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In a Digital Age, Students Still Cling to Paper Textbooks A) They text their friends all day long. At night, they do research for their term papers on laptops and commune with their parents on Skype. But as they walk the paths of Hamilton College, a poster-perfect liberal arts school in this upstate village, students are still hauling around bulky, old-fashioned textbooks—and loving it. "The screen won’t go blank," said Faton Begolli, a junior from Boston. "There can’t be a virus. It wouldn’t be the same without books. They’ve defined ’academia’ (学术) for a thousand years." B) Though the world of print is receding before a tide of digital books, blogs and other Web sites, a generation of college students growing up with technology appears to be holding fast to traditional textbooks. That loyalty comes at a price. Textbooks are expensive—a year’s worth can cost $700 to $900—and students’ frustrations with the expense, as well as the emergence of new technology, have produced a perplexing array of options for obtaining them. C) Internet retailers like Amazon and Textbooks.com are selling new and used books. They have been joined by several Web services that rent textbooks to students by the semester. Some 1,500 college bookstores are also offering rentals this fall, up from 300 last year. Here at Hamilton, students this year have a newway to avoid the middleman: a nonprofit Web site, created by the college’s Entrepreneur Club, that lets them sell used books directly to one another. The explosion of outlets and formats—including digital books, which are rapidly becoming more sophisticated—has left some students bewildered. After completing the difficult job of course selection, they are forced to weigh cost versus convenience, analyze their own study habits and guess which texts they will want for years to come and which they will not miss. D) "It depends on the course," said Victoria Adesoba, a student at New York University who was standing outside that school’s bookstore, a powder-blue book bag slung over her shoulder. "Last semester, I rented for psychology, and it was cheaper. But for something like organic chemistry, I need to keep the book. E-textbooks are good, but it’s tempting to go on Facebook, and it can strain your eyes." For all the talk that her generation is the most technologically knowledgeable in history, paper-and-ink textbooks do not seem destined to disappear anytime soon. E) According to the National Association of College Stores, digital books make up just under 3% of textbook sales, although the association expects that share to grow to 10%~15% by 2012 as more titles are made available as e-books. In two recent studies—one by the association and another by the Student Public Interest Research Groups—three-quarters of the students surveyed said they still preferred a bound book to a digital version. Many students are reluctant to give up the ability to flip quickly between chapters, write in the margins and highlight passages, although new software applications are beginning to allow students to use e-textbooks that way. F) "Students grew up learning from print books," said Nicole Allen, the textbooks campaign director for the research groups, "so as they transition to higher education, it’s not surprising that they prefer a format that they are most accustomed to." Indeed, many Hamilton students grow passionate about the weighty volumes they still carry from dorm room to lecture hall to library, even as they compulsively (克制不住地) check their smartphones for text messages and e-mails. "I believe that the codex is one of mankind’s best inventions," said Jonathan Piskor, a junior from North Carolina, using the Latin term for book. G) That passion may be one reason that Barnes & Noble College Booksellers is working so hard to market its new software application, NOOKstudy, which allows students to navigate e-textbooks on Macs and PCs. The company, which operates 636 campus bookstores nationwide, introduced the free application last summer in hopes of luring more students to buy its electronic textbooks. H) "The real obstacle is getting them to try it," said Tracey Weber, the company’s executive vice president. The company is giving away "College Kick-Start Kits" to students who download NOOKstudy in the fall semester, with a dozen classic e-books like The Canterbury Tales and The Scarlet Letter. CourseSmart is letting students try any e-textbook free for two weeks. But not every textbook is available in digital or rental format. At Hamilton, for instance, only about one-fifth of the titles are sold as e-textbooks this fall. A stroll through the campus store revealed the price difference. A book on constitutional law, for instance, was $189.85 new, $142.40 used and $85.45 for rent. (Typically, an e-textbook is cheaper than a used book, though more expensive than a rental.) I) The expense of college textbooks, which is estimated to have risen four times the inflation rate in recent years, has become such a concern that some politicians are taking up the cause. Last month, Senator Charles E. Schumer of New York urged more college stores to rent books, after a survey