Modern woman in TV show Essay Example | Topics and Well Written Essays - 1250 words

Modern woman in TV show - Essay Example These shows get women to take off all their clothes and stand stark naked in front of the entire world to see. Or they are used as a seduction technique. They might also be used as dolls/objects which can be bought or fooled into having sex with a man at any time. They are blamed more for every crime that they commit. They are also shown to be the object of drug and sex trafficking. There is a famous method of showing cars in a movie about cars and that is with a large number of girls surrounding it, standing on it or lying on it, naked or nearly naked. This is shown only for the sake of attracting the larger masses. TV shows and movies aside, even the video games, play-stations and the famous X-BOX have animated women appearing at every nook and corner of the game and are used only as a sign of sexuality and femininity. Many of today’s famous TV shows which include this element of sexuality include â€Å"How I met your mother†, â€Å"vampire diaries†, â€Å"Nik ita†, â€Å"Gossip girl†, â€Å"One tree hill†, â€Å"Small-Ville†. Many of these shows bring out women harassment as a joke or a sick humor. But some of them use women sexuality openly, completely owning this fact about their show. Of all the shows, this report will discuss an episode form the season â€Å"Nikita†. The episode is 15 and from season 1. Background of the Show In this, one of the lead actresses, Alex is called out to work for her company as a spy in the form of a very sexy young girl who is spitted out of a blind-dating site to the target person. Alex is forced to wear low-necked and tight clothes, with her hair open and flowing so that she successfully seduces the target victim and steal a gadget from him. During the show she is caught by her old captors who were sex-traffickers. She is then forced inside a cage and heavily drugged. This exploits the factor of women’s weak body and strength. During the show we see that Alex ha d been sold to these sex traffickers as a child, proving men’s inability to take pity even on small girls and using them as symbols of sex and pleasure. We also see that another one of the girls is badly beaten by her captor, which shows that the captor thinks of women only as objects to be threatened and oppressed. Anatomy of the Show The show is divided into two parts: one where Alex is sent on her mission as a sexy girl out for a date, and the second where she has been recaptured by her previous captor, locked in a small cage and interrogated. Part one of the Show In this part, the viewers are shown a beautiful girl, who just became the date for the night of a very weird nerd. Alex has been ordered to dress up sexually and adorable so that the nerd boy (also the target) falls for her beauty and completely surrenders to her. This in turn would pave a way for her to easily steal a device from the nerd. Here we see that the heroin is doubtful if the nerd person would accept s omeone like her as a date, so she asks her boss who replies with a â€Å"please† looking her up and down, as if to prove his point. It is clear from the way the show unravels, that viewers are being told that the women species can be a great sexual device and an amazing criminal/ thief, if they used their femininity and apparent innocence, to good use. After Alex is ready to go to the bar with her new date, looking as sensual as any perfect

