The Medias Influence on Eating Disorders Essay -- Essays Papers

The Media's Influence on Eating Disorders The National Eating Disorders Association states that eating disorders are conditions that arise from factors including physical, psychological, interpersonal, and social issues. Media images help define cultural definitions of beauty and attractiveness and are often acknowledged as one of the factors that contribute to the rise of eating disorders (NEDA). The National Eating Disorders Associations website, "The Effect of the Media on Body Satisfaction in Adolescent Girls", "The Media's Influence on Body Image Disturbance and Eating Disorders", and "Dieting Behaviors, Weight Perceptions, and Life Satisfaction Among Public High School Adolescents" are all articles that evaluate how the media may cause adolescent girls to develop eating disorders. In order to understand how the media?s portrayal of body image has an influence on adolescent girls developing eating disorders one must understand the attitudes young girls have about their body images, the emphasis on female thinness de picted in magazines and on television, and the way young women are influenced by the media. Body dissatisfaction has become the norm for female adolescents in America (Valois et al. 271). Body dissatisfaction is a result of the difference between the ideal self versus the perceived self (Champion and Furnham 214). Thompson and Heinberg found that girls who watch 8 hours or more of TV in a week will have greater body image dissatisfaction than girls who watch less than 8 hours of TV per week (342). This shows how girls who are exposed to television will develop negative feelings towards their body?s image. Negative feelings towards body image can often lead one to try various ways to lose weight. ... ...the media, it could reduce body dissatisfaction, and as a result it would decrease potential eating disorders (?NEDA?). Works Cited Champion, Helen, and Adrian Furnham. ?The Effect of the Media on Body Satisfaction in Adolescent Girls.? European Eating Disorders Review 7.3 (1999): 213-228. National Eating Disorders Association. 2002. 5 Apr. 2005 <http:// www.nationaleatingdisorders.org/p.asp?WebPage_ID=337>. Thompson, Kevin J., and Leslie J. Heinberg. ?The Media?s Influence on Body Image Disturbance and Eating Disorders: We?ve Reviled Them, Now Can We Rehabilitate Them?? Journal of Social Issues 55.2 (1999): 339-353. Valois, Robert F., Keith J. Zullig, E. Scott Huebner, and J. Wanzer Drane. ?Dieting Behaviors, Weight Perceptions, and Life Satisfaction Among Public High School Adolescents.? Eating Disorders 11.4 (2003): 271-288.

My Favorite Manager Essay

I worked in Strategic Centre, Consumer support services and global solution centre. I was hired as an front line operative and got promoted to Tech Lead role over time. When I was a trainer, my manager was Navin Kumar. Before working at HP, I used to work with Convergys. I was a front end operative at each of the other jobs before HP. Navin Kumar was my favorite because he had a relaxed mentality to the job but held accountability for actions. He allowed me and the other Trainers to have a say when running the Training module. He had the final say on all ideas but was open for input to improve the function of the Trainers efficiency. He was very personable and did not have the typical manager attitude. If I did my work when he wanted it completed and it was up to his level of quality his relationship was more similar to that of friends than a manager. If you failed to meet his expectations then he came down on me with a very strong force. He was not a typical manager in that sense. He set lofty expectations because he wanted me to succeed at a high level instead of setting low goals and just settling for an easy way out. He would set weekly goals and would reward the highest trainer efficiency scores that was internally maintained by HP Training team. This was motivation to test training methods and try to beat out my co-workers. He also had a level of respect for each of his employees that I never received at one of my other jobs. At HP everyone had the same level of expectations and if you did not meet them, Navin would work with that person to build up their quality of work or they would be mentored more rigorously with a clear performance improvement plan for not meeting expectations. I respected him more for being open to criticism. He would allow his trainers and senior trainers to critique him and help him improve his work quality. If I could work for Navin Kumar again I would immediately†¦

