Breaking Down the Multicultural Barriers in the Classroom

Breaking Down the Multicultural Barriers in the Classroom Free Online Research Papers This article provides a detailed lesson plan, which helps students from diverse backgrounds to assimilate in the classroom. It also provides students with opportunities to demonstrate written and oral communication skills. The teacher collects the written work, which is then used as a guideline for any remedial action that is needed to assist students with communication skills development. Teachers may follow the directions or adapt them to their teaching situation. General Directions The first step in working within the group process involves students from different cultural backgrounds and disciplines sharing common interests and developing confidence in oral presentation before a group (Alsop, 2002). The assignment, an ‘icebreaker’, occurs during the first tutorial meeting. At the beginning of the class the students are informed that since they will be together for a semester, it would be of interest for members of the class to know something about other members. Students have 15 minutes to complete the questions and are then informed that they will have five minutes to stand and tell the class a few things about themselves. Well, if the subject was not mandatory, students would bolt en masse at the first instance. So amid much grumbling, frowning, and ‘evil eye’ directed at the teacher, the task is completed. Using a stopwatch, keep a record of presentation times. To the students’ surprise they find that when talking about an interesting subject, namely themselves, that five minutes was nowhere near enough time to say everything they have to say. It is very important that you do not stop students during this initial presentation because they might feel intimidated and unresponsive during other presentations. Depending on class size, allow eight minutes per student per presentation. As students begin presentations keep a record of where they and their parents were born. At the end of the session tally the responses and share these with the students. In a 2004 survey conducted in Marketing Principles, a first-year subject, it was found that although 80% of students were born in Australia, 58% of parents were born overseas representing twenty-two countries (Ryan, 2004). These results seem to indicate that for many students English is a second language in the home environment even though they are Australian citizens. When the answers to the ‘Getting To Know You’ exercise were tabulated, it was found that 16 per cent of students stated public speaking as one of their greatest fears, 14 per cent were concerned with failure in general as they see themselves as perfectionists, and 7 per cent were worried that they would not find employment after graduation. These results seem to indicate that students lack confidence in interpersonal communication skills and are worried about their lack of skills. At the end of the class session collect the students ‘Getting to Know You’ forms. These will enable you to evaluate students’ communication competency and to target students needing assistance. This is a substantial benefit to both you and the student in that help will be provided early in the semester instead of waiting until end-of-semester projects are submitted when no help is available. The benefits of this exercise are that students overcome their fears of speaking before a group. Even though students come from culturally diverse backgrounds they become aware of shared common interests; so in effect individual students now become involved in the first step in working within the group process (Clark, 2004). The materials needed for the activity are listed below. Student Handout Getting To Know You Instructional Aids Overhead Projector and Transparencies Screen Student Handout Stopwatch Performance Objectives Teacher: 1. Identify students with verbal communication skills problems. 2. Identify students with grammar, spelling, and punctuation problems. Students: 1. Develop awareness of students from different cultural backgrounds and disciplines that share common interests. 2. Demonstrate the ability to organise their thoughts and write in a concise, yet interesting manner. 3. Develop confidence in oral presentation before a small group. Lesson Plan â€Å"Today’s universities are truly multicultural and global in nature in that students may come from as many as ninety or more ethnic backgrounds representing many countries.† Preview â€Å"Since many of the activities in this class call for teamwork, today you will have the opportunity to become acquainted with members of the class by answering questions and telling others about yourself. It is difficult to work effectively as a group if the group members do not know each other well and are not aware or each other’s strengths and weaknesses, styles of working, past experiences, attitudes, and the like. Thus, the first task of most new groups is to get to know one another.† (Bertalan, 2004). â€Å"Your first assignment is an ‘icebreaker’. Since we will be together for a semester, it would be of interest for members of the class to know something about you (Bertalan, 2004). To make this an easy task, here is a list of questions. You have fifteen minutes to answer the questions and then you will have five minutes to stand and tell the class a few things about yourself (Steeler, Torres Laughlin, 2004). At the end of the class you will submit your answers so that I can learn a little about you as well.