Maureen Frye Essay Example for Free

Maureen Frye Essay Marureen Frye made numerous mistakes in trying to implement her plan, a plan that was going to directly affect the salespeople of Quaker Steel Company as well as the District Sales Managers (DSMs), among other departments in the company. Her major mistake was sending a short-descriptive memo to the sales representatives. Why was this a major mistake? For one, Frye is trying to change the way the sales people allocate their time between big and small accounts, and yet she has not spend enough time in the field and with these salespeople. Although her simulations to optimize sales efforts might be correct, they are based on cold numbers and computations, sitting behind a computer, without taking into account the human factor that goes into those sales efforts. She does not have a feel for how they operate, where does their current success come from, what do they think and feel about how they are doing their job, and above what do they think it can be improved. Not only did Frye ignore the salespeople but she did not make good use of the relationship she thought she had with the DSMs. In fact, she had discussed her project with the Chicago DSM and he had seems to like to idea, with indicates that if more effort was put to introducing her plan to the other DSMs, using her good relationships with them, they could possibly perceive the idea well too idea of using the middle man. If she had no time to spend on the field and get to know the salespeople better, she made the mistake of not taking advantage of the relationship between the DSMs and the salespeople. Due to the hierarchical level of the DSMs, she is probably closer to them. As it is mentioned in the article, the DSMs leave a lot of free space to the salespeople which means that they are used to making their own decisions. This fact shows that the DSMs and the Salespeople have a special communication to understating each-other and to get the work done well. Thus, if a new project needs to be implemented, the DSMs are the most probable people to get through the salespeople and having them on board about this project is significantly important. This powerful link should have been taken advantage by Frye. Not having considered the above-mentioned steps, thus working in person with the salespeople or/and lobbying with the DSMs, Frye should have at least used the power of her superiors, Israel and Bethancourt, not only by  approving it but also as means of enforcement. For example, have them sign the memo she sent or give a direct order to the DSMs for its application. However, needs to be emphasized that this solution used on its own, is a last resort one just because she didn’t make use of the other options. This option would definitely be interpreted as a scare tactic, however it might have worked. As a manager or as the leader of her project, Frye first needs to find the authority from within and then also use the power given to her from her bosses. This option could be best used in collaboration with the previous options.

