Creation Myths Essay Example for Free

Creation Myths EssayCreation myths ar open in whole cultures of the world, and while these stories reflect very contrastive beliefs of understructure, they also possess many similarities as well. Each culture from around the world has developed beliefs and cosmogony that help them to understand the most old-fashioned and primordial of questions where did we come from? Ancient civilizations stupid person stories of primitive worlds, gods, and motives who sprung forward to create the world we live in and who created the first-class honours degree man and woman. Experts have come to find that there ar common prows of creation myths which all myths can be classified into accretion and conjunction stories, secretion stories, sacrifice stories, division or exertion stories, earth-diver stories, emergence stories, two-creator myths, deus faber (the maker god), and ex nihilo ( bulge out of nothing). Some cultures usually bear more than one type of theme for creation. Two cre ation myths that bare similarities and differences are the Norse and Egyptian.The theme of Norse creation is based on accretion and conjunction, secretion, and two-creator myths, while Egyptian creation myths follow the themes of secretion, deus faber, and ex nihilo (Leonard McClure, 2004). Norse creation myths spring forth from the Swedish and Scandinavian cultures. The Norse myth begins in a world called Ginnunngagap, which was the earth before the heavens were created and before any living thing existed. In the Southern end of Ginnungagap was a add called Muspelheim, a fiery realm of bite and poison, and to the North was a land of ice and cold called Niflheim.The gods that came after, created Midgard which was the middle land natural from the great Yggdrasil tree a pleasant and habitable place for humans. The gods resided in a different realm in the center of the earth called Asgard from Asgard, the gods watched over all of mankind. The elements that exist in these worlds a re plants, soil, water, wind, mist, ice, and fire (Brancaccio, Tonk, Van Driel, Passantino, 2012). The world before time in Egyptian creation was called Nu. Nu was the dark swirling waters of wind instrument and chaos.Atum the creator, a sexless being, sprung forth ex nihilo from the waters of Nu, and through secretion, bore a son and daughter who created earth and sky. Elements of this world are water, rain, earth, plants, and wind (Brancaccio, Tonk, Van Driel, Passantino, 2012). The creators in Norse mythology began with the first three beings Ymir a male hoarfrost colossus, Buri a male god, and Buris wife, the first goddess. Audhumla was the first animal who licked absolve from the ice Buri and his wife.Audhumla was also the one who gave Ymir sustenance through its milk. Buri and his wife the goddess, bore three sons Odin, Vili, and Ve. These three sons killed and dismembered the giant Ymir, whose corpse indeed created the world. Ymirs flesh became the land, his blood bec ame the sea, skull became the dome of sky above, his bones became mountains, and his hair became the make and trees. Odin then stole sparks of fire from the land of Muspelheim, to create the fair weather, moon, and stars.Destroyers of this world came later in Norse mythology with the entry of other beings and giants that bring forth Ragnarok, the time of destruction of Midgard. Surt is the guard and giant of Muspelheim who destroys the heavens with his fiery sword. Hati and Skoll are wolves the chase the sun and moon, are the destroyers of these celestial beings. The frost giant Loki, along with Fenrir, and the World Serpent are also released by Surt to aide in the destruction of the world (Rosenberg, 2006).In Egyptian myths, the main creator was called Atum. He was neither male nor female, possessed an all seeing eye. He joined with his shadow and bore a son from his spit called Shu, and from his vomit, a daughter called Tefnut. Shu was made the god of air, and Tefnut the goddes s of moisture, they were responsible for sorting out the chaos of the universe into a perfect balance called maat. These two produced children, one male and one female, Geb and Nut, who were then separated to create the earth and sky.Other gods were also created who each had an individual responsibility in creating maat, these gods were Isis puff of the gods, Hathor the goddess of love and