Human rights Research Paper Example | Topics and Well Written Essays - 2250 words

Human rights - Research Paper Example The essay is about the critical evaluation of the short story of children of the sea by Edwidge Danticat, who was born in 1969 in the Haiti’s capital. She had the hands on experience of most of the events she mentioned in her different stories. Danticat’s parents left her in Haiti four years after her birth and immigrated to USA. She spends 12 years of her life in Port-au-Prince. In 1981, she went to USA. She felt herself like an alien and in order to break her loneliness she started writing. Her writings started from the memories of her homeland i.e. Port-au-Prince, Haiti. By the time she reached her teenage she realized her quality of writing and started to write Novels. Her work was first published in 1994 with the name of Breath, Eyes and Memory. Her parents tried to make her nurse but after her graduation from a specialized high school she was more inclined towards the writings. Her first published novels i.e. breath, Eyes & Memory, were also served as her Masterâ €™s dissertations and were highly acclaimed by critics. The acclamation also includes Children of the Sea. It was published in 1995. Her collection of the novels and stories were nominated for the National Book Award. The following year Edwidge Danticat was named as the best Young American Novelist by the magazine named as Granta. She lives in the New York City and has become the teacher of creative writing (Boynton and Malin). The story is about the boat on which a revolutionary guy who was on a small boat that set sail for Miami. The young man belonged to Haiti, and he was a university student. Since his university period he became the religionist against the dictator in Haiti. As a result of his revolutionary activities in Haiti against the dictator of the time, the secret police named as Tonton Macoutes raid on his group. The young guy had to be exiled from the Haiti because Haitian Government wanted him. The young man had a girlfriend in his

Miss Representation Essay Example | Topics and Well Written Essays - 1000 words

Miss Representation - Essay Example In addition to this, only 16% are writers, directors, producers, cinematographers and editors. Patriarchy has played a big role about women representation. This paper is going to analyze the power of the media. The paper further analyzes the effects of the negative identity created by the media on the female fraternity hence affecting their roles in the society. The media has been used to portray a negative effect about women and this has further influenced their roles and positions in the world. This is because you can’t be what you can’t see. ‘The media is the message and the messenger’ these were the opening remarks in this documentary by Pat Mitchell who is the president and CEO of Paley Center for Media. The author of The Macho Paradox Jackson Katz argues that people learn a lot from the media that in any other source. On the other hand Jim Steyer the CEO of Common sense Media argues that the media is delivering the content that is shaping our society. Even though women make 51% of the total US population the number that makes it to elite positions in the US is very minimal. The media is to blame for this. The media makes and delivers the news and for this reason most of the things we watch and see is as a result of the trends liked by the media. The media has portrayed the males as dominant over the females. Patriarchy is evident and the female identity has been blurred. Nude pictures are used all over as a way of attraction. The director of this film reveals that despite the 51% female population only 1 7 comprises the congress. To prove that patriarchy is evident the first woman made it in the congress during the 2010 mid-term elections since 1979. Most of the youths are spending most of their times in the media especially through the social sites and they learn a lot from the media which shapes their lives. More especially, the girls are getting the message from a tender age just by watching

What Is Finishing School Marketing Essay

What Is Finishing School Marketing Essay A finishing school is the final polish to your education to make you an all-rounder with a good personality, grooming, excellent personal etiquette and dress sense. A well groomed person with a pleasant personality stands out in a crowd and has a higher chance of ready acceptance in any setting be it the job market, family environment or peer group. Need for a Finishing School None of us can truthfully say that we are perfect and have nothing more to learn. Life is a school with live experiences. At our finishing school we give you the accumulated wisdom of our faculty to help you move up in your life. There are two ways to learn one by making mistakes and the other by learning before you make the mistakes. We believe that we can make a difference in your life by helping you move upward towards your goals and ambitions. Grooming in a Finishing School You learn the art of conversation, the quietly elegant as well as the flamboyant style of dress and grooming, the art of conversation, managing to live within your income, tips on saving and investment, handling aggressive behaviour with calm and poise and to manage your time effectively. This is only an outline of things and each specific need has a program to handle it. The ways of learning in a Finishing School Our programs are FUN and learning has never been so easy. Practical learning always makes for more effective retention and we follow this approach in all areas of our programs. Studies about learning methodology reveal that kinesthetic, visual and auditory learning has a better appeal and makes for better understanding. Our course modules are developed keeping these principles in mind. Age no bar for a Finishing School student A person can enrol in our finishing school at any age between 7 and 70. We believe that there are no barriers to learning. Our primary programmes are aimed at the segment seeking employment immediately or in the near future. These short-term courses help you enhance your basic knowledge and skill and give you additional inputs to make you stand out in the crowd. Programmes for children, teenagers, parents, brides and grooms and the retired person are also available in our finishing school. HISTORY OF FINISHING SCHOOLS: Switzerland is known for its private finishing schools, such as Institut Villa Pierrefeu or Institut Alpin Videmanette (now closed), where Diana, Princess of Wales studied, and Mon Fertile, where Camilla, Duchess of Cornwall was partly educated. The finishing school that made Switzerland renowned for such institutions was the Institut Villa Mont Choisi, founded in the 1870s, which closed in 1995/6. Other notable schools included Institut Chateau Beau-Cedre which closed in 2002. The term finishing school is occasionally used in American parlance to refer to certain small womens colleges, primarily on the East Coast, that were known for serving to prepare their female students for marriage. Since the 1960s, many of these schools have become defunct as a result of financial difficulties stemming from parents decreased interest in paying for such an education for their daughters. FINISHING SCHOOLS IN INDIA: Finishing School is a supplementary training school popular in India that attempts to make-up for deficiencies of low-tier colleges by providing specialized vocational training in technical fields such as computer programming and information technology. The recent boom in the Indian Economy has further enhanced the need for such finishing schools. These IT finishing schools cover technical skills as well as communication and problem solving skills. The biggest advantage of these finishing schools is that these schools cut down the deployable time for a company. Other finishing schools attempt to make up for deficiencies in the Indian secondary education system with regards to math and science education and bring the student up to the level necessary for attending university and gaining admission. For instance, it is not uncommon for Indian students to spend an entire 1 to 2 years studying in a tutorial cram