Chapter 6 and ch 9 Article Example | Topics and Well Written Essays - 250 words

Chapter 6 and ch 9 - Article Example The case study has rightly highlighted the plea of an 80-year-old woman, who could not handle the hot coffee properly, resulting in her splitting same on her ankles. The judge has passed the right decision. However, there cannot be any hard rules that can specify the ethical responsibilities to be matched with the product quality, as each individual case is different. This is a case of â€Å"might is right†. The bigger companies with huge funds for market promotion use â€Å"slotting fees† phenomenon as a method to increase their sales volume. However, this keeps the smaller and medium manufacturers out of the competition. On the other hand, the customers who are satisfied with lesser-known brands may not be able to find these products on the shelves of a store. The market economy does not require that bigger sharks eat away the smaller fishes. Instead, it allows the fair competition to grow in a healthy manner. In addition, the established companies may not even try to improve their product quality as they ensure their increased sales through such

Entrepreneurship choose one of two questions to write ) Essay

Entrepreneurship choose one of two questions to write ) - Essay Example They also take risks and engage other individuals in implementing ideas. The individuals who develop such ideas posses appropriate characteristics and behaviours for the development and success of a business. These qualities range from creativity, persistent, risk-taking, influence, time management and leadership qualities. An entrepreneur is responsible for the success of the business and any failures result to business closure or a reduction in profits. Various theories and laws define entrepreneurship in the economic world (Bygrave and Zacharakis, 2010). The resonant alternative entrepreneurship theories explain its various aspects including uniqueness, personality, and creativity. The alternative theories are also useful in explaining various elements that facilitate effective business development. The alternate arguments for entrepreneurship describe entrepreneurs and their involvement in business development. The theories focus on either individual entrepreneurs or recognition of opportunities. Most of the alternative assumptions reflect essential entrepreneurial phenomena such as the entrepreneur, the decision-making process and the nature of business opportunities (Alvarez, 2005). The alternative approach to entrepreneurship is an excellent avenue to establishing various elements regarding innovation and contemporary entrepreneurship. They are further useful in explaining the development of successful entrepreneurship characteristics. The alternative theories explain how the uniqueness of entrepreneurs influences their success in implementing business ideas. The applications and the impact of these theories reflect on the individual characteristics of entrepreneurs. The entrepreneurship alternative theories include the discovery and the creative theories (Bygrave and Zacharakis, 2010). The discovery theory entails discovery, existence and exploitation of opportunities, and individual influence. The theory comprises of three different

Blood Brothers Essay Example for Free

Blood Brothers Essay In the three plays I have read by Willy Russell, all of them are linked by the fact that they all contain an aspect of social inequality. Russell uses humour in all these plays to show serious messages, mostly through stereotypes. In every play there are two very contrasting social groups, each figure-headed by certain characters in the stories. For example, in Blood Brothers, Mickey figureheads the working class society like Rita does in Educating Rita, and the children do in Our Day Out. Whereas Eddie figureheads the middle class society in Blood Brothers, Frank does in Educating Rita, and Mr. Briggs does in Our Day Out. We found that the people from the working class backgrounds were all very broad scoucers, who tended to use slang words such as ciggie and chippie. They were what you would call a very typical stereotype of a broad liverpudlian. Most of them had problems aswell. For instance, Mickey in Blood Brothers has family problems because he has many older siblings which means he gets a lot of hand-me-down clothes and gets bullied by his older brother Sammy who breaks his toys. Rita in Educating Rita has many conflicts with her husband Denny who doesnt want her to carry on with her tuition from Frank. She wants to be educated so that she can have choices. As the play progresses and Rita becomes more educated she begins to make her own decisions, she moves out of her house, ends her relationship with Denny and says I might even have a baby The people from the middle class backgrounds however were made to look rather different. Eddie in Blood Brothers doesnt have to share his toys with brothers or sisters like Mickey does, and his mother doesnt have to worry about financial problems because they have quite a lot of money. The men that were from the middle class backgrounds (Mr. Briggs and Frank) both wore suits and seemed to be well educated, living a comfortable lifestyle. This society of people in the stories tended to speak more formally using words such