beauty, Osiris the god of wisdom and justice, Seth the god of evil, Thoth the god of wisdom, and Nepthys the protector of the dead (Brancaccio, Tonk, Van Driel, Passantino, 2012). cosmic occurrences in Norse creation vie a great role in the creation of the first beings and the first world. The mingling of fire and ice caused the melting of a mountain which produced the first being Ymir, the frost giant.Celestial bodies such as the sun and stars were created of fire sparks from the Land of Muspelheim. The role of cosmic occurrences in Egyptian creation was expressed by celestial beings becoming the creators of natural phenomena. Nut the sky goddess gave birth to the sun every day, and also produced rain that fell upon the earth to grow plants. The cycle of rainfall, sunrise, and sunset were all image to be produced by the gods. The similarities shared amongst the Norse and Egyptian myths were evident in the several aspects and themes.For one, both Creators Ymir and Atum, were deus faber kernel that they alone were the first creators, they also both arrived into their respective worlds ex nihilo, out of nothingness. Secondly, Ymir and Atum created other beings through secretion Ymir created beings through his sweat, and Atum created man with his tears. In both myths, many lesser gods were created to govern over natural phenomenon, and swordplayed roles in the cycles of death and rebirth. The difference between the two cultural myths is the fact that Norse creation was born out of violence and violent acts.Gods were constantly in battle the theme of good and evil play a l arge part in Norse myths. Egyptian myth presented the need to bring stop and order to the chaotic world of Nu. The gods and goddesses main role was to find balance and Maat. In conclusion, world creation myths have similarities as well as differences. The commonality between them all is that they serve to fulfill the alike need which is the need to understand the world around us and understand our origins. Earlier cultures have pondered over the beginning and creation as we still do in this day and age.

Earls Top 5 Filipino Traits Essay Example for Free

Earls Top 5 Filipino Traits Es advance1. Adept Filipinos are rattling flexible at surging any difficulty and hardship 2. Craftsmanship Filipinos are very cunning 3. Obsessive Filipinos wish to improve their lives and those around them and are willing to go through great hardships and efforts, only dont always know when to stop or how to balance it all. 4. Mimicry Filipinos tend to copy or apply that which others have. In this respect, thats why you see groups of Filipinos in foreign countries that are so similar (like in LA every Filipino seems to have a piano at shoes that no one buys, or in Japan every Filipino on a military base seems to own go wood. But if they move to a mod group, then they easily wish to change and copy the new styles. Kind of like following a fad. 5. Short memories No I dont mean their dumb or something, I mean they forget the past or let go of the past easier. They dont hold grudges quite a so bad. Filipinos are not more family orient than in oth er cultures, but what makes them Filipinos is they think they are. No offense. But many people have strong relations with their families.I lived in a home for six months and had to listen to my Brother in law tell me how family oriented they are as he yells at his father, and puts down his dead mother. I watched as just about every male penis of the family had girlfriends, and the wives knew and ran those girls out of town when they got pregnant. I watched families that lived across the street visit each other once a year. I had a Filipino tell me that my daughter (half Filipino isnt Filipino enough to live in his house with my 2nd wife for a short time).So in any respect, Im not say they are less family oriented, but that we all have our issues with getting along, and Filipinos are no more family oriented than other cultures. This is according to the yahoo answers dot com. Well I agree with these because most of the Filipinos come from wretched families and they can survive any t rials becsuse they are already used to it. They are already down, so they ony way to go is up. In the Philippines the most common thing that is talked about is the government. This is because this is the largest contributor of the distress in the Philippines.

