Beauty Pageants And Self Esteem

â€Å"Lets Call Her ‘Miss America’!†(Nussbaum). Beginning as early as the 1920s, beauty pageants presented girls and young women wearing various attires and showcasing their talent (Nussbaum). Judges, then and now, are looking for the â€Å"complete package†: the young lady that exudes the most confidence, beauty, and knowledge (Nussbaum). Since then, the child beauty pageant business is one of the most popular in pageantry and has evolved into a â€Å"multi-billion dollar industry† that has led to numerous reality†¦ The Dark Side of Beauty Pageants With their glamour, expensive dresses, jewels and, big fake smiles, beauty pageant contestants are just hiding their true personalities under materialistic things. People may say that beauty pageants aren’t always about looks. The contestants are scored on beauty, personality, evening wear, athletic wear and over all perception of the contestant. Beauty contestant ages range from 2 years old to 60+ years old. The fact that contestants lie about their beliefs†¦ the televised pageants in front of a worldwide audience. Every year when the time of the televised broadcast comes, opposition arises of the great tradition of beauty pageants. Today, pageant girls face people who cringe once they mention they compete in pageants. Shows like Toddlers & Tiaras make it worse for pageant girls, because the show makes pageantry look childish and petty. Most people only see the televised broadcast and are not aware of everything that goes on once the pageant crowns a new†¦ Most Americans are unaware that the first beauty pageant in America originated in 1854, 66 years before women could even vote. Since then, beauty pageants have been extremely detrimental to our society in many ways, although they may seem like nothing but glitter and glam. I believe that beauty pageants are exploitive because they promote the idea that women are just bodies that can be rated on a scale from 1 to 10, which causes society to believe women are nothing more than their appearance, it†¦ The Ugly behind Beauty Pageants Iconic actress and humanitarian Audrey Hepburn once said, â€Å"The beauty of a woman is not in a facial mode, but the beauty of a woman is reflected in her soul.† (â€Å"Audrey Hepburn Quotes†). These words remind girls that their self worth should not come from the artificial things, but from the strength and morals inside of each child. Child beauty pageants heavily contradict this idea, by leading girls to believe that physical perfection is just as, or more valuable than†¦ Beauty pageants originated a long time ago, and over the years they have evolved tremendously. Today, the use of spray tans, false eyelashes, fake teeth, layers of makeup, and over-sexed outfits are the norm of child pageants. Just over the course of a few decades, the pageant world has changed from simple church dresses to expensive glitzy outfits. Most little girls would relish at the thought of being treated like a princess, even if just for a few days out of the year; however, some parents take†¦ alone, 2.5 million females compete in Beauty Pageants every year. (Harden, Beauty) A beauty pageant is a competition that is based solely on physical attributes but also contains personality, talent, and question and answer segments. Beauty Pageants are seen by some as a path of boosting one’s self esteem and creating connections for contestants in hopes of advancing their careers, through popularity and promotions. (OccupyTheory) Many also say that through pageants one can learn public speaking, interview†¦ entrants, usually women, are judged as to physical beauty and sometimes personality and talent, with the winners awarded prizes of titles.’ The definition of a beauty contest objectifies women. Pageants only shows the beauty of someone. Sometimes showing talent, which involves singing, dancing, or baton twirling. In pageants, women display ‘girly’ talents to make themselves seem more appealing than their competition . Beauty is not everything, beauty pageants and contests shows little girls that the only†¦ the depiction of beauty in animated Disney princess films and measure the consequences that the portrayal of beauty has on young girl’s individual self-esteem levels. The hypothesis of this study, states that young girls who idolize the beauty standards of Disney princesses will have lower self-esteem levels than young girls who do not idolize Disney princesses standard of beauty. I expected that young girls who have the desire to mimic Disney princesses would have lower self-esteem levels because†¦ televised pageants in front of a worldwide audience. Every year when the time of the televised broadcast comes, opposition arises of the tradition of beauty pageants. Today, pageant girls face people who cringe once they mention they compete in pageants. Shows such as Toddlers & Tiaras worsen the situation for pageant girls; the show makes pageantry appear childish and petty. Most people only witness the televised broadcast and are not aware of everything that goes on once the pageant crowns a new†¦