as What in the world is being off ones cake? Eddie is brought up to speak correctly and not use colloquialisms. In Blood Brothers Micky asks him what a dictionary is and Eddie replies It is a book which tells you the meaning of words. I think Russell makes the social classes seem so very different to one another in each play, so that when they come together there is a lot of humour, but also a lot of tension between them because neither social class really understand each other. This forms a rich and poor type of scenario for all three plays. In Educating Rita Frank is a rich lecturer and Rita is a poor university student who has bad problems with her husband at home. In Our Day Out there is a similar contrast between Mr. Briggs the, well-spoken teacher, and the children who come from a poor, run-down area. These rich and poor scenarios are serious messages that Russell conveys in all three plays. Interestingly enough though, it is the people from the middle class backgrounds that turn out to be the most strange of the two societies. Frank in Educating Rita has a drink addiction, yet has a comfortable lifestyle and is on a stable income. Mr. Briggs doesnt like the children at the school where he works because they are less fortunate than himself, he says most of them were rejects on the day they were born. Eddies adopted mother in Blood Brothers, Mrs. Lyons, is supersticious and unhappy. Quote: The shoes! The shoes! On the table! Get them off! Get them off! Frank and Mr. Briggs are in many ways the same, they both wear suits and dress smartly, they both have similar lifestyles and they both have some sort of problem (i. e. the drink and the hatred for people less fortunate than him). This is where I think that Blood Brothers is different, it doesnt contain a male character as old as Frank or Mr. Briggs who appears often in the story. Whereas the conversations between adult and youth in the other stories are mainly comical, like in Our Day Out when the two lads are caught smoking at the back of the bus, in Blood Brothers they are more intense. I think Blood Brothers on the whole is more intense. In Blood Brothers Russell uses a narrator drifting in and out of the play at certain times, saying daunting things about the scene that has just happened, or is going to happen. I believe this represents the devil and is a good way of creating an eerie tension, because he moves to different places on the stage in the play, and you never see his whole face or body, he is always in the shadows. There are no narrators in the two other plays but dramatic devices also take on the form of dramatic irony. In Blood Brothers this is shown by the two twins not knowing they are twins, when they first become friends. Later in the story when they find out they were born on the same day That means we can be blood brothers the audience can see what is happening, they are going to eventually find out that they are real brothers, and there will be a big disaster because of this. Our Day Out shows dramatic irony when the bus driver is told the children cant afford sweets or lemonade lemonade never touches their lips but when the driver turns around they all are munching on chocolate bars! Later on their journey the bus stops at a sweet shop and the audience sees the shopkeepers talking about raising the prices of the goods in their shop Can I help inflation? The audience now know that the shopkeepers are going to raise their prices, but the children dont. The children get their revenge for being ripped off. They all squeeze into the shop and each time the shopkeepers turn their backs to collect more sweets from the shelves, the kids pocket anything in front of them. The two shopkeepers are oblivious to the stealing taking place until the coach leaves and they realise no money from the till has changed hands Thievin little bastards! shouts one of the shopkeepers. Russell also uses the influence of song in Blood Brothers and Our Day Out to show the mood and feelings of the characters as the play progresses. At the beginning of Blood Brothers Mrs. Johnston is seen dancing in a pub singing a song with the lines Oh we went dancing. in the chorus. As the play continues she occasionally sings this line but at a tempo which reflects the mood of the play itself. In Our Day Out the songs are cheerful and uplifting Were off, were off, were off in a motor car. The themes of the three plays are all linked in many ways. As I have said before, social inequality connects all three, another is the fact they are all set in and around Liverpool with some of the characters in each play speaking with a very broad Liverpudlian accent. Finally, the last one is that they all contain an aspect concerning death. I. e. In Blood Brothers, Mickey and Eddie, in Educating Rita, Ritas flatmate tries to commit suicide, and in Our Day Out one of the pupils called Carol also attempts to kill herself Try an get me an Ill jump over. I believe that Willy Russell features the aspects of social inequality, hatred, death, abuse, love, irony and humour in each play because he knows they have a hard-hitting impact on the audience. Also I think it is because at some time in his life he has been affected significantly by them and so, involves them in something which he can express his feelings and emotions at. Writing.