Zinc Deficiency in Pregnancy and Postpartum Depression

Zinc Deficiency in Pregnancy and Postpartum Depression Study of the relation between zinc deficiency in pregnancy and postpartum depressin Maryam Asltoghiri, Zahra Ghodsi Abstract Maternal zinc deficiency during pregnancy has been related to adverse pregnancy outcome. Recently, zinc deficiency has been on the focus as causing depression. The study was conducted to the determine the relation between zinc deficiency in pregnancy and postpartum depression. This prospective describe-analytical study was conducted on the population of women admitted to Fatemmie hospital in Hamedan city in west of Iran in 2011 .The study sample included 132 normal ( non depressed confirmed by the beck test) pregnant woman who were selected by convenient non-probability methods. Blood sample were collected from pregnant cases in 38-40 weeks and serum zinc was assessed by Enzymatic technique. Standard values under 85 mg/dl were defined zinc deficiency. In 28th days after delivery, they completed the Edinburgh Questionnaire. The relation between their postpartum depression and zinc deficiency was assessed. There was no significant difference in demographic in the between two groups. Th e results showed that zinc deficiency had increased the chance of postpartum depression (p Key words: zinc deficiency, postpartum depression Introduction Women, especially women of child-bearing age, are at high risk of depression ( Escriba`-Agu ¨ir Artazcoz 2011). PPD is a condition occurring in the post-natal period characterized by depressed mood, lack of energy, disruptions of sleep and appetite, loss of interest in previously enjoyable activities, (Crayton Walsh, 2007 ); irritability, excessive physical complaints, lack of libido (Zauderer, 2009), (Gjerdingen et al, 2009 ). Women with PPD may also have recurrent thoughts of death or suicidal ideation, or recurrent thoughts about harming the baby. The onset of PPD may be as early as 4 weeks but is most commonly diagnosed between 6 and 12 weeks postpartum (Posmontier 2008). Postpartum depression (PPD) is a significant public health concern. (Krause et al 2009) Maternal depression is very common globally, the prevalence of which ranges from 15% in the United States to 35% in low-income. Furthermore, the average prevalence of maternal postpartum depression within 6–8 wk af ter childbirth is 13% in the general population. (DiGirolamo Ramirez-Zea 2009) Postpartum depression is a mood disorder that has harmful effects on mothers, infants, family and relationships (Nikseresht, 2010) The consequences of postnatal depression on child development in early infancy, later infancy and early childhood have been the focus of a number of studies, with cognitive, emotional and social development potentially affected. (Leigh Milgrom, 2008). Therefore, identifying and treating depression early is a well recognized, public health priority (Segre et al, 2010) Furthermore, depression appears to be more severe in postpartum women and has an increased risk of recurrence. (Krause et al, 2009) Screening for depression in postpartum women is strongly encouraged. (Segre et al, 2010) Given the high prevalence and serious consequences of postnatal depression, efforts have been made to identify risk factors to assist in prevention, identification and treatment. (Leigh Milgrom , 2008). Most observers consider a history of depression, antenatal depression (Posmontier, 2008), stressful life events, low social support, marital problems ( Escriba`-Agu ¨ir Artazcoz, 2011) antenatal anxiety, negative cognitive attributional style, low self-esteem, and low income Other risk factors for postnatal depression cited in the literature include young age, fewer years of education, a history of miscarriage and pregnancy termination and a history of childhood sexual abuse (Leigh Milgrom, 2008) to be implicated in the development of depression, but there is little information available about biological factors. Zinc, one of the biological factors. The importance of zinc was first documented for Aspergillus niger. It took over 75 years to realize that zinc is also an essential trace element for rats and an additional 30 years went by before it was recognized that this was also true for humans. (Hasse et al, 2008) Zinc is one of the most important micronutrient with essential role in biochemical regulation of the body functions (Arast, 2009) Zinc is a cofactor for polymerases and proteases involved in many cellular functions (e.g., wound repair, intestinal epithelial cell regeneration). Zinc has antioxidant properties and may protect against macular degeneration from oxidative stress (Saper Rash, 2009) Due to the wide prevalence of zinc deficiency and the multitude of zinc’s essential biological functions, nutritional correction of zinc deficiency may have a significant impact on different aspects of human health. (Hasse et al, 2008). The prevalence of zinc deficiency is estimated to be high, with billions of people at risk, in particular in the developing world (Saper Rash, 2009) The importance of zinc in pregnancy period was widely studied in various countries. Variation in zinc plasma levels during pregnancy needs more investigation, because maternal zinc deficiencies may cause some severe abnormalities in the fetus ( arast 2009) The first clinical findings published by Hansen et al. indicated low serum zinc levels in treatment resistant depressed patients. Low serum zinc level was late found in major depressed and minor depressed subjects. (Szewczyk et al, 2010) Siwek and associated in 2010 suggest that Recurrent major depression is associated with decreased blood zinc concentrations that may be increased by effective antidepressant therapy. Given the negative implications of postpartum depression on health and wellbeing of mother and child, the current study aimed to examine prospectively the relationships