school after secondary education to gain entrance into a top Medical or Engineering school. Western Countries are often flooded by extremely over-prepared and well networked Indian students, to the point of putting their own students at a disadvantage to their own rule and merit based college entrance and scholarship award systems where cram schools are virtually unknown, particular in Engineering and Medicine, areas which the Indian cram school focus on. WELL KNOWN FINISHING SCHOOLS IN INDIA: PRIYA WARRICK FINISHING SCHOOL, NEW DELHI WALCHAND DALE CARNEGIE FINISHING SCHOOL, BANGALORE GOOD SHEPHERD FINISHING SCHOOL, OOTY ECOLE SOLITAIRE, PUNE MODERN DAY FINISHING SCHOOL, MUMBAI SWISS PERSONA FINISHING SCHOOL, NEW DELHI ANOORADHA PATELS FINISHING SCHOOL, MUMBAI RIGHT STEP FINISHING SCHOOL, CHENNAI MAKEOVER FINISHING SCHOOL, GHAZIABAD 1.2 FRAMEWORK of SERVICES PROVIDED Level-1 Elementary level Concept of language Usage grammar Parts of speech Sentence formation skills Dialogue session Creative simple terminology Soft-skill development Different usage of action words Questioning skills Messaging skills Level-2 Advanced level Ideal Introduction Self-Confidence Perfection Session Listening Module Vocabulary Pronunciation Session Preparing Impressive CVs Manners: Request, Offer Permission Art of Thanking People Package for Corporate Executives Communication Skills Business Communication Verbal and Non Verbal Communication Active Listening Behavioral Telephonic Skills Behavior Traits Body Language Tone Presenting yourself Positive Attitude Confidence Building Etiquette Telephone and e-mail Etiquette Mannerism Art of Dressing Conversational Styles Change Management Understanding Change Causes of Change Resistance to Change Acceptance of Change Presentation Skills Public Speaking Presentation by Participants Role Plays Level-B Creativity Brainstorming Session Role Plays Small Projects Time Management Maintaining Time Log Prioritization to Works Art of Delegation Desk Paper Management Leadership Leadership Styles Dos of Effective Leadership Perception for Leadership Leadership by Delegation Team-Work We feeling Factors Blocking Contributing Team-Work Stages of Team development Conflict Management Techniques Practical Cases Stress Management Goal Setting Presentations and Role Plays Video Films Management Games Case Studies Package for Housewives known as Be a perfect lady Level-1 Personality Development Confidence Building Social etiquette: Walking, Talking, Sitting Dinning Etiquette Developing Conversational Skill Improving Body Language, Gestures Postures Personal Counseling Making your Importance felt in your family Level-2 Art of entertaining guest in Hotel Home Accompanying Husband to the Business Party Understanding Man Woman Relationship Advanced Dinning Etiquette Home Management Beverages: Cocktail Mock tail Preparation Developing Styles Special Sessions on Make-up, Hair style, Art of dressing Package for Spoken English Level Fees: Basic Level Rs.4, 000 Intermediate Level Rs.5, 000 Advanced Level Rs.7, 500 Duration: 3 Months Timings: Basic Level Morning: 8:00-9:30 Intermediate Level Noon: 4:00-5:30 Advanced Level Evening: 6:30-8:00 Days: Batch-1: Monday, Wednesday, Friday Batch-2: Tuesday, Thursday, Saturday Crash Courses Duration Fees: 5 Days: Rs.1500 10 Days: Rs.3000 15 Days: Rs.4500 Fees structure Package Fees (Rs.) For Students 5,000 For Corporate executives Level-A Level-B 7,000 9,000 For Housewives 4,500 Spoken English Basic Intermediate Advanced 4,000 5,000 7,500 Computer course Ms-office Tally 4,000 5,000 Crash courses 5 days 10 days 15 days 1,500 3,000 4,500 1.2 (A) Service Features 1.3 PROJECT REASONING: We have chosen to prepare a Project Feasibility Report on Finishing School wherein we have mainly focused on three groups as our target segments: Students Corporate executives Housewives In the context of Ghaziabad (Uttar Pradesh), we think the scope for the growth of our business is high due to following reasons: It is considered that the level of English in Ghaziabad is comparatively low due to influence of vernacular language specially Ghaziabadi. The result of our market survey also reflects the same scenario that the majority of the respondents prefer to join the finishing school to get fluency in English. This aspect can be taken as important opportunity for our business. Due to increasing professionalization of corporate enterprises, demand for well groomed professionals is increasing .To survive in such competitive scenario people are moving to such institutes which help them in grooming their personality and also in bringing best in them by giving their personality a complete touch. In Ghaziabad the competition level in this field being low there is a high growth opportunity available for us. We will survive and expand our business by providing best qualitative services to our customers and by maximizing their satisfaction. 1.4 FUTURE EXPANSION: Our Finishing School, Grooming Persona will constantly update its market knowledge so as to cater to the changing aspirations of our customers by providing such services as would become the paradigm of excellence for others in the same industry. In future we would like to expand our business by opening more branches of our school at various locations. And we are also thinking of having tie-ups with corporate. 1.5 FEASIBILITY STUDY: A feasibility study looks at the viability of an idea with an emphasis on identifying potential problems and attempts to answer one main question: Will the idea work and should you proceed with it? Before you begin writing your business plan you need to identify how, where, and to whom you intend to sell a service or product. You also need to assess your competition and figure out how much money you need to start your business and keep it running until it is established. Feasibility studies address things like where and how the business will operate. They provide in-depth details about the business to determine if and how it can succeed, and serve as a valuable tool for developing a winning business plan. WHY ARE FEASIBILITY STUDIES SO IMPORTANT? The information you gather and present in your feasibility study will help you: List in detail all the things you need to make the business work; Identify logistical and other business-related problems and solutions; Develop marketing strategies to convince a bank or investor that your business is worth considering as an investment; and Serve as a solid foundation for developing your business plan. Even if you have a great business idea you still have to find a cost-effective way to market and sell your products and services. This is especially important for store-front retail businesses where location could make or break your business. For example, most commercial space leases place restrictions on businesses that can have a dramatic impact on income. A lease may limit business hours/days, parking spaces, restrict the product or service you can offer, and in some cases, even limit the number of customers a business can receive each day. COMPONENTS OF FEASIBILITY STUDY legal feasibility technical feasibility human resource feasibility market feasibility financial feasibility LEGAL FEASIBILITY To define the legal and corporate structure of the business. A Legal Feasibility Study may also include professional background information about the founders and principals of the business and what skills they can contribute to the business. Legal feasibility study should include: Description of Your Business Structure Description of Your Organizational Structure Internal and External Principles and Practices of the Business TECHNICAL FEASIBILITY The Technical Feasibility Study assesses the details of how you will deliver a product or service (i.e., materials, labour, transportation, where your business will be located, technology needed, etc.). Think of the technical feasibility study as the logistical or tactical plan of how your business will produce, store, deliver, and track its products or services. A technical feasibility study is an excellent tool for trouble-shooting and long-term planning. In some regards it serves as a flow chart of how your products and services evolve and move through your