Overview Of Vowels And Consonants

Overview Of Vowels And Consonants Language is an organization of sounds, of vocal symbols-the sounds produced from the mouth with the help of various organs of speech to convey some meaningful message. Language has a very important social purpose, because it is mainly used for linguistic communication. It is the most powerful, convenient and permanent means and form of communication. A language can be used in two ways for the purposes of communication. It can be spoken or written but the medium of speech is more important than writing. This is because speech comes first in the history of any language community in fact, it came centuries before writing in the history of any language community. Secondly, speech comes first in the history of any individual. We started speaking long before we started writing. Speech as a medium of communication is used much more than the medium of writing. I n every language, a letter of the alphabet represents a particular sound. Lastly, modern technology has contributed tremendously t o the importance of speech- modern inventions like the telephone, the radio, the tape recorder and several such devices have raised problems of communication primarily concerned with speech. Linguistics is a systematic study of language. Phonetics is a branch of linguistics and it is the branch dealing with the medium of speech. It deals with the production, transmission and reception of the sounds of human speech. For the production of speech sounds, we need an air-stream mechanism. There are three main air-stream mechanisms, such as, pulmonic, glottalic and velaric air-stream mechanisms. When the air-stream mechanism is used to push out, it is called egressive and when it is used to draw air in, it is called ingressive. Most sounds of most languages in the world are produced with a pulmonic egressive air-stream mechanism. The author described in detail the various organs that are responsible for converting the lung-air into speech sounds before it escapes into the outer atmosphere. For instance, if we say a prolonged ssss, a prolonged zzzz, a prolonged ffff and a prolonged vvvv, we see at once two things. We recognize these as speech sounds because these sounds occur i n the various words we use in our English speech. The other thing we notice is that each one of these sounds is different from the others. Speech sounds are very broadly divided into two categories, namely, Vowels and Consonants. If we say the English word shoe, we realize that this word is made up of two sounds, one represented by the letters sh and the other represented by the letters oe. When we produce the sound represented by the letters sh slowly, we realize that during the production of this sound, the air escapes through the mouth with friction. On the other hand, when we produce the sound represented by the letters oe, the air escapes through the mouth freely and we do not hear any friction. The sound is represented by the letters sh in the word shoe is a consonant and the sound represented by the letters oe in the word shoe is a vowel. All sounds during the production of which we hear friction are consonants, but not all consonants are produced with friction. If we say the words, she, shoe, shy, show, ship and shout, we will realize that when we produce the sounds represented by the letters e, oe, y, ow, i and ou in these words, the air escapes through the mouth freely without any friction. All these sounds are therefore vowels but each one of them sounds different from the others. These sounds should therefore be sub-classified. Similarly, if we say the words shoe, see, zoo and who, we will hear friction during the production of the sounds represented by the letters sh, s, z and wh. All these sounds are therefore consonants. But once again, we will see that each of them sounds different from the others. The sounds that are called consonants also need to be sub-classified. Description of Consonants: The word consonant has been derived from the Greek word consonautem, which means the sound produced with the help of some other sound (vowel). A consonant is usually described, taking into account whether it is voiceless or voiced, its place of articulation and its manner of articulation. Manner of articulation refers to the stricture involved and plosive, affricate, nasal, fricative, etc; are labels given to consonants according to their manner of articulation. Place of articulation just means the two articulators involved in the production of a consonant. Consonants can be described according to their places of articulation. The label used is normally an adjective derived from the name of the passive