, different attitudes and behaviors that shape the body images of African-American women. Finally, since research shows that body image is an important aspect in the etiology of eating disorders and obesity, its influence and the cultural forces and components behind it should be taken into account in treatment and for future research. According to Altabe’s (1996) study, there are differences in body image th... ...en’s desire to be thin. International Journal of Eating Disorders, 17, 191-5. 7. Smith, DE, Thompson, JK, Raczynski, JM, Hilner, JE. (1999). Body image among men and women in a biracial cohort: the CARDIA study. International Journal of Eating Disorders, 25, 71-82. 8. Stevens, J., Kumanyika, SK, & Keil, JE. Attitudes toward body size and dieting: Differences between elderly black and white women. American Journal of Public Health, 84, 1322-5. 9. Striegel-Moore, RH., Schreiber, GB., Pike, KM., Wilfley, DE.,& Rodin J. (1995). Drive for thinness in black and white preadolescent girls. International Journal of Eating Disorders, 18, 59-69. 10. Williamson, L. (1998). Eating disorders and the cultural forces behind the drive for thinness: Are African-American women really protected. Social Work in Health Care, 28, 61-73.

Movie Essay - A Comparison of Satire in Voltaires Candide and the Film

Satire in Candide and Lexx Voltaire's Candide is a story about a young man learning about the realities of the world; realities he never could have believed to happen in life because his education heavily involves the idea that this is the "best of all worlds." Salter Street Films' Lexx is a story about a group of misfit adventurers and the calamity that befalls them after they steal the Lexx, a Manhattan-sized insect with the ability to destroy planets. Though the two stories have more in common than one might expect, given the difference of medium, much more is different between the two, even with satire present in both The first and most obvious difference between Candide and Lexx is the setting of the two. The Earth as visited by the Lexx is, in itself, unrealistic with its portrayal of everything we consider 'normal' being completely outlandish to the crew. It also follows that if the settings are drastically different, the characters must be as well. Kai is not only an assassin and last of the Brunnen-G, but he has been dead for six thousand years. Stanley Tweedle, captain of the Lexx, has seen enough while traveling on the giant insect to know that such is not the case. The characters between the two stories even journey with different methods; while the cast of Lexx travels through the Light and Dark Universes on an insect spaceship, the cast of Candide travels around the Earth on foot or by transportation such as boats. Even the crew of the Lexx travels around Earth not by such methods, but by using the giant Moths grown on their ship. The second, and perhaps most important difference between Candide and Lexx is the methods by which the two stories satirize things. As typical of most mode... ...asm comes when the Lexx has finished its meal and, on its way back to orbiting the moon, lets out a burp and licks its chops. The one exception to season four's satire is the series finale during which, among other things, 790 fools the now-senile Lexx into destroying the Earth. This is the ship's final shot before it passes on of old age. Satire is nothing new. Things have been wrong in the world since recorded history and there have always, and will always be people to criticize the flaws in the way things work. While satire today is often told differently then that of Voltaire's time, the principle is certainly the same. Works Cited Lexx. Screenplays by Paul Donovan, Lex Gigeroff, and Jeff Hirschfield. Sci-Fi channel. Produced by Salter Street Productions. 1997-2002. Voltaire. Candide. Trans. Lowell Bair. Bantam Books. New York, 1959.