How the French in the United States View the Americans Essay

How the French in the United States View the Americans - Essay Example This research will begin with the statement that considering the different historical economic affiliations of France and United States, citizens from these two countries have different opinions concerning social, economic and political views of each other. France is known to have supported communism ideologies while the United States supported capitalism hence the different perspectives held by the citizens of both countries. To start with, according to the reading, money is described as the ultimate value in America. This is because people who make fortune in America are very respectable compared to those in France. In America, it does not matter how the rich make money, whether, in suspicious or genuine ways, the fact remains that the rich are respectable and are seen as hardworking citizens. On the other hand, the French do not value money greatly. They only require money for their survival and having a lot of money does not earn people respect in France. Secondly, the work cultu re is different in the two countries. According to the reading, the Americans are strict in terms of time management, execution of commands and also limit social associations at workplaces. This is in contrast with the French people who have relaxed rules at their workplace and encourage social relations. Thirdly, the choice of food is different in the two countries. According to the reading, Americans like to have fast foods as opposed to the French who enjoy having quality meals. This is shown by the increased number of fast food restaurants in America.

The Aftermath of World War II Essay Example | Topics and Well Written Essays - 1000 words

The Aftermath of World War II - Essay Example In the words of Cordtz, "Six years of the worst carnage ever inflicted on mankind. That was World War II. Between 35 million and 60 million were killed, and far more wounded. Property damage was literally incalculable" (par. 1). In terms of geopolitics, the aftermath of the war was a bi-polar world in which two Superpowers faced off from opposite sides of the world and of the ideological divide. The Cold War and nuclear arms race that followed the Allied victory constituted an incredibly costly military buildup that ended up diverting economic resources of the major countries of the world that might otherwise have been used for the betterment of humanity through education, economic growth, and cultural enrichment. All of these factors must be accounted for in any audit of the negative effects of World War II. The first and most important consideration in evaluating the consequences of World War II was the human toll, both civilian and military. From the six million victims of the Nazi extermination program to twenty-five hundred American service personnel who were lost at Pearly Harbor to the hundreds of thousands of Japanese whose lives were snuffed out by the atomic bombings of Hiroshima and Nagasaki, it defies understanding to think about the potential each of those lives had to affect the world for the better. There are no words to describe the anguish suffered by so many loved ones who lost their family and friends during the war. Families were permanently shattered, and relationships were severed by the war. The moral cost of the war was also staggering. Not only did the German death camps obviously illustrate a new level of human degeneracy, but killing of civilians in the name of military necessity became and acceptable standard in the conduct of warfare, an unfortunate development that continues to be reflected in combat operations to this day. Richman contends that "area bombing of Germany and Japan set a new standard in the indiscriminate killing of civilians under color of combat" (par. 7). Thus, when evaluating the human cost of the war, it is essential not only to count the number of people whose lives were lost, but also to consider the impact on the moral standards of those who remained. The Economic Toll World War II was simply devastating from an economic perspective. The sheer destruction of entire cities had left little or no infrastructure to support economic stability of nearly every major economic power in Europe, as well as others around the globe. Nevertheless, the destruction left in the wake of the war ended up prompting a reconstruction and recovery effort known as the Marshall Plan that ultimately led to a far stronger global political and economic foundation than would otherwise have been possible. According to Cordtz, "even the losers ultimately emerged from the destruction and humiliation far better off than before. The people of Japan and Germany (most of it at any rate) escaped from totalitarian captivity to erect sturdy democratic political systems. Both countries rebuilt such powerful industrial machines that they can now successfully challenge their military conquerors. And both were able to accomplish all this in large part because of American assistance" (par. 4 ). The Marshall Plan was perhaps the most generous and successful foreign economic aid program in the history of the world. Without it,