articulator. The places of articulation that we frequently come across are bilabial, labio-dental, dental, alveolar, post-alveolar, palato-alveolar, retroflex, palatal, velar, uvular and glottal. The classification of sounds into vowels and consonants is customary irrespective of phonetic, phonological, or orthographic references. The current classification following Pike divides the sounds into vocoids (vowel sounds), contoids (consonant sounds) and semi-vocoids or semi-contoids (for example; /w/ and /j/ in English). The terms contoids and vocoids refer to phonetic form only, without any reference to phonological function. A vocoid, according to Pike, is a segment formed with an open approximation of the articulators, with or without a velic closure, and with central passage or air-stream. All other segments are contoids. In English, there can be syllabic vocoids, non-syllabic vocoids, syllabic contoids and non-syllabic contoids. Syllabic vocoids are all vowel sounds; they function as syllable nuclei. Phonetically, the vocoids are vowels and their phonological function is that of a syllabic vocoid. Non-syllabic vocoids are the sounds which are phonetically vocoids but phonologically are contoids. Syllabic contoids are the sounds which are phonetically contoids but their phonological function is that of syllabic nucleus, that is, they represent the V element in the structure of a syllable. Non-syllabic contoids are the sounds that phonetically are contoids and phonologically represent the C element in the structure of a syllable. A description of consonantal sounds, according to A.C.Gimson, must provide answers to the following questions:- Is the air-stream set in motion by the lungs or by some other means (pulmonic or non-pulmonic)? Is the air-stream forced outwards or sucked inwards (egressive or ingressive)? Do the vocal cords vibrate or not (voiced or voiceless)? Is the soft palate raised or lowered? Or, does the air pass through the oral cavity (mouth) or the nasal cavity (nose)? At what point or points and between what organs does the closure or narrowing take place (Place of articulation)? What is the type of closure or narrowing at the point of articulation (Manner of articulation)? Thus, the description of a consonant will include five kinds of information: 1.) The nature of air-stream mechanism, 2.) The state of the glottis, 3.) The position of the soft palate, 4.) The articulators involved- the active articulator and the passive articulator and 5.) The nature of stricture involved regarding its production. The Nature of Air-Stream Mechanism: All English sounds, vowels as well as consonants, are produced with a Pulmonic egressive air-stream mechanism, that is, the lung-air pushed out. The State of the Glottis: Speech sounds can be classified as voiceless or voiced, depending upon whether the vocal cords are wide apart and the glottis is wide open (voiceless) or the vocal cords are kept loosely together and they vibrate (voiced). The Position of the Soft Palate: Speech sounds can be classified as oral or nasal, depending upon whether the soft-palate is raised so as to shut off the nasal passage of air (oral) or it is lowered to open the nasal passage of air simultaneously with an oral closure (nasal). Sounds can also be nasalised. The Articulators Involved-the Active and Passive Articulators: Of the various articulators described in the chapter, at least two are required for the production of any speech sound; some articulators move during the production of speech sounds. These are termed as active articulators. Certain other articulators remain passive and the active articulators move in the direction of these. These are termed as passive articulators. The Nature of Stricture Involved: The term stricture refers to the way in which the passage of air is restricted by the various organs of speech. The stricture may be one of complete closure, that is, the active and passive articulators come into firm contact with each other, thus preventing the lung-air from escaping through the mouth. Simultaneously, there is a velic closure, that is, the soft palate is raised, thereby shutting off the nasal passage of air. Thus, the lung-air is blocked in the mouth. When the oral closure is released, that is, when the active articulator is suddenly removed from the passive articulator, the air escapes with a small explosive noise. Sounds produced with a stricture of complete closure and sudden release are called plosives. If the active articulator is removed slowly from the passive articulator, instead of the explosive noise that is characteristic of plosive consonants, friction will be heard. Description of Vowels: Vowels