business to physically reach your market. HUMAN RESOURCE FEASIBILITY It deals with the recruitment and selection of the proper kind of personnel in the various departments and also coming up with the ways of training, developing and retaining them by provision of various incentives and perks relevant to their needs and requirements. MARKETING FEASIBILITY All feasibility studies should look at how things work, if they will work, and identify potential problems. Feasibility studies are done on ideas, campaigns, products, processes, and entire businesses. Feasibility studies assess something and consider both pros and cons. They analyze potential business scenarios. A Marketing Plan maps out specific ideas, strategies, and campaigns based on feasibility study investigations that are intended to be implemented. Think of market feasibility studies as a logistical study and a marketing plan as a specific, planned course of action to take. What should be Included in a Market Feasibility Study? Things to Include in a market feasibility study include: Description of the Industry Current Market Analysis Competition Anticipated Future Market Potential Potential Buyers and Sources of Revenues Sales Projections FINANCIAL FEASIBILITY A financial feasibility study projects how much start-up capital is needed, sources of capital, returns on investment, and other financial considerations. It looks at how much cash is needed, where it will come from, and how it will be spent. A financial feasibility study is an assessment of the financial aspects of something. If this case, for starting and running a business. It considers many things including start-up capital, expenses, revenues, and investor income and disbursements. Other portions of a complete feasibility study will also contribute data to your basic financial study. A financial feasibility study can focus on one particular project or area, or on a group of projects (such as advertising campaigns). 1.6 WHAT IS SERVICE? A service is any act or benefit that one party can offer to another that is essentially intangible and does not result into ownership of anything. CHARACTERISTICS OF SERVICE: No Characteristics Marketing Implications Strategies 1 Intangibility No storage No ready display Communication problem Pricing difficulties Tangible clues like documentation Personal sources Word of Mouth Organizational image Post purchase communication 2 Inseparability Consumer Involvement in production Personal Selling Demand-Supply Match Selection training of contact person Manage consumers Multi-site location 3 Variability Difficulty in standardization Difficulty in Quality Control Service blue-print Training Internal External Customer satisfaction survey Staff monitoring 4 Perishability No inventorisation Complementary service Reservation system Part time employees during peak time Future expansion Complementary services 1.7 PARTNERSHIP DEED: DATE TIME: This agreement of partnership deed will execute on 1ST APRIL, 2013. Name Address of Partners Adrika Sharma- B-9, Shiksha Niketan Appts, Sec-5, Vasundhara Shefali Sharma- Kala Vihar, Mayur Vihar Extension, New Delhi Bhumika Yadav- B-16, Kaushambi, Ghaziabad A] NAME The business of the firm will be carried on under the name Grooming Persona. However the partners shall be entitled to change the name of the firm as agreed upon. B] BUSINESS OF PARTNERSHIP The business of the firm will be to provide training that results into development grooming of ones overall personality and makes him marketable in this cut-throat competitive market. C] DATE OF COMMENCEMENT The date of commencement of partnership is 1ST APRIL 2013. D] PLACE OF BUSINESS The principal place of the business of the firm will be at Address: 4th Floor Swapnil Complex, Raj Nagar Extension, Ghaziabad, Uttar Pradesh E] DURATION It is not fixed. F] CAPITAL The initial capital of the firm will be Rs.12,30,000 equally contributed by all the 3 partners. G] DRAWINGS Drawings can be made by the partners as many times as he wish in the year taking into account the respective accounts. H] INTEREST We will be giving the interest of 5% on capital and we will be charging the interest of 6% on drawings. I] SHARE IN PROFIT OR LOSS Profit or loss of the firm will be shared equally among all the partners. J] ACCOUNTS The books of accounts of the firm will be closed once in a year preferably from April 1 to March 31. K] BANK ACCOUNTS That the bank account of the firm will be maintained in SBI, Vasundhara branch in the name of the firm which 2 of the working partners would be entitled to handle as agreed by all the partners. They shall be authorized to avail all type of facilities in the name of the firm that are generally allocated by the banks. TECHNICAL FEASIBILITY STUDY: 2.1 Plant Layout: 4,500 sq ft 2.2 Equipments: LCDs, computers, audio-video materials, Library, computer lab will act as a physical evidence. 2.3 PROCESS OF PROVIDING SERVICES: EntryOur Service delivery process will be as follows:- Inquiry about the courses offered Customers can be Students, Corporate executives or housewives Is he interested in joining school? Exit End Follow up ask the reasons for not joining c Admission Process (Collection of fees and advancing receipts) Training/Teaching End Evaluation at the end of the course End Awards and Certificate to them who successfully complete the course Exit 3. MARKET FEASIBILITY STUDY: 3.1 7 Ps of Marketing: Service Product level chart No. Level Service Offers 1 Core benefit Personality development 2 Basic product Qualitative teaching by competent faculties Lucid Study materials With library lab facility 3 Expected product Good infrastructure Regular classes Good interior exterior Competent faculties 4 Augmented product Individual attention Cultural activity celebration Well equipped Library Lab Video-conferencing Ergonomics aesthetic arrangements 5 Potential product Indoor games Health meditation facilities Personal coaches Better life career opportunity Price refers to Value for money. In our case Price refers to the course fees. Taking into account all the factors stated below we have determined most competitive price for our training packages. Price = Quantity of money received by service provider Quantity of service received by the customer Pricing Methodology: Our Pricing strategy is based upon Going rate pricing method. We have decided the fees structure for various training package which is nearer to the fees charged by our rivals so as to compete with them. Pricing Objectives Primary Objective: Being new entrant in this industry the primary objective of our pricing strategy is Survival and profit maximization. Secondary Objective: Once we get established in the market and achieve brand reputation then we would like to maximize our market share by opening new branches of our school and also by developing web portal to provide our services. Place refers to the physical existence of the service outlet where the customers will come into the direct inter course of the service provider and where services will be delivered by the service provider and received by the customers. Our Finishing school will be situated in the heart of the city. Address: 4th Floor Swapnil Complex, Raj Nagar Extension, Ghaziabad, Uttar Pradesh Location Analysis Reasons for selecting the Location: We have hired the place on rent of Rs.4500 per sq ft. The reasons for selecting this place are as follows. Proximity to Customers: Raj Nagar Extension is considered to be both commercial as well as residential area. There are many colleges situated in this area o we will easily get access to our target segments. Transportation Facility: This area has well developed transportation facility with easy and speedy access to various means of transportation like buses, auto-rickshaws etc. Diverse income Groups: This area is considered to be economically developed area we can have access to the customers belonging to diverse income group. Better Infrastructure Low Cost: The infrastructure like access to transportation, energy, lift facility, communication facility is also very good. Rent is also reasonable compare to construction cost of the school in that context it has been selective option to hire the place in this