William Tyndale :: essays research papers

The smell over whelming in the air. The brunt flesh cast a shadow with the dark smoke that the fire created. Some people cheered, some people cried, and yet others smiled greedily under hidden cloaks. The people of England had decided to burn one man that stood up and translated the bible from the original manuscripts into what we have today. William Tyndale cried out with his last breath, " O Lord, open the King of England's eyes." The executioner first strangled Tyndale in order to keep him quiet about "his" word of God. William Tyndale has since become known as "The Father of the English Bible." Without Tyndale and his translation of the original manuscripts later versions of the English bible would not be available. William Hutchinson, later changed to Tyndale, was born around the date of 1494 AD. Tyndale had an exceptional gift of speaking over seven known languages. Tyndale attended Oxford University and in 1512 he received his Bachelors Degree. After another three years at Oxford University Tyndale graduated with a Masters Degree. In order to support his education William Tyndale tutored students from the higher class society. Tyndale joined the group called "the White Horse Society." This group gathered together in order to discuss the teachings of Erasmus and Luther. Then Tyndale was learned and well practiced in God's matters, spared not to show unto them simply and plainly his judgment, and when they at any time did vary from Tyndale in opinions, he would show them in the Book, and lay plainly before them the open and manifest places of the Scriptures, to confute their errors, and confirm his sayings. And thus continued they for a certain season, reasoning and contending together divers times, until at length they waxed weary, and bare a secret grudge in their hearts against him. As this grew on, the priests of the country, clustering together, began to grudge and storm against Tyndale, railing against him in alehouses and other places, affirming that his sayings were heresy; and accused him secretly to the chancellor, and others of the bishop's officers. After a few short years Tyndale left "the White Horse Society" and moved back home to teach children. Tyndale preached at Saint Austen's Green which resided in front of the Cathedral of Bristol. During Tyndale's stay at home he caused a commotion that consisted charging him with heresy. All of this was due to the teachings of the "Lollardry.