may be defined with an open approximation without any obstruction, partial or complete, in the air passage. They are referred to as vocoids in phonetics. They can be described in terms of three variables: Height of tongue. Part of the tongue which is raised or lowered. Lip-rounding. So vocoids are normally classified according to these three criteria: tongue-height (high, mid, low, or close, half-close, half-open and open), tongue-advancement (front, central, back) and lip-rounding (rounded and unrounded). In order to describe the vowels, we usually draw three points in the horizontal axes: front, central and back, referring to the part of the tongue which is the highest. So, we have : Front vowels, during the production of which the front of the tongue is raised towards the hard palate. For example; / i, i: , e: , a / in Hindi, and / i, i: , e , à ¦ / in English as in sit, seat, set, and sat respectively. Back vowels, during the production of which the back of the tongue is raised towards the soft palate. For example; / o: , u , u: ,/ in Hindi, and / a: , Ɇ , ɆÃƒâ€¹Ã‚  , u , u: / in English as in cart, cot, caught, book and tool respectively. Central vowels, during the production of which the central part of the tongue ( the part between the front and the back) is raised. For example; / Éâ„ ¢ / in Hindi, and / Éâ„ ¢ , Éâ„ ¢: , ÊŒ / in English as in about, earth and but respectively. O n the vertical axis, we usually draw four points: close, half-close, half-open, and open. They are also referred to as high, high mid, mid (middle), low mid, and low by some phoneticians, especially the American phoneticians. On the basis of the vertical axes, we have the following types of vowels. A close vowel is one for which the tongue is as close to the roof of mouth as possible. For example; / i: / in sea and / u: / in zoo. An open vowel is one which is produced with the tongue as low as possible and the jaws are wide open. For example, / a: / in card and / Ɇ / in hot. We can describe a vowel by using a three term label, indicating the height, the direction (advancement) of the tongue, and the position of the lips. For example; / a: / in the English word, arm, back, open, unrounded vowel. / Ɇ / in the English word, hot, back, open, rounded vowel. / i: / in the English word, need, front, close, unrounded vowel. / u / in the English word, tooth, back, close, rounded vowel. To describe the vowel sound, we mention whether it is open or close, half-close or half-open, front or back or central, long or short, whether the tongue is tense or lax while the vowel is being pronounced, and whether lips are spread, neutral, open rounded, or close rounded. All English vowels are voiced. So, for every vowel, we must state that it is voiced. Hence, to sum up, the main point of a language is to convey information. Nowadays, language can take various forms. It can be spoken or written. Peter Ladefoged also talked in his book that speech is the common way of using language. Another aspect of speech that is not part of language is the way speech conveys information about the speakers attitude to life, the subject under discussion and the person spoken to. The final kind of non-linguistic information conveyed by speech is the identity of the speaker. You can often tell the identity of the person who is speaking without looking at them. But then again, we may be wrong. Whenever we speak, we create a disturbance in the air around us, a sound wave, which is a small but rapid variation in air pressure spreading through the air. Speech sounds such as vowels can differ in pitch, loudness and quality. We can say the vowel a as in father on any pitch within the range of our voice. We can also say it softly or loudly without altering the pitch. And we can say as many different vowels as we can, without altering either the pitch or the loudness. The pitch of the sound depends on the rate of repetition of the changes in air pressure. The loudness of the sound depends on the size of the variations in air pressure. The third way in which sounds can differ is in quality, sometimes called timbre. The vowel in see differs in quality from the first vowel in father., irrespective of whether it also differs in pitch or loudness. Thus, Peter Ladefoged in his book has discussed the principal constraints on the evolution of the sounds of the worlds languages, which are ease of articulation, auditory distinctiveness, and gestural economy. He also discussed the differences between speech and language, and has also outlined some of the main acoustic distinctions among sounds; and how one of the acoustic distinctions, that corresponding to pitch, is used in the worlds languages.