of 38 campus bookstores in New York City and on Long Island by his office found that 16 did not offer the option. J) On Thursday, students at more than 40 colleges nationwide are planning an Affordable Textbooks Day of Action to encourage faculty members to assign texts that are less expensive, or offered free online. K) For now, buying books the old-fashioned way—new or used—prevails. Charles Schmidt, the spokesman for the National Association of College Stores, said that if a campus store sold a new book for $100, it would typically buy the book back for $50 at semester’s end and sell it to the next student for $75. L) The buy-back price plunges, however, if the professor drops the book from the syllabus or if the bookstore has bought enough books to meet demand. When Louis Boguchwal, majoring in economics and math, tried to sell a $100 linear algebra (线性代数) textbook back to the college bookstore, he was offered $15. "It was insulting," he said. "They give you next to nothing." M) Thus, the creation of Hamilton’s new nonprofit Web site, getmytextbooks.org. So far, traffic has been light: only about 70 books have been sold this fall. But Jason Mariasis, president of the EntrepreneurClub, said he expected sales to pick up as word spread. N) Mr. Begolli, a member of the club, recently sold three German novels for $17 on the site. "If I had sold them back to the bookstore, I would have gotten $7 or $8," he said. "The bookstore is king when it comes to textbook sales. We felt there should be something for students, by students." O) Yet some students have to go it alone. Rosemary Rocha, an N.Y.U. student pursuing a degree in hospitality and tourism management, added up her required reading for the semester: $600. "It’s harsh," she said. "I’m currently collecting unemployment, so that’s not going to happen." P) Instead, she waits to borrow the few copies her professors leave on reserve at the library, or relies on the kindness of classmates. "My friends will let me borrow their books in exchange for coffee or a slice of pizza," she said. "I very seldom buy the textbooks, but I’m always like a chicken without a head." The students can sell books to each other without a middleman with the creation of the nonprofit Web site at Hamilton.

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The Three-Year Solution A) Hartwick College, a small liberal-arts school in upstate New York, makes this offer to well-prepared students: earn your undergraduate degree in three years instead of four, and save about $43,000—the amount of one year’s tuition and fees. A number of innovative colleges are making the same offer to students anxious about saving time and money. That’s both an opportunity and a warning for the best higher-education system in the world. B) The United States has almost all of the world’s best universities. A recent Chinese survey ranks 35 American universities among the top 50, eight among the top 10. Our research universities have been the key to developing the competitive advantages that help Americans produce 25% of all the world’s wealth. In 2007, 623,805 of the world’s brightest students were attracted to American universities. C) Yet, there are signs of peril (危险) within American higher education. US colleges have to compete in the marketplace. Students may choose among 6,000 public, private, nonprofit, for-profit, or religious institutions of higher learning. In addition, almost all of the $32 billion the federal government provides for university research is awarded competitively. D) But many colleges and universities are stuck in the past. For instance, the idea of the fall-to-spring "school year" hasn’t changed much since before the American Revolution, when we were a nation of farmers and students put their books away to work the soil during the summer. That long summer stretch no longer makes sense. Former George Washington University president Stephen Trachtenberg estimates that a typical college uses its facilities for academic purposes a little more than half the calendar year. "While college facilities sit idle, they continue to generate maintenance expenses that contribute to the high cost of running a college," he has written. E) Within academic departments, tenure (终身职位), combined with age-discrimination laws, makes faculty turnover—critical for a university to remain current in changing times—difficult. Instead of protecting speech and encouraging diversity and innovative thinking, the tenure system often stifles (压制) them: younger professors must win the approval of established colleagues for tenure, encouraging likemindedness and sometimes inhibiting the free flow of ideas. F) Meanwhile, tuition has soared, leaving graduating students with unprecedented loan debt. Strong campus presidents to manage these problems are becoming harder to find, and to keep. In fact, students now stay on campus almost as long as their presidents. The average amount of time students now take to complete an undergraduate degree has stretched to six years and seven months as students interrupted by work, inconvenienced by unavailable classes, or lured by one more football season find it hard to graduate. Congress has tried to help