Stephen Crane and His Unique Choice of Subjects :: essays research papers

Stephen Crane   Ã‚  Ã‚  Ã‚  Ã‚  Stephen Crane was born on November 1, 1871 in New Jersey. Crane became a writer at the age of twenty-one and died of tuberculosis at the age of twenty-eight. Crane’s sister, Agnes, raised him and tutored him. She eventually became a schoolteacher. His parents were very religious and his father had an essay published in an 1869 issue of Popular Amusements. Crane â€Å"felt himself unworthy of his father because he fell short of his father’s moral principles and his nobility of spiritual outlook.†He studied poverty, war, and life and death struggle. â€Å"Crane united from the beginning an iron self-assurance with a deep shyness.†   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"The Red Badge of Courage† Crane describes the characters in depth. He chose a significant event in Americas history and wrote about it. During the Civil War while a Union regiment is based along a river, a tall soldier named Jim Conklin spreads a rumor that the army will march within a day. A new recruit, Henry Fleming, feels that if he were to see battle he would run like a coward. When the regiment marches they meet up with the enemy but Henry is unable to flee because he is surrounded. The Union regiment stops the charge of the Confederate. The next day the Confederates charge again and this time Henry is able to flee from the scene. Later he meets up with a group of wounded soldiers walking down the road and he believes that a wound is like â€Å"a red badge of courage†. He meets a soldier with extremely deep wounds and then recognizes that it is Jim Conklin. While they are walking down the road Jim Conklin runs off behind the bushes and dies where the other soldiers can not see him. Henry wanders through the forest alone until he comes to a battlefield. He attempts to stop one of the soldiers to ask what is going on but he gets hit in the head with the soldier’s rifle. Another soldier takes Fleming back to his regiment’s camp. His friend Wilson cares for him because he thinks that Fleming has been shot in the head. The next day the regiment goes back to the battlefield and this time Henry stays and fights in Jim Conklin’s honor. Wilson and Henry overhear an officer making fun of their regiment’s style of fighting so they go out to prove him wrong.

Drama and audience Essay

Reverend Hale’s role in the play is to originally cure of find the illness of Betty. But instead he is described as â€Å"stiring the witchcraft cauldron that is brewing in Salem Village†. Arthur Miller uses words and phrases such as; narrowing his eyes, holding up his hands, surprised, quickly, grasping, rising exhilaration, kindly ect. This describes Reverend Hale’s character well, as he is a do-gooder within the village. Miller emphasises his importance, by making his character loud, expressive yet good hearted. He makes sure the audience is aware of Hale’s importance, by making him a figure to look up to, someone that people can see God in, and by making people confess to him he is showing the power he has. Parris’s status within the community should be an example to others, but is slowly withering as the accusations of witchcraft within his village and family drag him down. The farmers Proctor, Putnam and Giles, are all below Parris in society. They are the main male characters in the play and because Parris is higher up in society, he remains the loneliest out of the four; this is significant as he knows he cannot cope with all the stress as a single parent and guardian, and a reverend Salem relies on. As previously written, Hale was confessed to by Tituba. She confessed to seeing Satin towards the end of Act 1. Her confession was dramatic and Miller emphasised this well by using language such as; weeps, sobbing in terror, falls to her knees, frightened, suddenly bursting out, in a fury ect. Influenced by the forgiveness given to Tituba, this is significant as she is setting an example and giving ideas to the girls. Abigail copies calling out accusations, as assumed and for example she shouts; â€Å"I saw Sarah Good with the devil! † ect. Scared and confused girls followed in Abigail’s actions and began calling out accusations as well. The girls soon figure that lying, pretending and accusing others, will take the limelight from them and they will soon be seen as victims and witnesses of Satin. In conclusion, Arthur Miller’s stage directions in the play, The Crucible, create drama and inform the audience about the nature of the society in Salem. He uses them effectively to create instant excitement and effect as well as defining the characters in detail. The characters are however Millers own creation and through his direction they add drama to the story. The language used in the play highlights the lack of communication in its simplicity and distances itself from the twenty first century. The people in Salem lived solely by their religion and were unable to accept anything that may defy their beliefs. It also showed the lies and deceit that people created to protect their own name and standing in society. Arthur Miller has managed to skilfully tell the story according to historic facts whilst adding his own portrayal of characters to attract audiences today.