† Summary â€Å"This exercise has created awareness that even though you are from different cultural backgrounds and disciplines you share common interests (Gewertz, 2004; Quezada Romo, 2004). It has also helped you to organise your thoughts and write in a concise, yet interesting manner. But, probably most important to you, is that it helped you to develop confidence in oral presentation before a small group.† Student Handout Getting To Know You Name: .. Day: .. Time: . Major: Full/Part-time: .. Student ID: . Gender: . Age: .. In essay form, answer the following questions. 1. Where were you born? 2. If born outside of Australia, how long have you lived in Australia? 3. Where were your parents born? Father . Mother .. 4. a. Are you working? b. Where? c. What type of job? d. How long have you worked for the company? e. What other jobs have you held? 5. What are your favourite hobbies? 6. Do you participate in sports? Which ones? 7. What type of books do you like to read? 8. What do you like to do in your spare time? 9. What was one of the most exciting events in your life? 10.What is one of your biggest fears? 11. What type of job do you hope to find after graduation? 12.What is your favourite holiday? 13.What type of music or groups do you like? 14. What is your favourite food? References Allen, J. and Hermann-Wilmarth J. (2004) ‘Cultural construction zones’ in Journal of Teacher Education, 55 (3) (May/June): 214. Alsop, R. (2002) ‘The Top Business Schools (A Special Report)- Playing Well With Others: Recruiters say the ‘soft’ skills- such as leadership, communication and the ability to work in teams- are just as important as the hard stuff; And a lot harder to teach’ in Wall Street Journal,(9 September): R.11. Banks, J.A. (2004) ‘Teaching for Social Justice, Diversity, and Citizenship in a Global World) in The Educational Forum, 68 (4) (Summer): 296 Bertalan, J. (2004) ‘Student Diversity Projects’ in Multicultural Education, 11 (3) (Spring): 45-48. Bhargava, A., Hawley, L.D., Scott, C.L., Stein, M. and Phelps, A. (2004) ‘An investigation of students’ perceptions of multicultural education experiences in a school of education’ in Multicultural Education, 22 (4) (Summer): 18-22. Clark, C. (2004) ‘Diversity Initiatives in Higher Education’ in Multicultural Education, 11 (3) (Spring): 50-54. Gewertz, C. (2004) ‘Mixed Messages’ in Education Week, 23 (31) (April): 36-40. Golemon, P. (2003) ‘Communicating in the intercultural classroom’ in IEEE Transactions on Professional Communication, 46 (3) (September): 231. Hannon, K. (2003) ‘The graduate’ in ASEE Prism, 12 (9) (May/June): 16. Hernandez Sheets, R. (2003) ‘Cultural Experiences of Teachers of Diverse Populations in Multicultural Education, 11 (1) (Fall): 58. Jackson, M.G. (2003) ‘Internationalising the university curriculum’ in Journal of Geography in Higher Education, 27 (3) (November): 325. Jones, W.H. (2003) ‘Over the wall: Experiences with multicultural literacy’ in Journal of Marketing Education, 25 (3) (December): 231. Lau, L.K. (2003) ‘Institutional factors affecting student retention’ in Education, 124 (1) (Fall): 126. Ludlum, M. and Mascaloinov, S. (2004) ‘Right and Wrong and Cultural Diversity: Replication of the 2002 NAS/Zogby Poll on Business Ethics’ in Journal of Education for Business, 79 (5) (May/June): 294-298. McInnis, C. (2003) ‘From Marginal to Mainstream Strategies: responding to student diversity in Australian universities’ in European Journal of Education, 38 (4) (December): 387-401. Occupational Outlook Quarterly (2002) ‘Futurework: Trends and challenges for work in the 21st century’ 44, (2) (Summer): 31-36. Office of Planning and Quality (2004) ‘Strategic Plan 2002-2005 College of Law and Business’ Australia: University of Western Sydney. Pewawardy, C. (2003) ‘100 defensive tactics and attributions: Dodging the dialog on cultural diversity’ in Multicultural Education 11 (1) (Fall): 23. Quezada, R. and Romo, J. J. (2004) ‘Multiculturalism, Peace Education Social Justice in Teacher Education’ in Multicultural Education, 11 (3) (Spring): 2-11. Ryan, A.E. (2004) ‘Getting to Know You’ Unpublished raw data, School of Marketing and International Business. Australia: University of Western Sydney. Shaw, J. (2004) ‘A fair go for all? The impact of intragroup diversity and diversity-management skills on student experiences and outcomes in team-based class projects’ in. Journal of Management Education, 28 (2) (April): 139-160. Sleeter, C., Torres, M.N. and Laughlin, P. (2004) ‘Scaffolding Conscientization Through Inquiry in Teacher Education’ in Teaching Education Quarterly, 31 (1) (Winter): 81. Wilson, A. (2004) ‘Windows to the World’ in Voices From the Middle, 12 (1) (September): 23-25. Research Papers on Breaking Down the Multicultural Barriers in the ClassroomStandardized TestingPersonal Experience with Teen PregnancyHip-Hop is ArtAssess the importance of Nationalism 1815-1850 EuropeEffects of Television Violence on ChildrenBionic Assembly System: A New Concept of SelfTrailblazing by Eric AndersonPETSTEL analysis of IndiaHarry Potter and the Deathly Hallows EssayRelationship between Media Coverage and Social and