Communications and Information Technology and Legislation

Aistear is the curriculum framework for children from birth to six years. The Framework helps children grow and develop as confident and competent learners through fun, interesting and challenging experiences. The Aistear Toolkit is the place where you can access lots of practical resources online to help you get started with using Aistear. One of the topics discussed on the Aistear toolkit is learning through play. Children love to play and these resources will help a teacher to support children to learn through their play as suggested throughout the curriculum. We will now review one of the Aistear videos named Planning and Organising Play. The video is produced by an infant teacher. The teacher looks at pedagogical framing and her experiences of planning and organising her own classroom. There are many excellent suggestions as to how to set up play in a class room environment which I will explain next, however there are one or two weaknesses that if I was given the opportunity I would change to this video. Overall the video is very helpful and it does give excellent advice from an experienced infant teacher that would be like gold dust to an inexperienced teacher new to this profession. We will name the teacher Mary for the purpose of this critique as Aistear does not state the name of the presenter. Mary looks at pedagogical framing which she states lays the foundations for play. She calls it behind the scene work. According to Mary it includes the provision of resources, arrangement of space, and the establishment of daily routines, thematic planning and assessment. Mary communicates her message across in an orderly and mannerly tone. She is easy to listen to and reminds me of a teacher that I had many years ago wise and well experienced. I would be confident to implement her suggestions just by the tone of her voice. If I had one negative point in relation to the speaker that would be that she does not appear at any point throughout the video. It would be nice to be able to connect with her as she explains her view. The video has many strengths and I found many parts very helpful for planning play activities in the past. Mary uses her past experiences to help give advice with planning and organising a class room. The video starts by recommending different play areas that could be introduced into the classroom, Mary recommends that the teacher should choose five or six areas for the academic year. Such as sand area, water area, block area, small world, creative and social dramatic areas. Mary takes each play area that she recommends and explains the benefits of using these for the children’s learning and development. Using her experience she explains that the sand area works very well in her classroom, she goes on to explain that sand areas are excellent for small group play and that it encourages the children to use their imagination. Her advice is very helpful when she suggests that the children should select other resources from other types of play e. g. small world. I found her suggestions very helpful when planning my own activities and my learning goals were achieved when using the ideas from this video. The video explains the learning goals that can be achieved using these play areas such as having a sand area in the class room creates a learning environment, children learn sorting, counting and learn mathematical questions naturally. When I was planning activities and trying to introduce the Aistear themes such as Exploring and Thinking I introduced the sand activity to help the children understand concepts such as matching, ordering, counting, sorting, and capacity in an enjoyable and meaningful way. Mary explains that by using a water area for play it arouses the children’s curiosity and that whilst children play in the water area they are verbally interacting together. Asking questions and making comments bring forward ideas and suggestions and helps groups agree on solutions. She talks about real life or imaginative experiences using the blocks area. That play must be purposeful. This is very relevant to Aistear as throughout the Aistear curriculum it is suggested that play must have meaning so that the children will achieve there learning goals. Mary explains all the areas of play in great detail and links are evident throughout that the Aistear Curriculum is at the heart of this video, however if you as a viewer were not familiar with the curriculum and were using this video to help you to create your activity plans your plans would not meet the level that the curriculum would expect because the video does not make any distinct links to the actual layout of the Aistear curriculum. She does not mention the themes such as Well-being, Identity and Belonging, Communicating or Exploring and Thinking. The play areas that are mentioned do cover the learning goals for the themes and for an inexperienced person training to be a teacher they would not make this connection. If the video had captions throughout of the themes it would link the curriculum and the video perfectly. The Curriculum is designed around different age groups (birth to six years). The video does not mention the age groups or how each play area could be used for the different age categories. Throughout the Aistear Curriculum examples are given for babies, toddlers and young children and Mary does not implement this important distinction in the video once. The video suggests types of play that are low cost for materials and easy to set up using everyday items. The teacher recommends that the play areas be changed annually to prevent boredom for the teacher and the children. However the teacher recommends that the socio dramatic area should always be present in the classroom but does not explain why. Mary talks about the physical layout of the classroom finally which I feel was not necessary as there is a separate video in the toolkit which explores this topic in great detail. The video in my opinion is not long enough for this topic to be mentioned. This time could have been allocated to the Aistear themes and how they were achieved using the play areas discussed throughout the video. Overall the video has many useful ideas that can easily be taken and used to create a playful environment but I feel from all the information available to me that there is not a strong enough connection between the actually hard copy of Aistear and the video. References: Aistear Curriculum www.ncca.ie Aistear Toolkit www.ncca.ie/aisteartoolkit‎ Video: Planning and Organising Play http://vimeo.com/21112275

The Proposition Of Stereotyping Consumer Lifestyles

Twitchlell’s Psychographic Factors In this reading, I will be discussing the different categories in which advertisers have placed consumers to distinguish them from one another using their values, attitudes, and life-style. According to the writer of American culture and advertisement James B. Twitchell, â€Å"the object of much consumer research is not to try to twist their feathers so that they will flock to your product, but to position your product in such a place that they will have to fly by it and perhaps stop to roost. After roosting, they will eventually think that this is part of their flyway and return to it again and again† (p. 178). The proposition of stereotyping consumer lifestyles is a very effective way of marketing goods and services. The VALS2 strategy of marketing segment, target, and position used by advertisers is based on research; which means, marketers know more about consumer behaviors than what we think. This is an important issue because it’s necessary to raise awareness in s ociety about the advantages and disadvantages that this can bring. After having evaluated all given points; this article is an eye opener for those who have any doubts about what consumers mean to large companies and advertisers. In the present, the majority of companies are aware that they can’t serve optimally to all potential customers that exist in a given market. This situation is mainly due to the variety of preferences people and organizations have. However; advertisersShow MoreRelatedImportant Celebrity Attributes5815 Words   |  24 Pagesattribute. A person well-known in a society can have greater impact than a celebrity of a different world. If the endorser and receiver have similar needs, goals, interests and lifestyles, the position advocated by the brand communication is better understood and received. 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Managing Financial Risks With Derivatives In Telecommunications Ind... - Free Essay Example