Chris Nolan Auteur Essay

Auteur theory could be applied to Christopher Nolan as his films feature recurring elements, the theory its self, derives from an â€Å"influential group of French film critics and film makers during the 1950’s† (Nykki Montano film 110). Auteur theory examines the individual creative vision and personal perspective of the director, an auteur will feature recurring themes in their films, from using the same actors as the protagonist for their films to even using the same cinematographer and composer for the soundtrack. The unique qualities that make Christopher Nolan an auteur are that, for most of his movies Nolan plays on the fragility of memory, for example giving his characters split personality’s or memory loss. This can be seen in Nolan’s 2000 film Memento. The Film Memento isn’t the type of film that has a definite answer. The movie is actually just one big interpretive question. The basic question on everyone’s mind being â€Å"what is actually going on in this movie?† Since the story is told backwards and is about a man, Leonard Shelby (played by Guy Pearce) who suffers from a memory disorder. Nolan and Guy’s character state, â€Å"It’s not amnesia.† This makes the movie even more questionable, because the audience is given another factor of confusion that is, can this character be trusted. The way Nolan portrays the joker in the dark night is also typical of the director, as the joker is given no identity, much like Leonard Shelby in Memento Another trait of is that he frequently uses hard cuts when transitioning to the next scene. This is noticeable in his films from ‘Batman Begins’ onward, especially in The Dark Knight, as in some instances, the hard cuts he uses will go so far as to nearly cut off character’s lines in order to quickly and efficiently get to the next scene.