location. Characteristics of Service Outlet Flexibility in Consumption High Flexibility in Production Low Flexibility in consumption: Availability of different timeslots to our customers will make the consumption flexible for them. Flexibility in production: It will be low at the initial level as there are no other branches or franchises of our school so there will be only single place for delivering our services. Once we get established in the market, we are thinking of expanding our business by opening new branches of our school and also by developing web portal to provide our services. The success of any new business entity depends on how well it has been able to create awareness about its products or services in its target segment so as to induce its consumption by customers. Promotion policy of business plays major role in this. Major means of promotion to be used by us are: Advertisement: Newspaper It will be the major mean of advertisement for our finishing school. We will be giving advertisement in, The Times Of India and in Ghaziabad Samachar. Leaflets with newspapers This will be the second mean of advertisement to be used by us wherein the leaflets of our finishing school will be attached with the newspapers. Hoardings We will be hiring the place like Vijay cross road, and Vastrapur for placing our hoardings. It refers to the managing both internal customers that is the human capital of business involved in the service delivering process and external customers those who will actually consume the services. Managing Internal Customers Elements: (1)Recruitment selection: We will be giving recruitment advertisement for faculties, receptionist and peon in The Times of India, Ghaziabad Samachar and Mail Today. . (2)Motivation: The employees will be provided with following monetary and non-monetary benefits like bonus, picnic, and celebration of cultural activities, awards and certificates. Besides we will also follow suggestion box scheme. (3)Team work:- It is the team spirit on the part of the employees which is behind the success of any business entity. The culture of our organization will be such that will help in imbibing this spirit in our employees to provide qualitative service to customers. We will be having a meeting twice in a month to discuss important issues of business. (4)Customer education:- It is necessary for the employees of the organization to know who their customers are, what are their requirements and accordingly deliver the services to give them maximum satisfaction. In our case the major role in service delivering process will be played by counselors and faculties. We will create a kind of environment that updates them about the changing customer requirements continuously like by way of Feedback Form to be filled by our customers who have already availed our services and asking for their suggestion for further improvements. No. of Employees: 12 Official Working Hours: 9:00am-9:00pm Designation No. of employees Working hours Centre Head 1 10:00am 8:00pm Counselors 2 10:00am 8:00pm Faculty Full time = 4 Visiting = 2 As per batch hours Receptionist 1 10:00am 6:00pm Peon 1 9:00am 9:00pm Sweeper 1 9:00am 11:00am 3:00pm 5:00pm Managing External Customers Elements: Characteristic of external customers influencing the Service Provider: Demographic factors like Education and family background, Occupation, Income, attitude aptitude, involvement of customer in the service delivering process, experience of customers, awareness perception has direct influence on the service provider. Awareness, Training Education of customers: The prime work on our part will be to make potential customers aware of our services by using various media like newspapers, hoardings, leaflets etc. Once they approach to our school for inquiry, this task will be handled by our counselors to create in them for joining school and once they join the school then responsibility of their training will be shouldered by our competent faculties. Services being intangible it is difficult to touch, and judge them so it becomes necessary for marketer to tangibalize the intangible so as to provide customers with various clues to make purchase decision. This task is performed by physical evidence. The physical evidences for our services will be as follows:- Name: Grooming Persona Punch Line: THE ULTIMATE FINISHING SCHOOL 3.2 MARKET SURVEY AND ANALYSIS: STEPS (1)Define the Problem Research Objectives: Market research is undertaken to achieve particular objectives by acquiring necessary information. The prime objective of our research is to find out scope and feasibility for establishing Finishing School in Ghaziabad. Other Objectives: To get the information regarding the number of finishing schools existing in the Ghaziabad. To find awareness level of people regarding finishing school. To find the potential market for new finishing school. To find out process of establishing new finishing school. To determine the competitive fees structure to attract maximum customers. (2)Develop Research Plan: Sources of data: Primary data: It is the first hand information collected by the researcher for its research purpose. For us primary sources of data collection were Visit of various Finishing schools People:-We have surveyed 1000 people of Ghaziabad for this purpose. Secondary data: The data collected from external sources where it was already existing for research purpose is known as secondary data like from Newspapers, Magazines, Internet etc. Data collection method Research approach:-Survey Approach Research instrument:-Questionnaires for consumers Sampling Plan: It mainly contains following 3 components. (1)Sample unit: It represents the target population for the survey. We mainly targeted students, corporate executives, and housewives living in Ghaziabad. (2)Sample size: The survey was of 1000 respondents (Male Female) of Ghaziabad city. We bifurcated them based upon their income level and occupation to make sample more representative of population. (3)Sampling Procedure: Convenience Method: We have surveyed conveniently accessible respondents like students of various schools and colleges of Ghaziabad and corporate executives and housewives residing I our nearby area

What is Freedom To Me? :: essays research papers

What Freedom Is To Me   Ã‚  Ã‚  Ã‚  Ã‚  Since July 4th, 1776 the United States has a free country. Citizens of the United States have freedom of speech, religion, and many other things. Webster’s definition of freedom is, â€Å"the condition of being free of restraints.† To me freedom plays a large role in my life. Three things that would be freedom for me are going where ever I wish, actions without negative consequences, and morality to my standards.   Ã‚  Ã‚  Ã‚  Ã‚  The first example of freedom for me would be being able to go where ever I want. Although most of the world is civilized and there are many forms of transportation, some places are considered off-limits. I believe that the only God or the creator of this world can set the boundaries. I was with my uncle and we were driving by a lake, and there was a small island in the center. This lake was off road and gated. He saw me staring at it during sunset and he said to me in Spanish what a shame you can’t enjoy that place, â€Å"Es tu mundo.† He meant that it’s my planet and my life, and that it’s not fair that you can’t live where you want.   Ã‚  Ã‚  Ã‚  Ã‚  The second example of freedom for me would be doing actions without negative consequences. Although most things with negative consequences are bad and/or inappropriate, freedom in my eyes legalizes anything, from jaywalking to legalizing drugs. Freedom would allow one to consume whatever he/she want, live wherever he/she desires, and say whatever he/she pleases. Some people get incarcerated for lighting off fireworks, or graffiti, even though that’s just a way for them to express themselves.   Ã‚  Ã‚  Ã‚  Ã‚  The third example of freedom for me would be morality up to my standards. In Europe, exposing the upper body of a female is natural and not strange to others. A lot of things that people do or ways they act is due to society. To find ones true self you must not care about what society says to care about and just be your own person.