Proposal To Implement Supply Chain Management Program Essay -- SCM ERP

Project Proposal Sheet 1.0 Idea HANA KIMI CO. would like to adopt an online Supply Chain Management System (SCM) whereby the customers may buy company's products online via company's website and able to track the status of the order including the availability of the stocks by integrating the Online Sales System with the company's Inventory, Manufacturing and Production System. 2.0 Type of Project √ Revenue Generating √ Cost Savings 3.0 Type of System Horizontal: The implementation of the online SCM will involve the operational level only Vertical: The following functions will be integrated: * Manufacturing and Production System * Sales and Marketing System * Inventory System 4.0 Business Imperative To perfectly match the supply side activities of procurement, production planning, distribution planning, production allocation, warehouse planning, inventory planning and so forth with the demand side activities of incoming orders and forecasts so that all demands are met with the least cost and most convenience, and as the initial step for the implementation of Enterprise Resource System (ERP). 5.0 Benefits The online SCM system and ERP support various business strategies for competitive advantage over other companies, among others: Support business strategy, and provide E-Business benefits. 5.1 Support Business Strategy At the business level, this system helps the company to: • Reduce operating costs The system attempts to integrate business processes across departments onto a single enterprise-wide information system. The major benefits are improved coordination across functional departments and increased efficiencies of doing business. The immediate benefit from implementing ERP systems w... ...e shared among various business functions, thereby resulting in tremendous cost savings and increased efficiency. When making the implementation decision, management must considered fundamental issues such as the organization's readiness for a dramatic change, the degree of integration, key business processes to be implemented, e-business applications to be included, and whether or not new hardware need to be acquired. In order to increase the chance of user acceptance, employees must be consulted and be involved in all stages of the implementation process. Providing proper education and appropriate training are also two important strategies to increase the end user acceptance rate. The organization is also going through a drastic change, with changes in the way businesses are conducted, the organization being restructured, and job responsibilities being redefined.

The Role of Education in Shaws Pygmalion and Russells Educating Rita :: Comparison Compare Contrast Essays

The Role of Education in Shaw's Pygmalion and Russell's Educating Rita    Both plays show that education can be used as a tool for emancipating working class individuals. Both Eliza and Rita get uprooted and have to give up personal features. Language is linked up with identity and both find a new identity through education. Rita is treated in the way according to her language. Yet pure language training doesn't transform her character and identity profoundly. Her change is simply external. Rita, on the other hand, keeps her way of speaking but develops her character and reaches personal independence. She has been internally changed because of literature. By comparing both plays, we see that education requires both language training and knowledge of literature.    Eliza's transformation demonstrates that social distinctions such as accents are artificial and suggest that class barriers can be overcome by language training. It becomes questionable however if language reveals or forms one's character. Eliza's outcry at the end of the play denies this idea. Yet she understands herself better. Education is connected with social progress. Eliza's problems show that language alone provides only a superficial transformation. She lacks education to become fully integrated. By this, Shaw illustrates the impossibility of moving classes in those days.    Eliza's never thought about becoming educated herself. Rita, on the contrary, wants to use education as a means of complete change, as the means by which people develop their potential. She succeeds in leaving her working class environment behind. Is education only liberating? As Rita adopts a new culture and becomes alienated, she might be regarded as limited, just like Frank, who has no understanding for people of a different class.

Eating Disorder Research Paper Essay