The Colour Purple Essay Example for Free

The chroma violet EssayDrama Essay Comparison of own extemporization with The colouration PurpleIn this demonstrate I am going to compare and analyse the differences and similarities between my temporary expedient and a film c e rattlinged The Colour Purple. My groups play was based upon a certain part of a painting, painted by our drama teacher Mr. Burgon. The painting was used as a stimulus. Our part of the painting was showing a man in a mask painting a car. WE had to build up upon it and produce a lengthy piece. The themes of our improvisation and The Colour Purple are violence and interior(prenominal) problems, abuse. Our play could be thought of as instead controversial, as it deals with domestic violence, kidskin abuse, and rape to a certain extent. In order to make our improvisation as realistic as possible, and not too offensive I decided to research the bailiwick in more depth.Therefore I searched the Internet for information ab break the victims. I found o ut that the majority of the people affected were molested in their childhood/early teens. Most of them were nave and not to the full aware of what was going on around them. A large amount was in a angiotensin-converting enzyme parent family. I also found out that the experience had an immense effect on their bighearted life. Most are not able to have a sex life, they rely on anti-depressants, self-harm etc.I think that it was harder to cope for abused women in the Colour Purple because they had no one and no-where to occur away to, whereas today women can shoot the breeze help-lines etc. to help them through their problems.In our piece I play the role of harass, a long distance relative (cousin) who 14 years ago was assault by Eddie, who then married bores cousin Alison. She couldnt have children so they decided to adopt a child. Jade fell pregnant at 14 with Eddie, so she gave away her baby to him and Alison and Eddie raised up their child without her knowing that she was her cousins baby. According to Eddie Ellie (the child) is the source of all problems (not only finantional, but moral as well). He blasted Ellie for him relationship with Alison not working out.Another play that portrays similar family issues is The Colour Purple. This was set about a century ago (1900s) and can be firstly considered as solely different from our play, but if we sweep up a closer look, we realize that there are some unusual similarities. Cilia are a new(a) black youth, who at 14 was raped twice by her father. He is a rapist and an abuser. As a result to the rapes Cilia gives birth to two children Olivia and Adam, who are taken away from her. Surprisingly a in truth similar mountuation occurs in my play where Eddie rapes Jade and he takes her baby to bring up as his own with Alison.In The Colour Purple Celia is shown as a young vulnerable girl, who gets raped by her father, then chucked out the house. She was forced to marry a grown-up man and move in with him. But that is not the end to her troubles. In the film we can clearly see the family status. We see that the husband is very important, and makes all the decisions. Celia has to call him sir.In my play the family status is also publicized, but its not as drastic. I.e. Alison doesnt have to call Eddie sir. WE can clearly see he has control over Alison at the Dinner table mental pictureAlison Ill just get the phone.Eddie slams down hands on table NO SIT DOWNIn my improvisation as well as The Colour Purple the husband is a control-freak and the wife is stir to stand up to him. They might be afraid of his reaction or might think that he will go completely berserk and try to do something terrible. I.e. murder, or beat thoroughly.In The Colour Purple this is very clear when Celia is shaving her husband and he says you cut me and Ill kill you. Celia is scare and tries hard not to cut him. In my play Alison doesnt stand up to Eddie when he yells at her to sit down, she just obeys him in silence.The way two grammatical cases deal with the abuse is different , because in the end Alison tells Jade that Eddie is abusing her and Ellie. Whereas Cilia, doesnt tell anyone about her troubles, she keep it all inside her. They deal in different way, but only the abuse is very similar. Both characters get raped ( Cilia and Jade), both character are abused by their fathers ( Cilia and Ellie). I have noticed that the different things that happened throughout my play to 3 different characters( Jade, Ellie Alison) happened to one character in The Colour Purple.Also in The Colour Purple the husband cant do anything for himself. When he brings home a woman from a bar, he tried to cook for her , but he is completely useless.There is a very similar situation in my play when Alison and Ellie leave Eddie and the flat is very messy, there is rubbish lying around everywhere, empty beer cans, half-eaten ready meals etc.Even though both plays were set about a century apart, they sti ll have many similarities involving family issues such as family status, respect, domestic violence (abuse). They both show how victims cope with the abuse and what effect it has on their lives.