The Significance of Red Envelopes in Chinese Culture

The Significance of Red Envelopes in Chinese Culture A red envelope (ç ´â€¦Ã¥Å'…, hà ³ngbÄ o) is simply a long, narrow, red envelope. Traditional red envelopes are often decorated with gold Chinese characters, such as happiness and wealth. Variations include red envelopes with cartoon characters depicted and red envelopes from stores and companies that contain coupons and gift certificates inside. How Red Envelopes Are Used During Chinese New Year, money is put inside red envelopes which are then handed out to younger generations by their parents, grandparents, relatives, and even close neighbors and friends. At some companies, workers may also receive a year-end cash bonus tucked inside a red envelope. Red envelopes are also popular gifts for birthdays and weddings. Some four-character expressions appropriate for a wedding red envelope are Ã¥ ¤ ©Ã¤ ½Å"ä ¹â€¹Ã¥ Ë† (tiÄ nzuà ² zhÄ «hà ©,  a marriage  made in heaven) or ç™ ¾Ã¥ ¹ ´Ã¥ ¥ ½Ã¥ Ë† (bÇŽinin hÇŽo hà ©,  a happy  union for 100 years). Unlike a Western greeting card, red envelopes given at Chinese New Year are typically left unsigned. For birthdays or weddings, a short message, typically a four-character expression, and signature are optional. The Color   Red symbolizes luck and good fortune in Chinese culture. That is why red envelopes are used during Chinese New Year and other celebratory events. Other envelope colors are used for other types of occasions. For example, white envelopes are used for funerals. How to Give and Receive Giving and receiving red envelopes, gifts, and even business cards is a solemn act. Therefore, red envelopes, gifts, and name cards are always presented with both hands and also received with both hands. The recipient of a red envelope at Chinese New Year or on his or her birthday should not open it in front of the giver. At Chinese weddings, the procedure is different. At a Chinese wedding, there is a table at the entrance of the wedding reception where guests give their red envelopes to attendants and sign their names on a large scroll. The attendants will immediately open the envelope, count the money inside, and record it on a register next to the guests’ names. A record is kept of how much each guest gives to the newlyweds. This is done for several reasons. One reason is bookkeeping. A record ensures the newlyweds know how much each guest gave and can verify the amount of money they receive at the end of the wedding from the attendants is the same as what the guests brought. Another reason is that when unmarried guests eventually get married, the bride and groom are typically obliged to give the guest more money than what the newlyweds received at their wedding. The Amount Deciding how much money to put into a red envelope depends on the situation. For red envelopes given to children for Chinese New Year, the amount depends on age and the giver’s relationship to the child.   For younger children, the equivalent of about $7 is fine. More money is given to older children and teenagers. The amount is usually enough for the child to buy a gift, like a T-shirt or DVD. Parents may give the child a more substantial amount since material gifts are usually not given during the holidays. For employees at work, the year-end bonus is typically the equivalent of one month’s wage though the amount can vary from enough money to buy a small gift to more than one month’s wage. If you go to a wedding, the money in the red envelope should be equivalent to a nice gift that would be given at a Western wedding. Or, it should be enough money to cover the guest’s expense at the wedding. For example, if the wedding dinner costs the newlyweds US$35 per person, then the money in the envelope should be at least US$35. In Taiwan, typical amounts of money are NT$1,200, NT$1,600, NT$2,200, NT$2,600, NT$3,200, and NT$3,600. As with the Chinese New Year, the amount of money is relative to your relationship to the recipient  -   the closer your relationship is to the bride and groom, the more money is expected. For instance, immediate family like parents and siblings give more money than casual friends. It is not uncommon for business partners to be invited to weddings, and business partners often put more money in the envelope to strengthen the business relationship. Less money is given for birthdays than other holidays because it is viewed as the least important of the three occasions. Nowadays, people often just bring gifts for birthdays. What Not to Gift For all occasions, certain amounts of money are to be avoided. Anything with a four is best avoided because å›› (sà ¬, four) sounds similar to æ ­ » (sÇ , death). Even numbers, except four, are better than odd  -   as good things are believed to come in pairs. For example, gifting $20 is better than $21. Eight is a particularly auspicious number. The money inside a red envelope should always be new and crisp. Folding the money or giving dirty or wrinkled bills is in bad taste. Coins and checks are avoided, the former because change is not worth much and the latter because checks are not widely used in Asia.