students with college costs through Pell Grants and other forms of tuition support. But some of their fixes have made the problem worse. The stack of congressional regulations governing federal student grants and loans now stands twice as tall as I do. Filling out these forms consumes 7% of every tuition dollar. G) For all of these reasons, some colleges like Hartwick are rethinking the old way of doing things and questioning decades-old assumptions about what a college degree means. For instance, why does it have to take four years to earn a diploma This fall, 16 first-year students and four second-year students at Hartwick enrolled in the school’s new three-year degree program. According to the college, the plan is designed for high-ability, highly motivated students who wish to save money or to move along more rapidly toward advanced degrees. H) By eliminating that extra year, three-year degree students save 25% in costs. Instead of taking 30 credits a year, these students take 40. During January, Hartwick runs a four-week course during which students may earn three to four credits on or off campus, including a number of international sites. Summer courses are not required, but a student may enroll in them—and pay extra. Three-year students get first crack at course registration. There are no changes in the number of courses professors teach or in their pay. I) The three-year degree isn’t a new idea. Geniuses have always breezed through. Judson College, a 350-student institution in Alabama, has offered students a three-year option for 40 years. Students attend "short terms" in May and June to earn the credits required for graduation. Bates College in Maine and Ball State University in Indiana are among other colleges offering three-year options. J) Changes at the high-school level are also helping to make it easier for many students to earn their undergraduate degrees in less time. One of five students arrives at college today with Advanced Placement (AP) credits amounting to a semester or more of college-level work. Many universities, including large schools like the University of Texas, make it easy for these AP students to graduate faster. K) For students who don’t plan to stop with an undergraduate degree, the three-year plan may have an even greater appeal. Dr. John Sergent, head of Vanderbilt University Medical School’s residency (住院医生) program, enrolled in Vanderbilt’s undergraduate college in 1959. He entered medical school after only three years as did four or five of his classmates. "My first year of medical school counted as my senior year, which meant I had to take three to four labs a week to get all my sciences in. I basically skipped my senior year," says Sergent. He still had time to be a student senator and meet his wife. L) There are, however, drawbacks to moving through school at such a brisk pace. For one, it deprives students of the luxury of time to roam (遨游) intellectually. Compressing everything into three years also leaves less time for growing up, engaging in extracurricular activities, and studying abroad. On crowded campuses it could mean fewer opportunities to get into a prized professor’s class. Iowa’s Waldorf College has graduated several hundred students in its three-year degree programs, but is now phasing out the option. Most Waldorf students wanted the full four-year experience—academically, socially, and athletically. And faculty members will be wary of any change that threatens the core curriculum in the name of moving students into the workforce. M) "Most high governmental officials seem to conceive of education in this light—as a way to ensure economic competitiveness and continued economic growth," Derek Bok, former president of Harvard, told The Washington Post. "I strongly disagree with this approach." Another risk: the new campus schedules might eventually produce less revenue for the institution and longer working hours for faculty members. N) Adopting a three-year option will not come easily to most schools. Those that wish to tackle tradition and make American campuses more cost-conscious may find it easier to take Trachtenberg’s advice: open campuses year-round. "You could run two complete colleges, with two complete faculties," he says. "That’s without cutting the length of students’ vacations, increasing class sizes, or requiring faculty to teach more." O) Whether they experiment with three-year degrees, offer year-round classes, challenge the tenure system—or all of the above—universities are slowly realizing that to stay competitive and relevant they must adapt to a rapidly changing world. Expanding the three-year option may be difficult, but it may be less difficult than asking Congress for additional financial help, asking legislators for more state support, or asking students for even higher tuition payments. Campuses willing to adopt convenient schedules along with more-focused, less-expensive degrees may find that they have a competitive advantage in attracting bright, motivated students. These sorts of innovations can help American universities avoid the perils of success. The new three-year degree program at Hartwick requests its students to earn more credits each year.