Gestalt Learning Theory Essay

Doing my research on learning and instruction in complex simulation-based learning environments, I experienced a large difference in how learners reacted to my learning material (Kluge, in press, 2004). Complex technical simulations involve the placement of the learner into a realistic computer simulated situation or technical scenario which puts control back into the learner’s hands. The contextual content of simulations allows the learner to â€Å"learn by doing. † Although my primary purpose was in improving research methods and testing procedures for evaluating learning results of simulation-based learning, the different reaction of our participants were so obvious that we took a closer look. I had two different groups participating in my learning experiments: students from an engineering department at the University, mostly in their 3rd semester, and apprentices from vocational training programs in mechanics and electronics of several companies near the University area in their 3rd year of vocational training. Most of the students worked very intensively and concentrated on solving these complex simulation tasks whereas apprentices became easily frustrated and bored. Although my first research purpose was not in investigating the differences between these groups, colleagues and practitioners showed their interest and encouraged me to look especially at that difference. Practitioners especially hoped to find explanations why apprentices sometimes are less enthusiastic about simulation learning although it is said to be motivating for their perception. Therefore, in this dissertation I address the difference in the effectiveness of using simulation intervention program based on a Gestalt learning theory. Moreover, to find out if the program improves either or both the quality and speed of the learning process of students enrolled in a highly technical training program. This dissertation focuses on using simulation based learning environments in vocational training program. In this chapter, the experimental methodology and instruments are described, results presented and finally discussed. As mentioned above, my primary purpose when I started to investigate learning and simulation based on Gestalt learning theory was focused on improving the research methodology and test material (see Kluge, in press, 2004) for experimenting with simulation-based learning environments. But observing the subjects’ reactions to the learning and testing material the question arose whether there might be a difference in the quality of and speed of the learning process of students involved in my study. Research Design: A 3-factor 2 ? 2 ? 2 factorial control-group-design was performed (factor 1: â€Å"Simulation complexity†: ColorSim 5 vs ColorSim 7; factor 2: â€Å"support method†: GES vs. DI-GES; factor 3: target group, see Table 2). Two hundred and fifteen mostly male students (16% female) in eight groups (separated into four experimental and four control groups) participated in the main study. The control group served as a treatment check for the learning phase and to demonstrate whether subjects acquired any knowledge within the learning-phase. While the experimental groups filled in the knowledge test at the end of the experiment (after the learning and the transfer tasks), the control groups filled in the knowledge test directly after the learning phase. I did not want to give the knowledge test to the experimental group after the learning phase because of its sensitivity to testing-effects. I assumed that learners who did not acquire the relevant knowledge in the learning phase could acquire useful knowledge by taking the knowledge test, which could have led to a better transfer performance which is not due to the learning method but caused by learning from taking the knowledge test. The procedure subjects had to follow included a learning phase in which they explored the structure of the simulation aiming at knowledge acquisition. After the learning phase, subjects first had to fill in the four-item questionnaire on self-efficacy before they performed 18 transfer tasks. The transfer tasks were separated into two blocks (consisting of nine control tasks each) by a 30-minute break. In four experimental groups (EG), 117 students and apprentices performed the learning phase (28 female participants), the 18 control tasks and the knowledge test. As said before, the knowledge test was applied at the end because of its sensitivity to additional learning effects caused by filling in the knowledge test. In four control groups (CG), 98 students and apprentices performed the knowledge test directly after the learning phase, without working on the transfer task (four female participants). The EGs took about 2-2. 5 hours and the CG about 1. 5 hours to finish the experiment. Both groups (EGs and CGs) were asked to take notes during the learning phase. Subjects were randomly assigned to the EGs and CGs, nonetheless ensuring that the same number of students and apprentices were in each group. The Simulation-Based Learning Environment The computer-based simulation ColorSim, which we had developed for our experimental research previously, was used in two different variants. The simulation is based on the work by Funke (1993) and simulates a small chemical plant to produce colors for later subsequent processing and treatment such as dyeing fabrics. The task is to produce a given amount of colors in a predefined number of steps (nine steps). To avoid the uncontrolled influence of prior knowledge, the structure of the plant simulation cannot be derived from prior knowledge of a certain domain, but has to be learned by all subjects. ColorSim contains three endogenous variables (termed green, black, and yellow) and three exogenous variables (termed x, y, and z ). Figure 1 illustrates the ColorSim screen. Subjects control the simulation step by step (in contrast to a real time running continuous control). The predefined goal states of each color have to be reached by step nine. Subjects enter values for x, y, and z within the range of 0-100. There is no time limit for the transfer tasks. During the transfer tasks, the subjects have to reach defined system states for green (e. g. , 500), black (e. g. , 990), and yellow (e. g. , 125) and/or try to keep the variable values as close as possible to the values defined as goal states. Subjects are instructed to reach the defined system states at the end of a multi-step process of nine steps. The task for the subjects was first to explore or learn about the simulated system (to find out the causal links between the system variables), and then to control the endogenous variables by means of the exogenous variables with respect to a set of given goal states. With respect to the empirical evidence of Funke (2001) and Strau? (1995), the theoretical concept for the variation in complexity is based on Woods’ (1986) theoretical arguments that complexity depends on an increasing number of relations between a stable number of (in this case six) variables (three input, three output: for details of the construction rational and empirical evidence see Kluge, 2004, and Kluge, in press, see Table 1). To meet reliability requirements, subjects had to complete several trials in the transfer task. For each of the 18 control tasks a predefined correct solution exists, to which the subjects’ solutions could be compared. In addition, knowledge acquisition and knowledge application phases were separated. The procedure for the development of a valid and reliable knowledge test is described in the next section. Different methods have been developed to provide learners with support to effectively learn from using simulations. De Jong and van Joolingen (1998) categorize these into five groups: 1. Direct access to domain knowledge, which means that learners should know something about the field or subject beforehand, if discovery learning is to be fruitful. 2. Support for hypothesis generation, which means learners are offered elements of hypotheses that they have to assemble themselves. 3. Support for the design of experiments, e. g. , by providing hints like â€Å"It is wise to vary only one variable at a time† 4. Support for making predictions, e. g. , by giving learners a graphic tool in which they can draw a curve that gives predictions at three levels of precision: as numerical data, as a drawn graph, and as an area in which the graph would be located. 5. Support for regulative learning processes: e. g. , by introducing model progression, which means that the model is introduced gradually, and by providing planning support, which means freeing learners from the necessity of making decisions and thus helping them to manage the learning process. In addition, regulative processes can be supported by leading the learner through different stages, like â€Å"Before doing the experiment . . . ,† â€Å"Now do the experiment,† â€Å"After doing the experiment. . . .† Altogether, empirical findings and theoretical assumptions have so far led to the conclusion that experiential learning needs additional support to enhance knowledge acquisition and transfer. Target Population and Participant Selection: In the introductory part, I mentioned that there were two sub groups in the sample which I see as different target groups for using simulation-based learning environments. Subjects were for the most part recruited from the technical departments of a Technical University (Mechanical Engineering, Civil Engineering, Electronics, Information Technology as well as apprentices from the vocational training programs in mechanics