Food Marketing Essay Example | Topics and Well Written Essays - 5000 words

Food Marketing - Essay Example An alternative geography begins to emerge because the restricted ecologies of quality food production are frequently to be found in areas that have escaped the industrialization processes that support globalization. This is most apparent in agriculture, where the maintained use of â€Å"output-enhancing† technologies in the post-war period has frequently resulted in uncovered agricultural ecosystems. Thus those areas that have largely remained insignificant to industrialized agriculture are generally the very areas where quality production might bloom. The turn toward quality in consumption may then reveal a very different mixture of productivity, one that contrasts in important respects with the dominant geographic distribution of food production activities. Consumers increasingly are linking ideas of food quality to ideas of nature in the agro-food system, as though they feel that the higher the natural content of food the less susceptible it will be to hurt human interferen ce. Yet, some leading commentators on the food sector have begun to argue that the theoretical analysis of food has tended to underplay the â€Å"salience of nature†. It is now widely believed that the agro-food system is globalize, and much of the recent research into the agro-food system has taken as its main focus how processes of globalization come to be driven by the reshaping of food production processes according to patterns of capital growth.

Tourism in Canada Research Paper Example | Topics and Well Written Essays - 1250 words

Tourism in Canada - Research Paper Example HISTORY & CHARACTERISTICS - WEM Located at Alberta, Canada the concept of WEM had begun in 1981 prior to which the Ghermezian family who had left New York went to Montreal and then later on settled in Edmonton during 1960’s and 1970’s. Till that time they were involved in their family business of selling Persian rugs. In the late 70’s the idea of Edmonton Mall hatched in their minds and in September 1981 Phase-1 was completed with 1.1 million square feet space facilitating 220 stores. In September 1983, Phase-2 got completed by adding another 1.12 sq ft area accommodating 240 more shops. Phase 3 was completed in 1985 with a total of 5.2 million sq ft occupying 120 acres of land. The property can accommodate over 800 stores, 20,000 vehicles and staffs around 23,000 people. TOURISM HISTORY EDMONTON Edmonton being the capital city of Alberta is known for its scenic river valley and wide varieties of art and music forms. Edmonton has a unique history of architecture which has been portrayed through its Muttart Conservatory – a horticultural spectacle and the Alberta Legislature building. Fort Edmonton Park which is one of the largest living museums in Canada portraying the life, culture and arts of periods in history of Alberta right from the Fur trade Era (1846) , The settlement era (1885) and the Metropolitan Era of 1905. The Park is open each year starting with the beginning of May through the end of Labour Day. Edmonton is also famous for its humid continental climate with extreme seasonal temperatures and is considered as Canada’s one of the sunniest cities. MAJOR ATTRACTIONS Galaxyland – indoor amusement park located in the north side of the mall considered as second largest in the world with 24 rides of attraction. World Waterpark – world’s largest water park covering approximately 4.9 acres of land including wave pools, sky screamer, twisters and many other water sports. Sea life cavern – an ind oor lake with salt water habitat with a sea lion which is placed beneath the main floor of the mall with submarine facility. Ice palace – located in the centre of the mall, this ring is currently used for other sports like hockey and others. Other attractions include a Professor’s WEM Golf Course, Movie house ( originally with 4 of them, currently running only one) , Ed’s recreation centre housed with bowling alleys, music stage, arcade and restaurant, Fantasyland hotel, Petting Zoo, Gold’s Gym, Nightclub ( Whiskey Jack’s and Empire Ballroom) , four radio stations, theme areas like – Bourbon Street featuring clubs and restaurants according to New Orleans style Europa Boulevard consisting of Eclectic shops, Chinatown catering to Asian population. Alberta Aviation Museum, Telus World of Science, Art Gallery of Alberta, and City Arts Centre are some other important range of tourist spots which can accommodate people of all ages. Downtown Edmont on, the neighbourhood of Edmonton town is a commercial centre housed with Arts and Warehouse District, Rice Howard Way – the CBD of Edmonton and Art gallery of Alberta. The Royal Alberta Museum is located at Glenora which is home for Scottish inspired mansions TOURIST ACCOMODATION WEM consists of some of the most famous hotels in house to accommodate tourists from various destinations. Fantasyland Hotel –