In a Digital Age, Students Still Cling to Paper Textbooks A) They text their friends all day long. At night, they do research for their term papers on laptops and commune with their parents on Skype. But as they walk the paths of Hamilton College, a poster-perfect liberal arts school in this upstate village, students are still hauling around bulky, old-fashioned textbooks—and loving it. "The screen won’t go blank," said Faton Begolli, a junior from Boston. "There can’t be a virus. It wouldn’t be the same without books. They’ve defined ’academia’ (学术) for a thousand years." B) Though the world of print is receding before a tide of digital books, blogs and other Web sites, a generation of college students growing up with technology appears to be holding fast to traditional textbooks. That loyalty comes at a price. Textbooks are expensive—a year’s worth can cost $700 to $900—and students’ frustrations with the expense, as well as the emergence of new technology, have produced a perplexing array of options for obtaining them. C) Internet retailers like Amazon and Textbooks.com are selling new and used books. They have been joined by several Web services that rent textbooks to students by the semester. Some 1,500 college bookstores are also offering rentals this fall, up from 300 last year. Here at Hamilton, students this year have a newway to avoid the middleman: a nonprofit Web site, created by the college’s Entrepreneur Club, that lets them sell used books directly to one another. The explosion of outlets and formats—including digital books, which are rapidly becoming more sophisticated—has left some students bewildered. After completing the difficult job of course selection, they are forced to weigh cost versus convenience, analyze their own study habits and guess which texts they will want for years to come and which they will not miss. D) "It depends on the course," said Victoria Adesoba, a student at New York University who was standing outside that school’s bookstore, a powder-blue book bag slung over her shoulder. "Last semester, I rented for psychology, and it was cheaper. But for something like organic chemistry, I need to keep the book. E-textbooks are good, but it’s tempting to go on Facebook, and it can strain your eyes." For all the talk that her generation is the most technologically knowledgeable in history, paper-and-ink textbooks do not seem destined to disappear anytime soon. E) According to the National Association of College Stores, digital books make up just under 3% of textbook sales, although the association expects that share to grow to 10%~15% by 2012 as more titles are made available as e-books. In two recent studies—one by the association and another by the Student Public Interest Research Groups—three-quarters of the students surveyed said they still preferred a bound book to a digital version. Many students are reluctant to give up the ability to flip quickly between chapters, write in the margins and highlight passages, although new software applications are beginning to allow students to use e-textbooks that way. F) "Students grew up learning from print books," said Nicole Allen, the textbooks campaign director for the research groups, "so as they transition to higher education, it’s not surprising that they prefer a format that they are most accustomed to." Indeed, many Hamilton students grow passionate about the weighty volumes they still carry from dorm room to lecture hall to library, even as they compulsively (克制不住地) check their smartphones for text messages and e-mails. "I believe that the codex is one of mankind’s best inventions," said Jonathan Piskor, a junior from North Carolina, using the Latin term for book. G) That passion may be one reason that Barnes & Noble College Booksellers is working so hard to market its new software application, NOOKstudy, which allows students to navigate e-textbooks on Macs and PCs. The company, which operates 636 campus bookstores nationwide, introduced the free application last summer in hopes of luring more students to buy its electronic textbooks. H) "The real obstacle is getting them to try it," said Tracey Weber, the company’s executive vice president. The company is giving away "College Kick-Start Kits" to students who download NOOKstudy in the fall semester, with a dozen classic e-books like The Canterbury Tales and The Scarlet Letter. CourseSmart is letting students try any e-textbook free for two weeks. But not every textbook is available in digital or rental format. At Hamilton, for instance, only about one-fifth of the titles are sold as e-textbooks this fall. A stroll through the campus store revealed the price difference. A book on constitutional law, for instance, was $189.85 new, $142.40 used and $85.45 for rent. (Typically, an e-textbook is cheaper than a used book, though more expensive than a rental.) I) The expense of college textbooks, which is estimated to have risen four times the inflation rate in recent years, has become such a concern that some politicians are taking up the cause. Last month, Senator Charles E. Schumer of New York urged more college stores to rent books, after a survey of 38 campus bookstores in New York City and on Long Island by his office found that 16 did not offer the option. J) On Thursday, students at more than 40 colleges nationwide are planning an Affordable Textbooks Day of Action to encourage faculty members to assign texts that are less expensive, or offered free online. K) For now, buying books the old-fashioned way—new or used—prevails. Charles Schmidt, the spokesman for the National Association of College Stores, said that if a campus store sold a new book for $100, it would typically buy the book back for $50 at semester’s end and sell it to the next student for $75. L) The buy-back price plunges, however, if the professor drops the book from the syllabus or if the bookstore has bought enough books to meet demand. When Louis Boguchwal, majoring in economics and math, tried to sell a $100 linear algebra (线性代数) textbook back to the college bookstore, he was offered $15. "It was insulting," he said. "They give you next to nothing." M) Thus, the creation of Hamilton’s new nonprofit Web site, getmytextbooks.org. So far, traffic has been light: only about 70 books have been sold this fall. But Jason Mariasis, president of the EntrepreneurClub, said he expected sales to pick up as word spread. N) Mr. Begolli, a member of the club, recently sold three German novels for $17 on the site. "If I had sold them back to the bookstore, I would have gotten $7 or $8," he said. "The bookstore is king when it comes to textbook sales. We felt there should be something for students, by students." O) Yet some students have to go it alone. Rosemary Rocha, an N.Y.U. student pursuing a degree in hospitality and tourism management, added up her required reading for the semester: $600. "It’s harsh," she said. "I’m currently collecting unemployment, so that’s not going to happen." P) Instead, she waits to borrow the few copies her professors leave on reserve at the library, or relies on the kindness of classmates. "My friends will let me borrow their books in exchange for coffee or a slice of pizza," she said. "I very seldom buy the textbooks, but I’m always like a chicken without a head." Tracey Weber thinks the best way to expand e-textbook sales is to invite students to try e-book applications for free.