Student assessment methodologies related to the EHEA

This paper concerns university instructors ‘ ratings of their pupils ‘ competencies ( cognition and accomplishments ) and discusses student-centred and competency-based higher instruction in the European Higher Education Area ( EHEA ) . The statement is that a dramatic displacement of focal point has taken topographic point in European higher instruction, from teacher-centred to student-centred instruction, and instructors in this system need to familiarise themselves with this displacement and the related constructs. For illustration, the course of study and appraisal methodological analysiss in today ‘s universities emphasize competencies and concentrate on what pupils can execute and how these competencies can be related to work. In order to get a comprehensive apprehension, cognition about the historical roots behind student-centred instruction and competence development may be required, and this paper attempts to supply some of this information. With these new penetrations, a pick will necessitate to be made: should these tendencies be resisted and the old methods of supplying classs be adhered to, or should the air currents of alteration be accepted and versions be made – or possibly the best pick lies someplace in between these two options? Regardless of one ‘s emotions, such a personal pick should be based upon and motivated by the best information available.The Bologna Process and the EHEAThe European Higher Education Area, EHEA, is an international undertaking in Europe and beyond, in which higher instruction systems are made more crystalline and in sync with one another. Founded in 2010 as a consequence of the Bologna Declaration ( 1999 ) , it presently comprises 47 national provinces and a figure of advisory organisational members. The historical roots of the Bologna Process can be traced back to a figure of earlier understandings ; it is of import to pay attending to these in order to to the full understand the proced ures and the EHEA of today. The 1997 Lisbon Recognition Convention and the 1998 Sorbonne Declaration The Lisbon Recognition Convention is an understanding between a figure of member provinces of the Council of Europe and a figure of of import provinces in the field of higher instruction, including, for illustration, Australia, Canada, New Zealand and the USA. The Convention stipulates that grades and periods of survey must be recognised â€Å" unless a significant difference can be shown † ( Lisbon Recognition Convention, 1997, p. 7 ) by the establishment that is charged with acknowledgment. The Sorbonne Declaration, signed in 1998 by four European states ( France, Germany, Italy and the United Kingdom ) , was an understanding sing higher instruction with the intent of coming to a common apprehension and working together to promote survey periods abroad, to better excellence in survey and research, to develop a common apprehension of instruction and acquisition and to promote cooperation. In order to enable comparing, the Sorbonne Declaration put frontward a system of rhythms and a system of credits ( the European Credit Transfer System, ECTS ) . The Declaration ends with a call to other provinces â€Å" to fall in us in this aim and aˆÂ ¦ [ to ] all European Universities to consolidate Europe ‘s standing in the universe through continuously improved and updated instruction for its citizens † ( Sorbonne Declaration, 1998, p. 3 ) . The 1999 Bologna Declaration and the ECTS system The 29 states that signed the Bologna Declaration in 1999 agreed to back up the thoughts expressed in the Sorbonne Declaration and to co-ordinate policies in order to make a figure of aims, peculiarly to â€Å" set up the European country of higher instruction and to advance the European system of higher instruction world-wide † ( Bologna Declaration, 1999, p. 3 ) . Among the chief stakeholders in the Bologna Process-a procedure implemented from 1999 through 2010-were the European University Association, the European Association of Institutions of Higher Education, the European Association for Quality Assurance in Higher Education, the Council of Europe, the European Commission, UNESCO, the European Students ‘ Union, and the assorted authorities curates responsible for higher instruction ( Heinze & A ; Knill, 2008 ) . The stakeholders held a figure of semiannual meetings in Paris ( 1999 ) , Prague ( 2001 ) , Berlin ( 2003 ) , Bergen ( 2005 ) , London ( 2007 ) , and Leuve n and Louvain-la-Neuve ( 2009 ) . The Bologna Declaration is non a lawfully binding papers ; alternatively, it is an understanding in which the participating states voluntarily synchronise their systems of higher instruction based on thoughts antecedently expressed in the Sorbonne Declaration ( 1998 ) . This synchronism implies that pupils ‘ makings are defined in footings of larning results, instead than in footings of the length of survey, which, in bend, means that the basic unit has shifted from the figure of professor contact hours to student work load. It besides requires the acceptance of determined degrees of higher instruction makings, for illustration the unmarried man ‘s and maestro ‘s grades. The European Credit Transfer System ( ECTS ) , which was discussed in both the Sorbonne and the Bologna declarations, is based on the work load required by the mean pupil to accomplish the aims of a class, that is to state, to successfully finish the work required and go through the obligatory scrutinies, which in bend are based on the class ‘s course of study and expected larning results. The ECTS is an instrument implemented to acknowledge pupils ‘ study-periods, but it is of import to retrieve that the intent of the original Declarations, including the debut of the ECTS system was non merely to help pupils. Another-equally important-purpose was to sharpen Europe ‘s fight, as Adam ( 2001 ) reminds us. The politicians and policy shapers did non outline the Sorbonne and Bologna declarations based on unselfish philanthropic gift, instead they were concerned â€Å" about the nature and fight of European higher instruction † ( Adam, 2001, p. 292 ) . Student-centred instruction and acquisition results The footings student-centred instruction and larning results ( Otter, 1993 ; NCIHE, 1997 ) are given outstanding topographic points in the Bologna Process and in the paperss released by the higher instruction curates. The Leuven/Louvain-la-Neuve Communique from 2009, for illustration, discusses the importance of student-centred acquisition ; in it, the curates stipulate that student-centred larning â€Å" requires authorising single scholars † and â€Å" new attacks to learning and larning † , every bit good as â€Å" effectual support and counsel constructions and a course of study focused more clearly on the scholar † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . Student-centred instruction includes the possibility for pupils to take their ain survey waies during their old ages at higher instruction establishments and sections. The curates acknowledge this and reason that the curricular reform taking topographic point in the EHEA will â€Å" be an on-g oing procedure taking to high quality, flexible and more separately trim instruction waies † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . From reading the Communique , it is clear that the curates are confident that student-centred acquisition should be the end of the course of study reforms during the Bologna Process. The term larning results is besides conspicuously discussed in the ministerial communiques, such as the Berlin Communique from 2003. Competence-based instruction The construct of competencies has been used in assorted educational scenes over the last decennaries, both in the USA and in Europe. In the context of the Bologna Process, the term was used in the Bologna Declaration, which stated that â€Å" a Europe of cognition † was an of import factor for growing and for supplying Europe ‘s citizens with â€Å" the necessary competencies to confront the challenges of the new millenary, † ( Bologna Declaration, 1999, p.A 1 ) . The