Media and society are often looked at as a source of daily entertainment, gossip and news. Every day, people are constantly exposed to thousands of images of glamour, beauty, celebrities, and much more. The media is so compelling that it has the power to change what people believe in. The images that are shown repeatedly make a way into teenagers mind and they want to be a part of what the media shows. Teens feel the need to change their body to look a certain way and be like someone else. But a fact unknown to teenagers is that even celebrities’ body are not perfect. The most common eating disorders are anorexia nervosa and bulimia nervosa. People with anorexia have a huge fear of gaining weight and a change in their body shape and size (â€Å"Eating Disorders†). Anorexia has been characterized as a â€Å"rich white girl† disorder because most anorectics are white and about three-quarters of them come from households at the middle income level or above (Davidson and Fundukian). Bulimia on the other hand is when a person eats large amount of food over a short period of time then later performs activities to try to burn the calories off. Binging is the most common symptom of bulimia and it is often done when trying to get rid of the food eaten. Bulimia is thought to affect around 1% to 5% of teenage American girls and up to 3% will be bulimic at some point in their life (Arnold and Walsh 30). Studies show that â€Å"media exposure has a direct impact on disorder symptoms and indirect effects through gender role endorsement, ideal-body stereotype internalization and body satisfaction. † The covers of magazines display pictures of both men and women whose images are offered as near perfection in society. â€Å"Research has shown that even brief exposure to ads showing highly attractive models results in decreased satisfaction with one’s own appearance† (McMurray). Teenagers should know that celebrities are not magically beautiful and thin, they are made to look that way. â€Å"Today’s culture is unique in that the media is a far more powerful presence than ever before† (Derenne and Bersin). The media has been named as a causative factor for body dissatisfaction, which promotes unrealistic standards of female beauty and show images that create and reinforce cultural definitions of attractiveness. (Qtd. in Wexler). The media opens the door of eating disorders to teenagers and brainwashes them into thinking that being thin is important and necessary. The media needs to be very careful in the messages that they give to teenagers regarding body image. Dr. Bond says how â€Å"the media should be more responsible in not publishing pictures of very thin models and celebrities because young people wish to emulate them. Eating disorders are not going away, if anything they are becoming more common (Thinspiration? ). Advertisements everywhere continually expose the notion that losing weight will make people happier. Advertisements that show thin celebrities reach out to individuals telling them what they can be or become if they were thin. By looking at these advertisements, women start to feel insecure about the way they look. The NEDA reports that â€Å"women’s magazines contained 10. 5 times more advertisements and articles promoting diet and weight loss then were found in men’s magazines. It also reports that a study of 4,294 network television commercials revealed that one out of every 3. 8 commercials conveyed some sort of attractiveness message of what is or is not attractive† (Qtd. In Wexler). Many women frequently compare their bodies to those around them and the body images on advertisements lowers their self-esteem. The advertisements of celebrities affects the stereotypical idea of an ideal body which leads to eating disorders (Stice et al 5). Online, there are websites that promote anorexia. Teens with anorexia can then put up pictures of their skinny bodies for other anorectics to see and feel encouraged by. They feature pictures of celebrities such Keira Knightley and Victoria Beckham that promote 400-500 calories a day diet. In a year alone more than 500,000 people visited the sites and a 2011 EU survey found more than one in five six-to 11-year olds had been exposed to one or more sites with these â€Å"harmful content† (Thinspiration? . Teens who are anorexic feel that having an eating disorder is not a bad thing. They look upon each other for support, telling each other secrets of losing weight. The quote â€Å"Nothing tastes as good as skinny feels† by Kate Moss is popular among these pro-anorexia websites (Wardrop). TV shows also send the message to be thin to whoever watches them. Disney Channel, which attracts millions of viewers, especially the young, made fun of eating disorder and actually promoted the idea of being thin. In the show Shake It Up, someone stated â€Å"I could just eat you guys up, you know, if I ate† (â€Å"Party It Up†). In another Disney show, So Random, a conversation goes on where one character tells another â€Å"Angus only eats one full meal a day† to which Angus replies â€Å"My agent’s always on me about looking my best (â€Å"Colbie Caillat†). Disney thinks about eating disorders as a joke which is not dangerous. For many kids, the people on Disney are their role models, and if kids see their role models not eating, they are going to think that it is okay to not eat. Also if Disney encourages the idea of not eating that kids will do the same thing. Demi Lovato who battled an eating disorder attacked Disney about these risky messages that they send to kids. Experts say that Lovato opened the Pandora’s Box about the dangerous effects television shows can have on the negative body image of young women (â€Å"Disney Pop Star†). Even in other TV shows, the overweight characters are most likely portrayed as lazy and the one with no friends, while thin characters are successful and popular. This also sends a message that in order to be successful in life a person has to be thin. Teenagers feel pressured into looking the way society wants them to look like. Everywhere they go, they see posters of celebrities enhanced to look â€Å"perfect. Society thinks