The Three-Year Solution A) Hartwick College, a small liberal-arts school in upstate New York, makes this offer to well-prepared students: earn your undergraduate degree in three years instead of four, and save about $43,000—the amount of one year’s tuition and fees. A number of innovative colleges are making the same offer to students anxious about saving time and money. That’s both an opportunity and a warning for the best higher-education system in the world. B) The United States has almost all of the world’s best universities. A recent Chinese survey ranks 35 American universities among the top 50, eight among the top 10. Our research universities have been the key to developing the competitive advantages that help Americans produce 25% of all the world’s wealth. In 2007, 623,805 of the world’s brightest students were attracted to American universities. C) Yet, there are signs of peril (危险) within American higher education. US colleges have to compete in the marketplace. Students may choose among 6,000 public, private, nonprofit, for-profit, or religious institutions of higher learning. In addition, almost all of the $32 billion the federal government provides for university research is awarded competitively. D) But many colleges and universities are stuck in the past. For instance, the idea of the fall-to-spring "school year" hasn’t changed much since before the American Revolution, when we were a nation of farmers and students put their books away to work the soil during the summer. That long summer stretch no longer makes sense. Former George Washington University president Stephen Trachtenberg estimates that a typical college uses its facilities for academic purposes a little more than half the calendar year. "While college facilities sit idle, they continue to generate maintenance expenses that contribute to the high cost of running a college," he has written. E) Within academic departments, tenure (终身职位), combined with age-discrimination laws, makes faculty turnover—critical for a university to remain current in changing times—difficult. Instead of protecting speech and encouraging diversity and innovative thinking, the tenure system often stifles (压制) them: younger professors must win the approval of established colleagues for tenure, encouraging likemindedness and sometimes inhibiting the free flow of ideas. F) Meanwhile, tuition has soared, leaving graduating students with unprecedented loan debt. Strong campus presidents to manage these problems are becoming harder to find, and to keep. In fact, students now stay on campus almost as long as their presidents. The average amount of time students now take to complete an undergraduate degree has stretched to six years and seven months as students interrupted by work, inconvenienced by unavailable classes, or lured by one more football season find it hard to graduate. Congress has tried to help students with college costs through Pell Grants and other forms of tuition support. But some of their fixes have made the problem worse. The stack of congressional regulations governing federal student grants and loans now stands twice as tall as I do. Filling out these forms consumes 7% of every tuition dollar. G) For all of these reasons, some colleges like Hartwick are rethinking the old way of doing things and questioning decades-old assumptions about what a college degree means. For instance, why does it have to take four years to earn a diploma This fall, 16 first-year students and four second-year students at Hartwick enrolled in the school’s new three-year degree program. According to the college, the plan is designed for high-ability, highly motivated students who wish to save money or to move along more rapidly toward advanced degrees. H) By eliminating that extra year, three-year degree students save 25% in costs. Instead of taking 30 credits a year, these students take 40. During January, Hartwick runs a four-week course during which students may earn three to four credits on or off campus, including a number of international sites. Summer