construct was besides extensively used in the Tuning Educational Structures in Europe undertaking. The purpose of the Tuning undertaking, which began in 2001, was to tune the educational constructions in European higher instruction and to ask for argument sing â€Å" subject-specific and general competencies † ( Tuning, 2002, p. 3 ) . At the Prague Ministerial meeting in 2001, it was stated that Europe ‘s citizens should be able to â€Å" efficaciously utilize their makings, competences and accomplishments † throughout the EHEA ( Prague Communique , 2001, p. 1 ) . It is interesting to detect that the Prague Communique uses the term â€Å" competences † , alternatively of â€Å" competencies † , unlike other communiques-it is non clear if this was a witting determination from the curates. Four old ages after the Bologna Declaration, the construct of competencies was besides discussed in the Graz Declaration ( 2003 ) , published by the European University Association ( EUA ) , where a continued development of a common definition of competencies was emphasised. Subsequently the same twelvemonth, when the curates responsible for higher instruction met in Berlin, they acknowledged the statement put frontward in the Graz Convention ( Berlin Communique , 2003 ) . Therefore, the Berlin Communique states that the member provinces should â€Å" lucubrate a model of comparable and compatible makings † ( Berlin Communique , 2003, p. 4 ) and that this model should depict makings in footings of larning results and competencies. In the same communique , the curates besides declared the demand to reaffirm the Lisbon Recognition Convention and to heighten the fight of European higher instruction. The EUA ‘s following of import papers, the Trends-IV Report ( 2005 ) , was published prior to the meeting of European higher instruction curates in Bergen in 2005. The study indicated that â€Å" some agnosticism † existed in certain parts of Europe towards the thought of competence-based instruction. The study besides addressed the fact that differences sing learning attacks and â€Å" the grade to which student-centred acquisition [ was a portion of ] †¦ the mundane life at universities † prevailed ( Trends-IV Report, 2005, p. 48 ) . The curates go toing the 2005 Bergen meeting took note of the consequences and suggestions presented in the Trends-IV Report and discussed the demand for continued work in the EHEA. An overarching model for makings was adopted for the undergraduate, maestro and post-graduate degrees, every bit good as forms for each rhythm, â€Å" based on larning results and competencies † ( Bergen Communique , 2005, p. 2 ) . In 2007, competencies were briefly mentioned in the London Communique , in which the European higher instruction curates concluded that higher instruction should play a strong function in â€Å" raising the degree of cognition, accomplishments and competencies in society † ( London Communique , 2007, p. 5 ) . In this Communique , the curates discuss the ways in which developments have brought them â€Å" a important measure closer to the realization of the European Higher Education Area † and reference that this country has been developed in a mode that will â€Å" ease mobility, addition employability and strengthen Europe ‘s attraction and fight † . Competences were besides briefly mentioned in the Leuven/Louvain-la-Neuve Communique in 2009. The Communique , which was agreed upon in April 2009 by the curates responsible for higher instruction in the so 46 states of the Bologna Process, discussed the importance of employability and asserted that â€Å" higher instruction should fit pupils with the advanced cognition, accomplishments and competencies they need throughout their professional lives † ( Leuven/Louvain-la-Neuve Communique , 2009, p. 3 ) . In March 2010, the curates of the states take parting in the Bologna Process adopted the Budapest-Vienna Declaration and officially launched the European Higher Education Area. The curates continued to admit the importance of supplying pupils with the chance to get â€Å" cognition, accomplishments and competencies † and agreed that the acquisition environment should â€Å" further student-centred acquisition † ( Budapest-Vienna Declaration, 2010, p. 2 ) . Recognition was besides given to the original Bologna Declaration of 1999 and its vision for 2010, in which pupils would profit from just acknowledgment of their makings.The impact of the Bologna Process in the EHEATherefore far, student-centred and competency-based instruction and pupils ‘ competencies on the pan-European policy degree have been discussed. However, it is every bit of import to turn to these facets from regional and national positions in order to to the full appreciate and understand the challen ges posed to instructors and staff at the establishments and sections that constitute the EHEA. An increased force per unit area on higher instruction establishments and sections The mundane determinations made at higher instruction establishments are influenced by complex issues, doing it hard to expect extroverted alterations and the practical deductions of these alterations ( Newton, 2003 ) . The Bologna Process, and the creative activity of the EHEA, has increased faculty members ‘ work load. Furthermore, increased competition between different higher instruction establishments to enroll pupils and staff has been observed. Rapid and extremist alterations in educational methods have besides taken topographic point as a effect of the important developments in computing machine and Internet-based instruction. The new type of pupils, who are much more familiar with using the cyberspace in order to obtain information, puts new demands on the establishments of higher instruction in footings of advanced larning methods, such as unfastened and distance acquisition, with support from information and communicating engineerings ( ICT ) . These demands are coup led with an increased force per unit area on higher instruction establishments, managers and caputs of sections to be accountable and to go through the audit from assorted governments and regulating organic structures. In amount, these tendencies add to the overall challenges faced by educational suppliers who deal with issues related to learning and larning on a day-to-day footing in order to program and put to death high quality instruction and pupil appraisals. The drawn-out debut procedure – an illustration from Portugal The debut of the Bologna reform within each member province has been a drawn-out procedure. In Portugal, for illustration, the execution of the Bologna procedure has taken rather some clip and has caused stakeholders a certain sum of problem. One ground for these jobs can be attributed to â€Å" the elaborate and normative traditions of the Lusitanian statute law † , harmonizing to Veiga & A ; Amaral ( 2009, p. 57 ) . In a 2006 study of higher instruction establishments in Portugal, Veiga and Amaral ( 2009 ) demonstrated that universities had high outlooks â€Å" of more horizontal mobility activities † on the maestro ‘s degree after the Bologna Process was implemented. However, this expected addition in mobility has non manifested itself, partially as a consequence of jobs with â€Å" the articulation between rhythms † and â€Å" some deficiency of coherency between the different types of Masterss being developed † ( Veiga & A ; Amaral, 2009, p. 61 ) . Veiga & A ; Amaral besides report issues associated with the incorrect usage of the ECTS system in Portuguese higher instruction. Veiga & A ; Amaral ‘s ( 2009 ) information indicate that the precedence among many establishments was to travel from a learning paradigm to a student-centred acquisition paradigm, stating, â€Å" Lusitanian higher instruction establishments saw Bologna as a window of chance to present pedagogic and curricular reforms without aiming [ other reforms ] to the ends of Bologna † ( Veiga & A ; Amaral, 2009, p. 62 ) . Veiga and Amaral concluded that the execution of Bologna in Portugal has been â€Å" achieved in name merely † ( Veiga & A ; Amaral, 2009, p. 67 ) , as a effect of the velocity by which the Bologna Process was implemented and the deficiency of information and legislative support from the authorities. The challenges of module development and preparation – an illustration from Spain Diaz, Santaolalla & A ; Gonzalez ( 2010 ) conducted a survey of attitudes among module and of the sensed preparation demands among these professors, to react to the challenges of the EHEA. The survey, which included 257 university instructors in humanistic disciplines, societal scientific disciplines, experimental scientific disciplines, wellness, and engineering from the Complutense University of Madrid, focused on the EHEA and policy devising in general. In peculiar, the survey focused on the cognition and attitudes among these module members and the sensed preparation demands for the instructors based on the demands of the EHEA. The consequences show that about one tierce of the instructors report that they possess merely superficial cognition about the EAHE, and about one 3rd province that they are non certain how the EHEA-induced alterations will impact them as instructors. 