The Acquisition Between Merck and Schering-Plough

On March 9, 2009, Merck & Co., Inc. and Schering-Plough Corporation announced that their Boards of Directors have unanimously approved a definitive merger agreement under which Merck and Schering-Plough will combine, under the name Merck in a stock and cash transaction. As the two companies' combined 2008 revenues were $47 billion. The deal officially closed on November 3, 2009. Background of the two parties Merck & Co. (NYSE: MRK) was initially formed in 1891 as a United States subsidiary of the German chemicals and pharmaceutical company Merck KGaA. During World War I, it was established as an independent company from confiscated assets. Since then, it has grown to become one of the top seven largest pharmaceutical and biotech companies worldwide. Schering-Plough (NYSE: SGP) is one of the medium-sized players in the pharmaceutical industry, with sales of $18.5 billion in 2008. Its two largest products are autoimmune medication Remicade, sold internationally, and Zetia & Vytorin, a joint venture taken with Merck that fights cholesterol. While growth of Remicade has been strong, Vytorin has taken a hit after studies questioned its efficacy compared to the older drug it is based on and in treating blockage of the heart valve. The process of the acquisition The Merck and Schering-Plough took the typical reverse merger arrangement during the acquisition process. The Merck- Schering-Plough merger agreement contemplates a two-step transaction involving Merck, Schering-Plough, and Schering’s two special purpose, subsidiary holding companies, Blue, Inc. and Purple, Inc. In step one of the mergers, Blue will merge into Schering-Plough and each share of Schering-Plough will be converted into the right to receive (i) 0.5767 shares of the surviving Schering-Plough and (ii) $10.50 in cash. In step two of the merger, Purple will merge into Merck and each share of Merck will be converted into 1 share of the surviving Schering-Plough. After the completion of these two steps, the surviving Merck will be a wholly owned subsidiary of the surviving Schering-Plough. Yet, the shareholders of pre-merger Merck will own approximately 68% of the surviving Schering-Plough and shareholders of pre-merger Schering-Plough will own around 32% of the surviving Schering-Plough. Although Merck will become a subsidiary of Schering-Plough Merck’s pre-merger shareholders will together possess a majority of the voting and economic rights (or beneficial ownership) of Merck’s new parent company, Schering-Plough. One peculiarity of the Merck-Schering reverse merger transaction structure is that between steps one and two Merck finds itself in a slightly precarious situation. After the completion of step one, Schering’s pre-merger shareholders will have received shares of the surviving Schering-Plough and a cash payout, but Merck’s pre-merger shareholders will not yet have seized control over the management of the surviving Schering-Plough. The merger agreement has come up with a way to protect Merck’s shareholders during this governance gap. Simultaneously with the completion of step one of the merger, Schering has agreed that its board will cause all of its directors (other than 3 specified exceptions) to resign and to elect the members of pre-merger Merck’s board of directors as the directors of the surviving Schering corporation. Even before pre-merger Merck’s shareholders acquire their supermajority share of the beneficial ownership of the surviving Schering corporation after step two, they indirectly will have already taken the helm of the surviving Schering corporation through the election of their own directors to the new parent company’s board. The motivation of the acquisition Merck faces many of the challenges that face all pharmaceutical companies, including issues surrounding patent expiration and FDA approval. Patent expiration may affect 30% of sales through 2008. In addition, there is growing pressure in the US and abroad to lower the price of medication. Schering-Plough has a particularly small pipeline, with very few drugs currently in development. In the near term, it does however have one of the safest profiles in the industry, with very few major patents coming up for expiration in the coming years. The newest merger will result in a strengthened product pipeline in areas such as cardiovascular and respiratory disease and oncology, and should eventually yield $3.5 billion annually in cost savings. Merck is also set to be hit by patent expiries of some of its top sellers in the next decade, while Schering-Plough is not.