Sample details Pages: 4 Words: 1348 Downloads: 1 Date added: 2017/06/26 Category Finance Essay Type Research paper Did you like this example? INTRODUCTION In business world today many companies are faced with the increase in volatility of financial markets which has lead to increase in financial price risk. Many companies are faced with exposure to financial risk which are caused by unanticipated exchange rate and interest rate movements. These unanticipated movement in exchange rate which is caused by international competition can results into large gain or loss if the risk is not managed properly. Don’t waste time! Our writers will create an original "Managing Financial Risks With Derivatives In Telecommunications Ind" essay for you Create order Exchange rate movement generate business risks which can vary the current foreign assets and liabilities and interest rate movement can have indirect impact on companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s value on its future cash flows. Domestic and multinational companies who are faced with these kind of risks must assure that they control these risks otherwise if they are unmanaged then this can result into total failure of business. Financial Institutions have introduced different products to help companies in risk management. These products are Forward contracts on exchange rate, Futures contracts, Interest rate swaps and Options. Forward contract being the oldest product to be introduced to manage both foreign exchange and interest rate risks. 1.1 Problem statement Changes in business environment and increase in movement of interest rate and exchange rate has resulted into rise in financial risk exposure. These movements can affect not only companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s profit but also companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s survival in indirect way. Financial risks management has turn to be a significant area of pertain for UK corporations. Therefore this proposal attempt to find out how UK Telecommunications industry handle financial risks in an increasing business risk environment. Research aim and objectives Aim The main aim of the study is to determine how firms in UK Telecommunications industry manage interest rate and foreign exchange financial risks by looking into use of derivatives. 1.3 Research Objectives The primary objectives of the research will be; To determine how companies manage risk To determine whether derivatives are used or not To determine which derivatives are used and for what purpose Disclosure of financial instruments 1.4 Research Questions The following research questions will guide this research How companies manage risk? Are derivatives used or not used? Which derivatives are used and for what purpose? What are the disclosure of financial instruments? 2. LITERATURE REVIEW Derivatives are financial instruments whose values are deduced from some underlying assets or rate/price. Derivatives are now of paramount importance to the business world, with imaginary value of more than $200 trillion of these derivatives are being traded on coordinated and over the counter markets in 2004 (Bank for International Settlements, 2004). The financial products which are provided by FinanciaI Institution are options, futures contract, forward contract and interest rate swap. The common Interest rate derivative is Interest rate swaps and others are future contracts and interest rate options while for foreign exchange derivatives are forwards contracts, currency swaps, foreign exchange futures and options. Forward contract gives the owner the obligation to buy an asset at set price and maturity date as agreed in the contract. Future as like forward but in futures are public traded while forwards are private contracts. Unlike future and forward, options give the owner the right but not obligation to buy or sell an asset at a fixed price on or before specified date (Prevost et al, 2000). Derivatives are used to cut down cash flows and earnings volatility caused by changes in foreign currency exchange rates, commodity prices, interest rates and other risk factors (Barton J, 2000). Use of financial derivatives is widespread, especially among large publicly traded companies and is still increasing sharply. For example, in a study done by Guay and Kothari, (2003) based on annual reports information of 413 largest firms in the U.S revealed that 57% were using derivatives. In another study of 314 Fortune 500 firms showed that 72% were using derivatives (Barton J, 2001). Mallin et al. (2001) did survey analysis on the use of derivatives in risk management, he mailed questionnaire to 800 UK non financial firms listed on London stock exchange. Results showed that of 231 respondents 32% were applying at least one derivative