among zinc deficiency and symptom of depression in Fattemieh hospital in city of Hamedan in west of Iran. Method This prospective describe-analytical study was conducted on the population of pregnant women ( mean gestation weeks = 38-40) admitted to the maternity hospital of Fatemieh in city of Hamedan in west of iran during 9-month period in years of 2011 .The sample consisted of 132 normal pregnant women (non depressed confirmed by the beck test) ranging in age from 20 to 35 years who were selected by convenient non-probability method. Our exclusion criteria were as follow : gestational diabetes, thyroid disorder, preeclampsia, history of infertility and stillbirth, unplanned pregnancy and history of depression . All the subjects were explained about the purpose of the study and were ensured strict confidentiality. Written informed consents were taken from each of women. All participants also reported their age, parity status, level of education, annual household income, marital status and history of abortion. Following University ethics approval, women currently 38 to40 weeks pregnant were invited to participate in a study. Blood samples were collected from pregnant cases and serum zinc was assessed by Enzymatic technique. Standard values under 85 mg/dl were defined zinc deficiency. At this time, They were divided into two groups of Zinc deficiency (n= 68) and normal zinc (n = 64) by their zinc levels. They were homogenized as for the confounders. On the 28th days after delivery ,they completed the Edinburgh questionnaire. We assessed depression with the 10-item Edinburgh Postnatal Depression Scale (EPDS), a widely used self-report screening measure, at postpartum. We chose the EPDS because it has been validated for postpartum use and does not include somatic items, such as weight change, loss of energy, and tiredness that may be misleading as indicators of depression in the puerperal period. A score >12 indicates probable depression. Validation of the scale against diagnostic clinical interviews indicated a specificity of 78% and a sensitivity of 86% for all forms of depression. (Herring et al 2008) The relationship between their depression and zinc deficiency in 38-40 was assessed. SPSS (SPSS Inc., Chicago IL) statistical software was used for data analysis. All hypothesis tests were two-sided and P-values2, t-test ,mann Whitney, v-cramer and relative risk were used to analyze the obatained data. Results No statistically significant difference was noted in duration of marriage ( 4.27  ± 2.21 and 3.90  ± 1.53) ,socioeconomic (0.05  ± 1.02 and 0.05  ± 0/98 ), granida (60.9% and 61.8% no delivery), history of abortion ( 10/9 % and 7.4 % )and satisfaction of marriage ( 69.24  ±10.88 and 70.84  ± 10.47) between normal zinc and zinc deficiency groups ,respectively. Participants age ranged from 20 to 35 years (M=26.97 years, SD=3.75 and M=26.51 years, SD=4.31) in normal zinc and zinc deficiency groups ,respectively. At 38-40 weeks of pregnancy 68 women were placed in zinc deficiency and 64 women in normal zinc. 14.1% of the normal zinc and 38.2% of the zinc deficiency were found depressed on the 28th day after delivery and zinc deficiency had increased the chances of postpartum depression by 3.78 times.(p Table 1 : Comparison of depression on normal and zinc deficiency groups Conclusion The results indicated that zinc deficiency at 38-40 weeks gestation predicted, prospectively ,increased depressive symptoms at 28 days after delivery. This supported the proposed hypotheses and extended findings of our previous research suggesting that womens experiences of zinc deficiency may have clinical implications for the development of postpartum depression. Musavi and associated in 2006 expressed that major depressed subjects show significantly lowered serum zinc concentration. Results of this study, according to our study. DiGirolamo and associated in 2009 expressed similar results .Siwek and associated in 2010 expressed that Serum zinc is a state marker of depression. Szewczyk in 2010 showed that IRS activation is accompanied by a decrease in serum zinc level. In fact, in patients with major depression, a low zinc serum level correlated with an increase in the activation of markers of the immune system. Thus, these findings raise the hypothesis that the lower serum zinc observed in depressed patients may, in part, result from a depression-related alteration in the immune-inflammatory system. The other data supporting an important role of zinc in depression comes from the findings that the lower serum zinc level observed in depressed patients could be normalized by successful antidepressant therapy. However so further well-designed, adequately powered research is required .Lai and associated in 2012 suggest that potential benefits of zinc supplementation as a stand-alone intervention or as an adjunct to conventional antidepressant drug therapy for depression. Given symptoms of antenatal and postnatal depression are highly correlated, further research should evaluate the impact of antenatal experiences of zinc deficiency and indirectly via postpartum depression. Zinc deficiency in third trimester of gestation could be due to malnourishment or other conditions such as plasma expansion during pregnancy. Enhancing the daily uptake of zinc at the third trimester could be supportive.( arast et al 2009 )Zinc can improve depressive symptoms by nitrergic pathway. This element as supplement compounds could be alternatives for antidepressants in postpartum period. (Nickseresht 2010) The findings are limited as the relationships of earlier zinc deficiency with postpartum depressive symptom. Our findings indicate the importance of screening for the possible impact of zinc deficiency in earlier stages, to enable early treatment and even prevention of the development of antenatal and postpartum depression. Corresponding author: Maryam Asltoghiri