The Media Effect: Male Body Image

The Media Effect Male Body Image some(prenominal) custody and wo custody ar in the midst of a fight for that perfect dead carcass depicted by the media. In the UK the average earthly concern is 5ft 9ins t whole and weighs 13.2st piece the average woman is 5ft 3ins tall and weighs 11st (Whitlock, 2009). Researchers investigated the light of warning body weight in both work force and wo manpower and assemble 38.3% of regulation weight wo hands vista they were everyplaceweight, while for men 32.8% who were overweight thought they were about the right weight or underweight. (Christakis, 2003) custody scarper to see themselves as universe thinner than they actually argon and puzzle a desire to develop bigger (Mintz, 1986). A study of around 1000 men found that over 50% were upset with their bodies. They were asked to draw their i pass out body and look intoers found that the body ideal was so muscular it could only be achieved by using steroids. (Croft, 2009). Some Psyc hologists speculated that media influences shaped peoples idea of body size by presenting thinner women and bulkier men than average. (McCreary Sadava, Vol 2(2), Jul 2001). Studies by The Eating Disorders Association shows that around 1.15 million men and women in the UK suffer from an eating pain with 61% of women feeling fat compared to the medias moving-picture show of beautiful women. (National eating disorders Association). A nonher worrying thought is that virtually fashion models are thinner than 98% of Ameri underside women (Smolak, 1996).As women are constantly surrounded by much(prenominal) models in TV adverts, powder magazines, news articles amongst other things its non surprising that they find this level of thinness the ideal. Wiseman et al conducted a study on Cultural expectations of thinness in women. They found that the body measurements of playboy models for 1979 1988 were up to 19% below the average body weight for their age group. These findings were com pared to an early study between 1959 and 1978 and found that body measurements had decreased while there was a signifi kindlet increase in diet and practice articles during this period declare oneselfing that there is a link between to the two. (Wiseman, 2006)In studies on media and body image, most(prenominal) of the research is directed towards women. This means that men are often forgotten. As men are increasingly characterised by their body, I aim to highlight the effect of media on them. (Henwood, 2002), says that the media presents ideals for men as well as women. patterns of consumption, tone style choices and media representation of men now often focus on mens appearance and the male bodymedia publicise routinely depicts in positive ways youthful mouth muscular male bodies.Psychology today readers completed questionnaires on body image in 1993 and found The muscle-bound body build was highly rated by men, while women preferred a medium, lightly muscled build in their ideal males. (Neimark, 2009) It seems that men are influenced by the media and non by real women.The engross of men in media may have a substantial effect on the way males view themselves. A muscular toned body is be used in much the same way as the thinness ideal for women. Mens Health magazine is spilt into 6 subsections compromising of Fitness, Health, Weight loss, women, nutrition and grooming. This shows that males are cosmos made to think that their weight is not ideal and to bulk up to look like the men portrayed in the magazines. On the mens wellness website, there are links to a new way to sculpt your abs and build the body you regard on a back ground of a super toned males torso. (Moore, 2010)Attitude is the best selling gay magazine in Britain and is also distributed worldwide. (Gilmour, 2008) In the latest issue of the magazine, Gareth Thomas, a gay rugby football player, is the front cover. He has huge leg muscles, a big chest, and muscular arms, making it seem th at this is what men like, and so the readers will strive to become like this. (Attitude Homepage, 2010)It has been proposed that males have become to a greater extent(prenominal) muscular and toned in an attempt to be more masculine. Soft and rounded is traditionally seen as the female ideal, while males are the opposite. So by working abdominal muscles to achieve the much desired six train is an attempt to hold this masculine ideal. (Henwood, 2002)Studies into male body image have begun to show that men have as much displeasure with their shape as do women. This is not just found in the UK but all over the world. Pope el al (2000) found that men from France, US and Austria chose an ideal body shape that was heavier and more muscular than them. They also believed women preferred that body shape too. Women are ordain to settle for their own mates appearance, accepting extra weight, even though their ideal male is different. Males are not as worried about being overweight as women, but more troubled by muscle mass, showing our cultural ideals of men. The muscly body build was preferred by men, while women want a medium, lightly muscled build in their ideal males. (Neimark, 2009)The old ideal of maleness has been replaced. The New York propagation writer Natalie Angier says that boys of school age are now being diagnosed of hyperactivity and having learning problems just by being a typical male. So as the behavioural ideal has changed so has the ideal male body. It is more muscular but also in contradiction, quite female. Schwartz conducts