that if someone does not look a certain way then it is not acceptable and that they should change how their body looks. From a young age, women are given the message that in order to be happy, they must be thin. Thousands of teenage girl starve themselves to attain what the fashion industry considers to be the â€Å"ideal† figure (Thompson). Society has become obsessive and prejudiced when it comes to body image. Society and media work together to get that one message across to teens today; to be thin. New diets come out every month and media spends money trying to advertise them and get celebrity endorsements. In stores, the front pages of magazines show that one celebrity that everyone looks up too. How they talk about that one diet that â€Å"changed their life† and made them â€Å"happy† again. Teens think that if these celebrities can be skinny, then why can’t they? Teens spend their times looking at websites and magazines that tell them how to be skinny. By constantly portraying â€Å"perfect† bodies in the media, it promotes unhealthy eating that can sometimes lead to death (â€Å"Disney Pop Star†). Even today, dolls like Barbie send that message to young girl to be thin. The Barbie doll is a stereotype of a woman with no flaws and a perfect body who gets to be whatever she wants. Girls who play with Barbie feel the need to look and act like her. The traditional Barbie is known for her 40-18-32 measurements (Young) which would be unproportional on human bodies (Grey). If Barbie were real, she would be 5’9†³ tall and weigh 110 pounds, about 35 pounds below the minimum healthy weight for a woman of that size (McMurray). Barbie helps to perpetuate an ideal of materialism, beauty, and being thin is happiness and since a young age, the desire to be thin is recognized by girls everywhere. But eating disorders doesn’t just affect women, it affects men also. In a study by Harvard researchers, 25% of 3,000 adults had anorexia or bulimia and 40% of binge eaters were men (Boodman). Just like women, men also feel pressured into looking a certain way. In school, boys are told to be healthy if they want to keep playing a sport. But that habit can become something more dangerous. â€Å"Studies show that gay males particularly place a higher calculation on thinness than heterosexual males, with a level of concern for thinness almost equal to that of the typical heterosexual female† (Anderson, Cohn, and Holbrook 41). Because of this many men might be afraid about coming out to the world about their eating disorder. Some people think of an eating disorder as more of a woman thing and â€Å"psychological tests for eating disorders are biased towards diagnosing women† (Anderson, Cohn, and Holbrook 41). Eating disorders are also common in the entertainment business. Celebrities and models are also under pressure to look their best. The average model weighs 23% less than the average woman and fit the category of being anorexic (Thompson). Models go through plastic surgery and photos are air-brushed before going to print. The body type and images are unobtainable to the average individual and the constant force of these images on society makes teens believe that they should be. Many celebrities and models who feel that an eating disorder is something more dangerous than what everyone else seems have come out and talked about that issues. Even celebrities who once had an eating disorder spend time educating others and telling them that it is okay to get help. In 1992 after the news about Princess Diana being bulimic was released, there was a significant increase in the number of bulimia diagnoses. This effect then came known as the â€Å"Diana Effect† (Celebrities Who Battled Eating Disorders). Just like how Lucy Grealy states in her memoir Autobiography of a Face, â€Å"Beauty, as defined by society at large, seemed to be only about who was best at looking like everyone else† (187) it looks like that concept has not changed since that time. In today’s society everything is about being thin and trying to look like a model or a celebrity. Teenagers try to do everything to make themselves how society wants it but in the end they just destroy themselves. Society and media think of an eating disorder as a joke but it is a disease; a disease that has the power to take the lives of both women and men. For anybody out there who thinks that an eating disorder is not a big deal then they are wrong. People, especially the media, should know that the message they send out to teens is wrong; everything is not just about being thin. Simply by the media bringing out the concept that being beautiful and thin is necessary for a successful life is wrong. Having to look like a model to be accepted in society is wrong. All these messages have a huge negative effect on teenagers and they think down of themselves just because they do not think they are â€Å"right† for society. The fake advertisements that are shown is just another step for teens to developing a dangerous and deadly addiction that is called an eating disorder. â€Å"I think we look at society and we look at every ad that out there and everything that tells us how we’re supposed to look, and how we’re supposed to live, and how we’re supposed to be instead of saying ‘Is that how really I feel? ’, ‘Is that really what I want to do? ’, and ‘Is that really how I want to live? ’† (Ellen DeGeneres).