66 % of the sample indicated that there is a demand to alter learning methods, but at the same clip 57 % d o non believe that the structural conditions of the establishment and their sections will back up the development work needed to suit the instruction that is being offered to the demands of the EAHE system. Based on their consequences, Diaz, Santaolalla & A ; Gonzalez ( 2010, p.A 112 ) provinces that â€Å" module preparation causes a batch of passion to billow † and that it likely will do it even more hard to plan this type of plans. The usage of the construct of competence-based instruction The term competence-based instruction has been contested, and certain persons have argued that it is merely a term used by policy shapers for political and societal grounds, instead than resting on a scientific footing. Hodge ( 2007 ) , for illustration, notes that the term competence-based ( or performance-based ) instruction has been used for decennaries to intend different things, and claims that policymakers in Europe presently use it as a bombilation word and as a conceptual footing for redesigning course of study and learning scenes within the EHEA, based on a political docket. Indeed, the term competence-based ( or performance-based ) instruction has long been used in assorted educational scenes and by different organisations, such as the American Association of Colleges for Teacher Education ( AACTE ) . For illustration, the AACTE appointed a Committee on Performance-Based Teacher Education in the early 1970s, which issued a list of features of successful performance-based instruction ( Elam, 1971 ) . Harmonizing to this list, competencies to be demonstrated by the scholar, e.g. a pupil, should be stated in order to be able to measure the scholar ‘s behavior. The standards to be used in this appraisal should besides be expressed and should depict the degrees of competencies. Furthermore, the instructional programmes, that is to state, the classs, should assist develop scholars ‘ competencies, and the appraisal of the pupil ‘s competencies should use public presentation as the primary beginning of grounds ( Elam, 1971 ) . At least a part of the historical roots of the construct of competence-based instruction lies in the USA, the Cold War epoch ( 1950-1970 ) , and the technological competition between E and West ( Hodge, 2007 ) . The initial success of the E, with its Sputnik programme at the terminal of the 1950s, for illustration, was a irritant in the West ‘s side and in its instruction and preparation programmes. In the USA, extended probes and reorganisations of schooling and professional programmes were undertaken. One consequence of this check-up was that the educational focal point shifted from academic cognition to practical and applicable competencies and utile results. Teacher instruction in the US was besides affected by this probe, as educational programmes were reorganised. The instructor instruction programmes were reformed to concentrate more on single demands and existent work demands, and, as a effect, alterations in appraisal besides took topographic point, with a stronger acc ent on measuring public presentation and discernible results. In the late sixtiess, for illustration, the American authorities issued instructions to the establishments responsible for teacher instruction to develop new course of study with a stronger focal point on public presentation and behavioral results, competencies to be learned and the rating of these public presentations, results and competencies ( Hodge, 2007 ) .Appraisal and scaling in the EHEATherefore far, the constructs of student-centred and competency-based instruction in the EHEA have been discussed. Our attending will now turn to university instructors ‘ ratings of their pupils ‘ competencies. Different appraisal formats Methods of measuring and rating undergraduate pupils vary across Europe ( Sullivan, 2002 ; Karran, 2004 & A ; 2005 ) . Numerous attacks to assessment and assessment methods proving a scope of accomplishments and abilities exist. The most common method is to allow the pupils write tests, essays or studies, but there are many other attacks used for appraisal, such as self- and peer appraisal and workplace-based appraisal in off-campus locations. It is of import for instructors to use the optimum attacks and methods, based on the classs ‘ course of study, and to give pupils a mix of attacks and methods, thereby enabling them to show the scope of their abilities. Traditionally, it is the instructor who assesses the pupils, but coachs in supervised vocational preparation pattern or director off-campus may besides analyze and rate the learning advancement of pupils, presuming that they are prepared for this undertaking and that they receive support. Regardless of who assesses the pupils, it is of import that the rating is based on clear and available standards and defendable grounds ( Brown, 1999 ) . Scoring and rating pupils In higher instruction, there are numeral tonss and classs. Classs are frequently given in the signifier of letters ( or some other descriptive component ) and are applied to peculiar public presentations. A passing class is frequently achieved when certain standards, designed to set up whether pupils have reached a minimal degree of competence, are met. The scaling of pupils, i.e. the procedure by which a instructor assigns values to a pupil ‘s public presentation ( for illustration 1-10 or A-E ) , plays a important function in higher instruction. Classs are of import to such interested parties as possible employers, Ph.D.-programme admittances commissions and bookmans, who analyse the effects of educational scenes ( Davies & A ; Graff, 2005 ) or who analyse the prognostic cogency of classs, that is to state, to what extent classs from classs can foretell future public presentations in alumnus classs and in professional life ( Taylor & A ; Albo, 1993 ; Gonnella, Erdmann & A ; Hoja, 2004 ) . But above all, classs are of import to the pupils themselves. Previous research confirm that pupils hold strong positions about appraisal and scaling, and these positions influence the ways in which pupils approach larning and analyzing ( Sambell, McDowell & A ; Brown, 1997 ) . Student-centred appraisal In the European Higher Education Area, appraisal is regarded as something meant to heighten pupils ‘ acquisition ( Leathwood, 2005 ) . Therefore, assessment governments and formats are get downing to alter, going formative instead than simply summational. In add-on, the possibilities of utilizing a assortment of appraisal techniques, including self- and peer appraisal and problem-based acquisition and appraisal techniques, deserve to be explored ( Segers & A ; Dochy, 2001 ) . The job, from the position of instructors who are used to multiple pick questionnaires and similar trials, is that these modern appraisal signifiers are perceived to hold lower degrees of dependability and cogency. Furthermore, appraisal in the EHEA will besides be more practical