studies in America on gay men he says that the male body clean skinnedNo longer stiff and upright but sinuous representing the feminine side. (Blashill Vander Wala, 2009)Men are now exercising more than ever with around 8.5 million having a lycee membership. The American Sports Data company found that those men with memberships spend a mean of 90.8 days a year in a gym. This could be linked to males trying to become wh at they believe women want, judging by how the average male is portrayed in the media.The gender gap in the way the media present the body has closed. The unattainable female bodies shown now have a male equivalent, the V shaped physiques of male models all over in todays media. George Gerbner the founder of the Cultivation Theory, which looks at whether the media has a long term effect on audiences, much(prenominal) as body image, said that what we see on TV and in magazines eventually becomes our standard of realness and desire. (Seed, 2006)Schooler and Ward measured the male real body discomfort due to media consumption. They found that by reflection television it made men feel uncomfortable with their bodies. People see the same images over and over and start to believe its a version of reality, if those bodies are real and thats possible, but you cant attain it, how can you not feel bad about your own body?Mens bodies are being used more often to sell products. Dolce and Ga bbanas (shttp//amandagore.files.wordpress.com/2009/01/dg-ad.jpg) ad contains 4 males with the V shaped body that has become so popular today. The male modelling for Jean Paul Gaultier in the advert for aftershave has a body most men are striving to achieve. He has very muscular figure and is topless(prenominal) in the picture. (http//www.mimifroufrou.com/scentedsalamander/images/Le-Male-2009-Billboard-B.jpg). Men are spending more time and money on fragrances, facial creams and hair products. By presenting males in the media this way to sell products, males may believe if they take more care with their skin and buy all this products they will achieve the look of the airbrushed models. In this sense the media is endangering mens health by promoting these images, but will not stop willingly as the beauty industry has such high revenue.The big question is whether the media and our market-gardening are truly to blame. Jeffrey Yang from Harvard University looked at the differences in bo dy image in men from the west (Europe and America) against men from Asian countries. He found that men in Taiwan were satisfied with their bodies and had a lower use of steroids compared to men in the West. Also, unlike in the west, there were no Taiwanese magazines for fitness or bodybuilding. (Cromie, 2005) This seems to suggest that the media are to blame as there were no pictures of super fit males in magazines promoting exercise, and fewer men used drugs to achieve the figure desired. If someone has a poor body image, they might take move to change their body, even if it taking potentially harmful substances.Anabolic Steroids are described as being any of a group of synthetic steroids or hormones used to stimulate muscle and bone reaping sometimes used illicitly by athletes to increase their strength by steroid.com (http//www.steroid.com/drugprof.php)Anabolic steroid maltreatment has been associated with a lot of side effects. Examples include acne, and breast development i n males, which although unsightly are not severe. However other consequences of taking steroids can be life threatening such as heart and soul attacks due to high cholesterol levels and liver cancer (National Institute on Drug Abuse, 2006). Those who inject the drug also risk getting HIV ( InfoFacts Steroids (Anabolic-Androgenic), 2008). Is taking steroids to get a hench body worth it?The U.S. count Bureau says there is a total population of around 301 million people. The National Centre for program line Statistics believes that of this 301 million, 16.5 million are school children between 9th and 12th grade. The Centre for Disease Control and Preventions (CDC) says the percentage of students who accept to a lifetime steroid use was 4%. This means theres an estimated 660,000 students (14 to 17 years of age) whove admitted to steroid use. (ASA) not to mention those unreported. This is a huge figure. Although this doesnt make a direct link with steroid abuse and the media, it can be inferred that these teenagers are taking steroids to get the body of the media male. Boys and men who are not happy with their body have been found to try and put weight in the form of muscle. (McReary Sasse, 2000) And steroids do this.The medias depiction of what is normal keeps getting for women and more muscular for men. Female models 25 years ago weighed only 8% less than average currently the figures stand at around 23%. Male models are seeing equivalent things. In the past 25 years the media male has lost 12lb of fat but put on 27lb of muscle. (Body Image Website)With these ideal bodies represented in the media, its not surprising that males and females are turning to extreme measures to deal with their bodies. According to the ladies room, only 5% of women have the right genes to ever attain the Barbie shape. The body ideal for men is also almost unachievable, without illegal steroids and there is a limit to how much muscle a man can get naturally. (Tart, 2009)Although t here is not a direct link between males body image and the media, it is implicated in many previous studies. Further research would be beneficial.