courses are not required, but a student may enroll in them—and pay extra. Three-year students get first crack at course registration. There are no changes in the number of courses professors teach or in their pay. I) The three-year degree isn’t a new idea. Geniuses have always breezed through. Judson College, a 350-student institution in Alabama, has offered students a three-year option for 40 years. Students attend "short terms" in May and June to earn the credits required for graduation. Bates College in Maine and Ball State University in Indiana are among other colleges offering three-year options. J) Changes at the high-school level are also helping to make it easier for many students to earn their undergraduate degrees in less time. One of five students arrives at college today with Advanced Placement (AP) credits amounting to a semester or more of college-level work. Many universities, including large schools like the University of Texas, make it easy for these AP students to graduate faster. K) For students who don’t plan to stop with an undergraduate degree, the three-year plan may have an even greater appeal. Dr. John Sergent, head of Vanderbilt University Medical School’s residency (住院医生) program, enrolled in Vanderbilt’s undergraduate college in 1959. He entered medical school after only three years as did four or five of his classmates. "My first year of medical school counted as my senior year, which meant I had to take three to four labs a week to get all my sciences in. I basically skipped my senior year," says Sergent. He still had time to be a student senator and meet his wife. L) There are, however, drawbacks to moving through school at such a brisk pace. For one, it deprives students of the luxury of time to roam (遨游) intellectually. Compressing everything into three years also leaves less time for growing up, engaging in extracurricular activities, and studying abroad. On crowded campuses it could mean fewer opportunities to get into a prized professor’s class. Iowa’s Waldorf College has graduated several hundred students in its three-year degree programs, but is now phasing out the option. Most Waldorf students wanted the full four-year experience—academically, socially, and athletically. And faculty members will be wary of any change that threatens the core curriculum in the name of moving students into the workforce. M) "Most high governmental officials seem to conceive of education in this light—as a way to ensure economic competitiveness and continued economic growth," Derek Bok, former president of Harvard, told The Washington Post. "I strongly disagree with this approach." Another risk: the new campus schedules might eventually produce less revenue for the institution and longer working hours for faculty members. N) Adopting a three-year option will not come easily to most schools. Those that wish to tackle tradition and make American campuses more cost-conscious may find it easier to take Trachtenberg’s advice: open campuses year-round. "You could run two complete colleges, with two complete faculties," he says. "That’s without cutting the length of students’ vacations, increasing class sizes, or requiring faculty to teach more." O) Whether they experiment with three-year degrees, offer year-round classes, challenge the tenure system—or all of the above—universities are slowly realizing that to stay competitive and relevant they must adapt to a rapidly changing world. Expanding the three-year option may be difficult, but it may be less difficult than asking Congress for additional financial help, asking legislators for more state support, or asking students for even higher tuition payments. Campuses willing to adopt convenient schedules along with more-focused, less-expensive degrees may find that they have a competitive advantage in attracting bright, motivated students. These sorts of innovations can help American universities avoid the perils of success. By quoting Stephen Trachtenberg the author wants to say that college facilities could be put to more effective use.