instrument. Another res earchers Bodnar et al (2003) studied derivative usage in managing risk to 167 non-financial Netherlands firms and revealed 84 usable responses which is 50.3%. In India a study was conducted to examine derivatives usage in managing foreign exchange risk to 640 companies which were faced with foreign exchange exposure and results showed that 70.4% of respondents used foreign exchange derivatives to manage risk (Anand and Kaushik 2007). Whilst many firms use derivatives in managing risk, misuse of it may result into major losses. This was proved by Karpinsky (1998) who revealed companies like Sumitomo Corporation lost $3,500 million in 1996 because of copper future. On the other hand El-Masry (2003) collected data from questionnaire mailed to 401 non financial companies listed on London stock exchange, 50% of respondents did not use derivatives because the risk exposure was not substational. Likewise suryey done by Bodnar et al (1995) revealed lower use of derivatives and the rea son being low insignificant exposure. Regarding to mostly used derivatives to manage risk exposure, survey done by Marshall (1997) pointed that options, swaps and forwards were normally used to manage interest rate and foreign exchange risks. In El-Masry (2003) survey of UK non financial firms, results indicated that firms use options at 29.4%, forward/future at 23.7% and swaps 23.1%. 3.0. RESEARCH METHODOLOGY Research design This study will be conducted as a quantitative survey Sources of data The main source of data will be the annual reports of 10 companies in the UK telecommunications industry for the past three years. Documentary source Bell (1999) state documentary source involves the reading of relevant information from library source such as text books, journals, newspapers and internet. Secondary source will enable a researcher to conduct broad investigation and help confirm the reliability of the findings given that the findings may be subjective and this source will be used as well to cut down reliance on the annual reports as the main source of data used in the study. Sampling selection Selection of sample will be based on the public data information of the companies and the eligibility criteria will base on following factors; The company must be in the telecommunication services industry The company must be either a Domestic or a Multinational one which is exposed to financial risks as an outcome of international competition The company should be among of the listed London Stock Exchange companies Data analysis Data collected will be analysed using Statistical Package for Social Sciences (SPSS) and presented using frequency table. 4. CONCLUSION Measuring and managing financial risk exposure are crucial functions in cutting down companiesà ¢Ã¢â€š ¬Ã¢â€ž ¢ vulnerabilities from major exchange and interest rate movements. Financial derivatives are very important in risk management of corporations 5. REFERENCE Anand m., Kaushik k. p., (2007).Management Motivations for Use of Foreign Currency Derivatives in India, IIML Working Paper Series. Bank for International Settlements. (2004). Triennial Central Bank Survey of Foreign Exchange and Derivatives Market Activity in 2004. https://www.bis.org/publ/rpfx05.htm. Barton, J. (2001). Does the Use of Financial Derivatives Affect Earnings Management Decisions? The Accounting Review, 76, 1-26. Bell, Judith. (1999). Doing your Research Project: A guide for first time researcher in Education: 3rd Edition Buckingham, Open University press.UK Bodnar g. m., de jong a., macrae v., (2003). The impact of Institutional Differences on Derivatives Usage: a Comparative Study of US and Dutch Firmsà ¢Ã¢â€š ¬?, European Financial Management vol. 9, No. 3, pp. 271-297. El-masry a.,(2003) A survey of derivatives use by UK non financial companies, Social science research network Manchester Business School pg.455. Grant, K. and Marshall, A. P. (19 97), à ¢Ã¢â€š ¬Ã…“Large UK companies and derivativesà ¢Ã¢â€š ¬?, European Financial Management, vol. 3 no. 2, pp. 191-208. Guay W Kothari, S. P. (2003). How Much Do Firms Hedge with Derivatives? Journal of Financial Economics, 70, 423-461. Hentschel, L., Kothari, S. P. (2001). Are Corporations Reducing or Taking Risks with Derivatives. Journal of Financial and Quantitative Analysis, 36, 93-118. Mallin c.; Ow-yong k. and Reynolds m.,(2001) Derivatives usage in UK non-financial listed companies, The European Journal of Finance Vol. 7 (2001), pp. 63-91. Saunders, M., Lewis, P. Thornhill, A. (2007). Research Methods for Business Students. 4th Edition. Pearson Education Limited UK. Prevost, A. K., Rose, L. C., Miller, G. (2000). Derivatives Usage and Financial Risk Management in Large and Small Economies: A Comparative Analysis. Journal of Business Finance and Accounting, 27, 733-759.