Womens Issues and Multiculturalism Essays -- Feminist Feminism Cultur

Women's Issues and Multiculturalism ABSTRACT: In part one of this paper, I offer a description of the main versions of multiculturalism, with its liberal interpretation among them. In part two, I give an outline of the changes that have taken place in women's social status in the course of history and of the various stages of their emancipation process. In the third part I examine the relationship between multiculturalism and women's issues in general. Finally, I explore the same in Hungary, and attempt to draw some general consequences. Does a minority group (e.g., Gypsies in Hungary) in a multicultural society have the right to maintain their traditional patriarchal culture? I argue that the liberation of women is not a "women's issue"; it is part of the persistent enforcement of human rights. My address is divided into four parts. In the first part I offer a description of the main versions of multiculturalism, with its liberal interpretation among them. In the second part I shall give an outline of the changes that have taken place in women's social status in the course of history and of the various stages of their emancipation process. In the third part I examine the relationship between multiculturalism and women's issues in general. Finally, in the fourth part I explore the same in Hungary, and attempt at drawing some general consequences. (I) It is appropriate to distinguish between two types of multicultural societies-the traditional and the modern. In traditional societies, several ethnic groups may have lived together, which, despite their differences, basically belonged to the same civilisation. In countries which belong in the European civilisation, for instance, English and Scots, French and Bretons have li... ...oup have the right in a multicultural society to maintain their traditional patriarchal culture? Members of a minority group are as good citizens as those in the majority. They therefore have the same rights. However, they also have the same duties. Maintaining traditions that violate civil liberties is not to be tolerated. Preserving the mother tongue or cultivating the arts is one thing, wearing chador or clitoral circumcision is an entirely different matter. If the female members of a minority group undertake to follow such traditions of their own will, they are similar to members of such sects as may go as far as committing collective suicide. In the majority of cases, however, coercion of some sort is present. The liberation of women, therefore, is in the spirit of the modern world not a 'women's issue'; it is part of the persistent enforcement of human rights.

Paikea’s Determination to Become the Chief

Paikea’s Determination to Become the Chief Whale Rider by Niki Caro is a story about a 12 year old girl who is the true heir to be chief of the tribe but her grandfather, following Maori traditions, believes that the role of chief is to be the first born son of the chief only. Throughout the movie, Paikea is determined to prove that she is the true heir and can be the chief of the tribe. This movie shows how she struggles to get her grandfather’s approval due to his beliefs and the tribe’s tradition which dates back to ancient times.By the end of the story he realizes that Pai is the one and only heir to be chief of the tribe. Throughout the story Paikea must prove to her grandfather that she has courage, determination, and that she has the ability to lead the people of the tribe. Pai cares about her tribe, their culture, and their traditions. Although she is only twelve years old, Pai shows leadership abilities and she is always right by her grandfather’s side. She wants to learn the traditions, so if her dreams of becoming the chief work out, she can pass them on to the rest of the tribe and be a good leader.Paikea is trying to show that she is a strong, courageous girl and she can be a good chief. One side of her wants to prove to her grandfather she can be chief and she wants him to love her even though she is a girl, and the other half wants to prove that a girl can be just as good of a leader as a boy. Paikea shows courage because even though her grandfather has his disbeliefs in her and being the chief, she does whatever it takes to prove to him that she was just as good as any boy in the tribe. Paikea is very determined to learn the ways of her people.She looks through the windows and into the classroom where her grandfather is teaching the boys how to fight since she is not allowed to participate and learn with them. She asks her uncle to teach her how fight like the boys, and soon she becomes very good at fighting and can s ay some chants that only boys are supposed to know. Although her grandfather does not want Pai to learn and know any of the male traditions of the tribe, learns them, and is better than the boys. She is determined to prove to her grandfather that she can be the chief and be better at it than any boy in the tribe can.At the end of the movie Paikea rides the whale out to sea; her grandmother gives the whales tooth to Koro that Pai retrieved from the lake when none of the boys could get it. After these two important events, he now knows that Paikea has the courage, determination, and the ability to become the chief of the tribe. Paikea inspires her uncle to teach her the taiaha, a stick used for fighting. Women were forbidden to board a waka, a fighting ship of the Maori tribe, and Paikea is able to sit in her dad’s waka with Koro at her side and she leads them off in a chant.As the waka leaves all the villagers gather around the beach with excitement and perform a ritual ceremo ny as the waka heads out to sea celebrating the new heir to the chief. None of this would have been possible had Pai not fought traditions and had the determination to become the leader of the tribe Throughout the movie Whale Rider, Paikea has many struggles; although she didn’t know them she lost her mother and brother when she was first born, her father moving to Germany because he is not able to care for her, and her trying to get her grandfather’s approval.Though she has these struggles she is still determined to prove to that she has what it takes to become chief of the tribe. Paikea is an inspiring young girl, she helps her uncle become a better person and she makes her family and the people of the tribe very happy by proving she has the courage to save the whales when her grandfather failed. By the end of the movie Paikea’s grandfather finally accepts the fact that she is the chief when her grandmother gives him the necklace of the with the whale’s tooth, which Paikea retrieved when none of the boys in her grandfather’s fighting class could do it.