Statement of work Essay Example | Topics and Well Written Essays - 750 words

Statement of work - Essay Example The firm has an annual budget of four million dollars and employs a staff of about 50 employees. Salaries, benefits, and rent constitute nearly 80% of the $4 million dollar budget. Objective The objective is to carry out a financial annual audit of the Purchaser’s resources in accordance with the rules and principles set by the government. Also, the Contractor shall analyze and evaluate the internal control. All the basic financial statements have to be audited by the Contractor that present the Purchaser’s revenues, expenses, and balance. All the currencies shall be expressed in US Dollars including the statements, schedules and the cost rates. Scope The Contractor shall supply all the labor, resources, services that are necessary to perform the annual audit of the Purchaser. An audit of the Purchaser’s financial statements should be performed by the Contractor in accordance with the generally accepted rules and standards laid down by the government for auditing . For the above requirements to be met, the Contractor shall use the guidance provided by the President’s Council to assist the auditing. The Contractor must examine the financial statements that include the revenues received from programs that have been funded by the Purchaser’s company. ... If the financial systems require the application of any information systems then the Contractor shall obtain an understanding of the working of the system considering the internal control and carry out tests to make sure that the system is functioning as intended. In the case of non-operational controls, the Contractor shall also provide evidence to support why any control is not functioning as it should, and shall provide recommendations to improve the system. The above standards shall also be followed by the Contractor while preparing reports including an opinion report, internal control report and reports analyzing the conformity with rules and regulations. Requirements for Financial Audits The Audit Performance: An audit of all the financial statements of the Purchaser’s company shall be performed by the Contractor according to auditing principles laid down by the government and based on the guidance issued by the government relating auditing requirements. The same standar ds shall be followed while preparing reports and other documentations. All the reports shall be incorporated in one Performance Report that shall be received by October 15th, 2013. Documentation: The annual financial audit documentation must include: a) A formal work plan including a schedule for completing the audit at each step, the staff that have been assigned for the audit, and a schedule of the site visits. b) An evaluation of the risks including general risk, control risk, fraud risk and so on. c) The set of audit procedures being followed d) The testing plans e) A memo summarizing the conclusions reached on the findings Internal Control Requirements An understanding of the internal controls shall be acquired in order to plan the audit. A detection risk should be