and non-academic, instead than simply scholastic and for the exclusive intent of fixing undergraduates for post-graduate surveies. During the last decennary, involvement among educational suppliers in inquiries sing appraisal and scrutiny has increased, every bit good as in how different methods of appraisal affect pupil acquisition ( Wilson & A ; Fowler, 2005 ; Leathwood, 2005 ) . It has become more and more common for university and college instructors to utilize formative appraisal, instead than merely summational appraisal, to heighten pupil acquisition ( Segers & A ; Dochy, 2001 ) . Formative appraisal is an rating whose intent entails modifying and/or bettering an educational class or the pupils ‘ acquisition environment, based on information obtained during the class. Summational appraisal, on the other, refers to the traditional method of measuring pupils ; it takes topographic point at the decision of a class, with the intent of finding the class ‘s effectivity and the pupils ‘ classs ( Roos, 2005 ) . The relationship between classs and future workplace success Research concentrating on classs and workplace public presentation after graduation makes usage of two theories: cognitive accomplishments theory claims that pupils develop their cognitive accomplishments during their clip at the university and that their degrees of public presentation are seeable in their classs. These accomplishments so lead to success in the workplace, and, since productiveness is rewarded with increased net incomes, â€Å" a positive relationship should be between academic accomplishment and net incomes † ( Donhardt, 2004, p. 281 ) , as â€Å" the more educated the employee, the more productive he/she isaˆÂ ¦ and that employers reward more extremely educated workers with higher wage † ( Donhardt, 2004, p. 273 ) . Meanwhile, Certification theory claims that occupation appliers ‘ certifications ( grades and sheepskin ) are what affairs to employers, instead than classs. Harmonizing to this theory, classs have no influence on future net inco mes. Donhardt ( 2004 ) studied net incomes ‘ results by researching the anticipation and growing of net incomes over the first 3 old ages following graduation. Classs were the step of academic achievement, and net incomes were declarative of the value ascribed to an person. Donhardt wished to find whether accomplishment in college, as measured by class point norm, can foretell the growing of net incomes over clip. He expected â€Å" rate point norm to be cardinal in the relationship † ( Donhardt, 2004, p. 281 ) . However, his consequences indicated that class point norm had small impact on net incomes. GPA was non a important variable and had really small correlativity with net incomes. Nor did pupils with high classs experience significantly higher growing of net incomes over clip when compared with pupils with lower classs. Donhardt concluded the enfranchisement theory, which claims that occupation appliers are frequently screened based on their university grades, since gra de certifications designate the pupil as a difficult worker, to be more plausible. This determination is nil new to research workers in higher instruction. In old research, Pascarella and Terenzini ( 1991 ) , for illustration, have demonstrated that a positive association exists between holding a college or university grade and success in the workplace.Looking in frontThe following Ministerial Meeting will be hosted by Romania in Bucharest on April 26-27, 2012. At this meeting, the curates will look into the advancement that has been made in the Leuven/Louvain-la-Neuve docket and will endeavor to drive it frontward. The undermentioned ministerial conferences will be held in 2015, 2018 and 2020. What can be expected in the close hereafter with regard to higher instruction in Europe? Competency-based instruction and student-centred appraisal methodological analysiss will most surely continue to be utilised, merely as the merchandisation of higher instruction seems likely to go on. Glo bal economic factors will go on to act upon educational systems and the labor markets, and higher instruction establishments will confront even ferocious economic competition from one another. This paper has described the general understandings and the international character of the Bologna Process ; the assorted histrions and administrations involved have merely been superficially outlined. Many more constructions and factors impact the Bologna Process and impact the EHEA. For the establishments and sections, it is critical to be witting of constructions and factors on the local degree, for illustration in the planning and execution of professional development and preparation for university instructors and other staff. In these attempts, it is of import to admit, for illustration, â€Å" the instructors ‘ ain demands, the possible differences associated to scientific Scopess, and academic and age class † , as Diaz, Santaolalla & A ; Gonzalez ( 2010, p. 117 ) reminds us.

Book Review on “Fat Girl” Essay

Book Review Obesity is an upcoming and extremely prevalent phenomenon in America today. Author, Judith Moore of the book â€Å"Fat Girl† discusses some of the issues fat girls face. Her book is less about every stereo-typed fat girl and more about her story individually. Judith Moore chooses to take a different route, instead of complaining continuously about being fat, she explains in depth why she believes she is fat. She is not lazy; she expresses her knowledge of diets and her experiences of strenuous work outs but ends with little to no results. ‘My flesh resists loss. My fat holds on for dear life, holds on under my bratwurst arms and between my clabber thighs. † Food is a fuel, but to some food may be a pain reliever. For Judith, she had to face an unhappy family life early on. Judith had always been a fat girl and her father a fat man weighing close to 300 pounds. Her family was secluded and each individual only cared for themselves. Clearly her family was an unhappy one; they used food as source of pleasure and hoped it would cure the pain. At the age of four, Judith’s parents divorced. After the divorce, Judith was shipped back and forth between her mom’s mother’s farm and her mom’s apartment in Brooklyn. These trips back and forth only created more emotional scaring for Judith. Her Grandmother had a strong hatred for her father, and being that Judith was a spitting image of him, she received the backlash. Grandma fed Judiths needs literally and figuratively speaking. Each time she visited her Grandmothers farm she was fed extremely fattening comfort foods, and with that she grew larger. Her Grandmother would make comments over how large she was and how she was growing, breaking her down each time. This led to Judith’s reach for food to fill the hole created by her dysfunctional family. The love of food steamed from her unloving family. Her continuous pattern of eating to fulfill an emotional need led to Judith’s weight gain. Judith proceeds to explain more emotional traumatizing events in her life that are male influenced. She discloses information that a man once told her she was too fat to get in bed with, and her experience of being manipulated into giving oral head to a man who she thought was a kind person, while his friends watched and laughed. Not once throughout her book did Judith play the victim for being fat. Because Judith proceeds to tell the readers events in her life and why they make her who she is today, this book consider would be considered an autobiography. The book gives another perspective on another persons’ life. Judith’s obvious intention for this book was not to complain about being fat, but to state the events of her life that made her who she is. She did not stereo-type every fat girl, she simply told her story and ways other fat girls could relate. This autobiography presents an issue of correlation with our society and obesity. It suggests that obesity can come from emotional pain or distress. I would suggest this book to my friends, it explains that everyone has a story of why they are the way they are.