How Hard Is the HiSET High School Equivalency Test

Comparing the three high school equivalency exams, the HiSET program from ETS (Educational Testing Service) is most similar to the old GED (2002) in its format and content. Like the old GED, the questions tend to be straightforward--reading passages are short, and essay prompts are open-ended. However, the HiSET is based on Common Core State Standards and test takers must have previous content knowledge to score well, just like the current GED (2014) or the TASC. The fact that the HiSET resembles the easier old GED doesn’t mean that it’s easier to pass than other high school equivalency exams. Like other high school equivalency exams, students who pass the HiSET are proving that they have academic skills that are within top 60% of recent high school graduates. To pass the HiSET, test-takers must score a minimum of 8 out of 20 on each of the five subjects  and must have a minimum combined score of 45. So you cannot pass the exam by simply scoring the minimum in each subject. Also, if you have ever wondered if you are ready for college-level courses, a score of 15 or higher in each subtest means that you have met HiSET’s College and Career Readiness Standard. You will see the marks--either yes or no--on your Individual Test Report. HiSET Study Tips There is one essay prompt for the writing section and all other questions are multiple-choice. Note that answering any question may involve content from more than one category. To get a feel for the test, take free practice tests at hiset.ets.org/prepare/overview/ The breakdown of content categories for each subject is as follows: Language Arts-Reading Duration: 65 minutes (40 multiple-choice questions) 60% literary texts, 40% informational texts.The texts generally range in length from 400 to 600 words.Questions may involve one or more of these skills: ComprehensionInference and InterpretationAnalysisSynthesis and Generalization Duration: Part 1--75 minutes (50 multiple-choice), Part 2--45 minutes (1 essay question) The essay is scored separately from the rest of the writing section. You need to score at least 8 on the multiple choice AND 2 out of 6 on the essay to pass the writing test. Part 1 measures a candidate’s ability to edit and revise the written text.Part 2 measures a candidate’s ability to generate and organize ideas in writing.The essay response is evaluated on development, organization, language facility, and writing conventions. Mathematics Duration: 90 minutes (50 multiple-choice questions) The use of a calculator is an option.Some formulas appear with the questions that need them.Content will come from these four categories in similar proportion: Numbers and Operations on NumbersMeasurement/GeometryData Analysis/Probability/StatisticsAlgebraic Concepts Science Duration: 80 minutes (50 multiple-choice questions) Life Science (50%) Organisms, Their Environments, and Their Life CyclesThe Interdependence of OrganismsThe Relationships Between Structure and Function in Living Systems Physical Science (25%) Size, Weight, Shape, Color,  and TemperatureConcepts Relating to the Position and Motion of ObjectsThe Principles of Light, Heat, Electricity, and Magnetism Earth Science (25%) Properties of Earth MaterialsGeologic Structures and TimeEarth’s Movements in the Solar Systems Social Studies Duration: 70 minutes (50 multiple-choice questions) 45% History Historical Sources and PerspectivesInterconnections Among the Past, Present, and FutureSpecific Eras in the U.S. and World History, including the people who have shaped them and the political, economic, and cultural characteristics of those eras. 30% Civics/Government Civic Ideals and Practices of Citizenship in a Democratic SocietyThe Role of the Informed Citizen and the Meaning of CitizenshipConcepts of Power and AuthorityThe Purposes and Characteristics of Various Governance Systems, with particular emphasis on the U.S. government, the relationship between individual rights and responsibilities, and the concepts of a just society. 15% Economics Principles of Supply and DemandThe Difference Between Needs and WantsThe Impact of Technology on EconomicsThe Interdependent Nature of EconomiesHow the Economy Can Be Affected by GovernmentsHow That Effect Varies Over Time 10% Geography Concepts and Terminology of Physical and Human GeographyGeographic Concepts to Analyze Spatial Phenomena and Discuss Economic, Political, and Social FactorsInterpretation of Maps and Other Visual and Technological ToolsThe Analysis of Case Studies Source http://hiset.ets.org