Year of Impossible Goodbyes by Sook Nyul Choi Book Review Essay Example for Free

Year of Impossible Goodbyes by Sook Nyul Choi Book Review Essay Sook Nyul Choi has written a heart-breaking book about love, brutal, loss, and the agonized life of a little girl, named Sookan, and her family. She has titled it Year of Impossible Goodbyes. The story has a lot of sacrifices and decisions that were hard to make, like this one, â€Å"Please, I beg of you, let’s not waste time talking about my [Aunt Tiger] coming along anymore† (Choi 125). It is a true story based on her experience under the dictatorship of the Japanese Imperial Government during World War II. After the war ended and the Japanese lost, Russia sent troops into Northern Korea to accept the surrender of the Japanese. As the Russian Communists occupy North Korea and threaten Korean civilians, Sookan, the narrator, faces the Japanese, the Russians, and her fight into South Korea. After I read this marvelous novel it reminded me of my family; I assure you it is one of my favorite books, and while I read this book, I learned that I could have different emotions! The novel reminded me of my family because they are always with me while Sookan’s parents, from time to time, were apart from her. Her Grandfather had always reminded them â€Å"Harmony will prevail, after darkness there will be light, yet we cannot have the light without the dark. Better days are bound to come now† as Cabuco 2 some of the family members were away (Choi 46). When I used to be alone at home with my grandfather, he used to tell me something similar to this about always sticking together, but when alone do not lose hope. Inchun reminds me of myself when I was small, because I used to follow my brothers everywhere, and I used to annoy them by whining and crying. This novel became one of my favorite novels because it taught me about pain, sacrifices, and loss. I could feel the pain Sookan went through as I read â€Å"I eard the dogs drawing closer and I thrust my body under the wire. The barbs dug into me. My hair was caught, my clothes ripped, and I could feel the blood pooling in the cuts on my back† (Choi 164). Therefore, they had a lot of sacrifices of leaving their homeland, friends, and the precious things of grandfather. They even lost Kisa, Aunt Tiger, the sock girls, and Unhi. As Sookan says herself â€Å"I wouldnt have lost so much if it werent for the Japanese† (F. , Anna). This statement is actually true because without the sacrifices and losses, they would not have made it for freedom. I also like this book because I think not many books are written about wars whose author has experienced it, but this book was. As I read this novel, I learned that I could have different emotions. At first, I thought it was boring since it had a lot of details and the first chapter was long, but as this story gets to its plot, I got interested as Sookan’s feelings are being expressed. â€Å"Can you blame them? How are they to know there’s anything better? Your Americans aren’t here. I [Aunt Tiger] heard they’re in Japan helping the Japanese! They’re nearby now, but they just don’t care about us,† I felt helpless, annoyed, and disappointed about the situation for being abandoned as I read this quote (Choi 106). I was getting irritated by how brutal the Japanese and Cabuco 3 Russians were treating the Koreans. I felt really annoyed by Inchun’s whining, crying, and complaining. As Sookan and Inchun arrived at their home in South Korea, I felt really lugubrious that they did not find their mother there, as they hoped they would. I felt really happy that they finally reached the South. I also like how the author’s choice of words, as they can really give the reader, like myself, vivid imageries and different emotions. I have no words to explain what I think about this novel, but I can assure that it has become one of my favorite books. As I was reading this novel till the very end, I found myself with different emotions. It reminded me of my parents and I felt so blessed that they were always with me. It is really easy to have a favorite book, but it is hard to know what it has really taught me. This book has really inspired me, that is why it has become one of my favorite books. The author has great choice of words that filled me with different emotions. Above all, I would rate it nine point five out of ten, because ten is reserved for the best book and I was quite bored to it until the novel got to its plot. I really like the part about understanding the life at war from someone, like the author, who has experienced it. I would recommend this book to everyone, especially to the little ones as they know very little about life at war. After reading this novel, the reader will feel really inspired by this wonderful novel from the author who has experienced it all.

Essay --

Kierra Spaulding Media Criticism 3/11/2014 Professor Seong Min Reaction Paper: Killing Us Softly 4 I agree a great deal with the films idea of the media distorting the images of women. In the beginning of the film Jean Kilbourne states that, â€Å"the average American is exposed to over 3,000 ads every single day†. Thus, the advertising industry has the power to impact our outlook on many things in society including women. The issue is that advertisers are not looking out for our best interest; their main goal is to increase profit. As a result, individuals are physically, mentally, and emotionally affected by our culture’s unrealistic ideal image of beauty. I believe that we are constantly presented with this falsehood in the media about loving our bodies; only if our bodies are conveniently situated in what society finds attractive. For example, back in 2010, Victoria’s Secret launched the â€Å"Love Your Body† campaign. While it is very important to encourage everyone to love their body, the women depicted in the campaign all have the same body type. There is nothing wrong with their body type which is considered very slender, tall, long legs, and toned. The issue is that this is the only body presented in the campaign which makes women with other body types feel inferior and not of value. To this day, Victoria’s Secret still chooses to use this particularly slender body type to advertise their lingerie and such. Contrary to Victoria’s Secret, Dove started â€Å"The Dove Campaign for Real Beauty† in 2004. The campaign was started due to the fact that it was necessary to broaden the idea of beauty because it had become limiting and unattainable. The campaign included women of all different sizes as opposed to Victor... ...le more aware of these issues. However, the problems are still not being fixed. In fact, due to the unrealistic ideals of what a women’s body should look like, there are an enormous number of girls starting as young as 6 who hate their bodies to the extent of skipping dinner. Females are driven to the point of anorexia, bulimia, as well as binge eating. Women go on extreme diets that are not realistic to stay healthy causing them to go on excessive binges which in return are even worse. The statement â€Å"If looks could kill† can actually be taken literally because women are trying to â€Å"look† the part while unfortunately killing themselves emotionally, mentally, and physically. Sources Dove Campaign http://www.dove.us/social-mission/campaign-for-real-beauty.aspx Victoria’s Secret Campaign http://www.huffingtonpost.com/2010/03/01/victorias-secret-launches_n_480435.html