Beauty and Body Image in the Media A) Images of female bodies are everywhere. Women—and their body parts—sell everything from food to cars. Popular film and television actresses are becoming younger, taller and thinner. Some have even been known to faint on the set from lack of food. Women’s magazines are full of articles urging that if they can just lose those last twenty pounds, they’ll have it all—the perfect marriage, loving children, great sex, and a rewarding career. B) Why are standards of beauty being imposed on women, the majority of whom are naturally larger and more mature than any of the models The roots, some analysts say, are economic. By presenting an ideal difficult to achieve and maintain, the cosmetic and diet product industries are assured of growth and profits. And it’s no accident that youth is increasingly promoted, along with thinness, as an essential criterion of beauty. If not all women need to lose weight, for sure they’re all aging, says the Quebec Action Network for Women’s Health in its 2001 report. And, according to the industry, age is a disaster that needs to be dealt with. C) The stakes are huge. On the one hand, women who are insecure about their bodies are more likely to buy beauty products, new clothes, and diet aids. It is estimated that the diet industry alone is worth anywhere between 40 to 100 billion (US) a year selling temporary weight loss (90% to 95% of dieters regain the lost weight). On the other hand, research indicates that exposure to images of thin, young, air-brushed female bodies is linked to depression, loss of self-esteem and the development of unhealthy eating habits in women and girls. D) The American research group Anorexia Nervosa & Related Eating Disorders, Inc. says that one out of every four college-aged women uses unhealthy methods of weight control—including fasting, skipping meals, excessive exercise, laxative (泻药) abuse, and self-induced vomiting. The pressure to be thin is also affecting young girls: the Canadian Women’s Health Network warns that weight control measures are now being taken by girls as young as 5 and 6. American statistics are similar. Several studies, such as one conducted by Marika Tiggemann and Levina Clark in 2006 titled "Appearance Culture in 9- to 12-Year-Old Girls: Media and Peer Influences on Body Dissatisfaction", indicate that nearly half of all preadolescent girls wish to be thinner, and as a result have engaged in a diet or are aware of the concept of dieting. In 2003, Teen magazine reported that 35 percent of girls 6 to 12 years old have been on at least one diet, and that 50 to 70 percent of normal weight girls believe they are overweight. Overall research indicates that 90% of women are dissatisfied with their appearance in some way. Media activist Jean Kilbourne concludes that, "Women are sold to the diet industry by the magazines we read and the television programs we watch, almost all of which make us feel anxious about our weight." E) Perhaps the most disturbing is the fact that media images of female beauty are unattainable for all but a very small number of women. Researchers generating a computer model of a woman with Barbie-doll proportions, for example, found that her back would be too weak to support the weight of her upper body, and her body would be too narrow to contain more than half a liver and a few centimeters of bowel. A real woman built that way would suffer from chronic diarrhea (慢性腹泻) and eventually die from malnutrition. Jill Barad, President of Mattel (which manufactures Barbie), estimated that 99% of girls aged 3 to 10 years old own at least one Barbie doll. Still, the number of real life women and girls who seek a similarly underweight body is epidemic, and they can suffer equally devastating health consequences. In 2006 it was estimated that up to 450, 000 Canadian women were affected by an eating disorder. F) Researchers report that women’s magazines have ten and one-half times more ads and articles promoting weight loss than men’s magazines do, and over three-quarters of the covers of women’s magazines include at least one message about how to change a woman’s bodily appearance—by diet, exercise or cosmetic surgery. Television and movies reinforce the importance of a thin body as a measure of a woman’s worth. Canadian researcher Gregory Fouts reports that over three-quarters of the female characters in TV situation comedies are underweight, and only one in twenty are above average in size. Heavier actresses tend to receive negative comments from male characters about their bodies (How about wearing a sack) and 80 percent of these negative comments are followed by canned audience laughter. G) There have been efforts in the magazine industry to buck (抵制,反抗) the trend. For several years the Quebec magazine Coup de Pouce has consistently included full-sized women in their fashion pages and Chatelaine has pledged not to touch up photos and not to include models less than 25 years of age. In Madrid, one of the world’s biggest fashion capitals, ultra-thin models were banned from the runway in 2006. Furthermore Spain has recently undergone a project with the aim to standardize clothing sizes through using a unique process in which a laser beam is used to measure real life women’s bodies in order to find the most true to life measurement. H) Another issue is the representation of ethnically diverse women in the media. A 2008 study conducted by Juanita Covert and Travis Dixon titled "A Changing View: Representation and Effects of the Portrayal of Women of Color in Mainstream Women’s Magazines" found that although there was an increase in the representation of women of colour, overall white women were overrepresented in mainstream women’s magazines from 1999 to 2004. I) The barrage of messages about thinness, dieting and beauty tells "ordinary" women that they are always in need of adjustment—and that the female body is an object to be perfected. Jean Kilbourne argues that the overwhelming presence of media images of painfully thin women means that real women’s bodies have become invisible in the mass media. The real tragedy, Kilbourne concludes, is that many women internalize these stereotypes, and judge themselves by the beauty industry’s standards. Women learn to compare themselves to other women, and to compete with them for male attention. This focus on beauty and desirability "effectively destroys any awareness and action that might help to change that climate." According to some analysts, the fundamental reason of imposing standards of beauty on women is economic profits.

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