Teaching assistant

Teaching assistant Researchers admit that it is vital to instill confidence in students. However, it can be difficult to instill confidence and provide constructive criticism to the student. Teaching assistant should exploit a variety of tools to achieve this goal. Some of the most effective tools are various types of feedback and development of students’ autonomy.Advertising We will write a custom essay sample on Teaching assistant specifically for you for only $16.05 $11/page Learn More Tapp and Lively (2009) note that effective feedback is one of the most potent tools to provide constructive criticism and praise students. Thus, the teaching assistant should provide specific feedback on each assignment given to students. The feedback should consist of two parts. First, the teaching assistant should praise the student’s work defining the strongest parts of the work. After that, it is crucial to define the weakest points. Of course, criticism should not be insult ing. It can be a good idea to put leading questions which can help the student improve the work. It is necessary to encourage the student to provide an in-depth research on the matter. The teaching assistant should also show particular parts of the work to improve. Importantly, each assignment should be evaluated as students feel that their effort is appreciated and valued (Tapp Lively, 2009). Tapp and Lively (2009) also claim that it is important to look for something positive in any work. Students should not be discouraged by the instructor’s comments. Novice teaching assistants often make a big mistake. They try not to discourage students by providing incomplete criticism. In other words, they simply discuss only some mistakes ignoring the rest of errors made by students. Another mistake is that teaching assistants provide quite vague comments. This is an ineffective practice. It is important to comment upon each error and each weak place. At that, the teaching assistant should provide comprehensive and clear commentaries so that the student can easily use the commentaries in future. Developing students’ autonomy can also be effective as this will help the teaching assistant provide constructive criticism and, at the same time, help the student develop confidence (Stephenson, 1998). Students should not be dependent on their instructors. The teaching assistant should encourage students to be more autonomous. Peer assessment and self-assessment can be effective. The teaching assistant then provides feedback on the works which were evaluated by students. The teaching assistant will assess the work and the students’ evaluation. Again, it is important to start with praising and then it is crucial to provide comprehensive commentaries on the drawbacks of the paper (and evaluation). This will help students develop critical thinking as well as confidence as evaluation of the work is rarely incorrect, it is rather incomplete.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In conclusion, it is possible to note that the teaching assistant should use feedback and student’s autonomy when providing constructive criticism to the student. The feedback should be comprehensive and easy to understand. Students should see the exact parts of the work to be improved. The teaching assistant should start any feedback with defining strengths of the work. It is also important to make sure all errors and weaknesses of the work are commented upon. Even if there are lots of mistakes, the teaching assistant should address all of them. This precision will not discourage the student, but will help the student avoid numerous mistakes in future. The teaching assistant should also resort to peer assessment and self-assessment. Evaluating the paper along with students’ evaluation, the teaching assistant helps students develop confidence and encourage them to work harder. Reference List Stephenson, J. (1998). Supporting student autonomy in learning. In J. Stephenson M. Yorke (Eds.), Capability and quality in higher education (pp. 129-141). London: Kogan Page. Tapp, A. Lively, D. (2009). Think twice before you speak: Using effective praise in the early childhood and university setting. Research in Higher Education Journal, 3, 13-20.