The industrial ecology

The industrial environmental scienceABSTRACTindustrial ecology is the main topics of industrial ecology Subject. Here alike come Ecology, Eco dodge, industrial ecology, industrial system, Relation between industrial ecology and industrial system. Then describing and discussing the similarities and differences between an ecosystem and an industrial system. Then describing and discussing the actual explanation of industrial ecology in the main body of this assignment. Here we undersurface also detect that the result and the conclusion at the ends of the body. At the end of this assignment we figure the references which I boast added to see the original information.IntroductionAt primary we need to know what is ecosystem and what is industrial system? So we need to know, what is ecology? Ecology is a abundant biological science and can be divided into many sub-disciplines using various criteria. Many of these handle overlap complement and inform each other (refer 1).So I thin k Ecosystem is a system which we see the natural world where every thing is running automatically called natural system is one class of ecosystem. On the other hand industrial system is a system where we cross a output or energy when we add any(prenominal) materials. Discipline that traces the flow of energy and materials from their natural resources through manufacture, the implement of growths, and their final recycling or disposal.Secondly we need to know, what is industrial ecology? industrial ecology is an interdisciplinaryframework for scheming and operating industrial systems as living systems interdependent with natural systems (refer3).we also win in our textbook, industrial ecology consciously incorporates the word ecology, a term originated with reference of biological system. In my assumption, Industrial ecology is one of the systems which we can contribute by the industry. It is very difficult to identify the actual definition of industrial ecology.Aims and Obje ctivesThe objectives of this assignment are to render and discuss the similarities and differences between ecosystem and industrial system and also we will describe and discuss the definition of Industrial ecology in practice and research.In our main goal is describing and discussing in an elaborate way and find the main difference and similarities between ecosystem and industrial system and also we try to find and chequer the actual definition of industrial ecology.MethodologyThrough gathering information from Chapter 4 of Graedel and Allenby (2003) and Chapter2 of Erkman and Ramaswamy (2003), and other on-line sources about the similarities and differences between ecosystem and industrial system and also collect the information about the definition of Industrial ecology. Here I have turn backn two questions answer and also discuss of that questions to broader our knowledge and to give a more realistic view of industrial ecology.Describing and discussing the similarities and di fference between an ecosystem and an industrial systemSimilarities between ecosystem and industrial systemIn the ecosystem we see that where use some materials and energies on the other hand industrial system we also use some materials and energies.If we consider the things that we get ecosystem is a cycling system and industrial system also a cycling system.If we consider the natural things like that biological system thus we see that ecology is a one kinds of food chain and industrial system when a product finallyout from the system then the system also go to the beginning process.So it is also one kind of food chain.Some macerate out from every system, most of the time we see that in ecosystem can recover their waste naturally and industrial system also triesto recover their waste.For modelIn biological systems, trees use nutrients to obtain nuts, which are eaten by squirrels, and the nut resources are used to produce baby squirrels. Some of those babies become food for forag ing mammals and birds. The squirrels is thus both pray and predator, utility(prenominal) producer and consumer. A similar situation exists in industry, where a factory acting as consumer may father disk drives, housings, and key boards as a consumer and assemble computers as a secondary producer.Differences between ecosystem and industrial systemIn the ecosystem we see that where the physical energy dont come directly like as a nutrient but industrial system where physical energy come from directly like as a mechanical or forgiving being.In the ecosystem we get the primary condition and sometimes we get the secondary condition like as gas, coal, oil. But the industrial system only we get the secondary condition like as electricity, light etc.And at last in the ecosystem we see some wastes but maximum wastes can recover naturally but industrial system we see the waste more and most of the time it cant recover to use the system.Describe and discuss the definition of Industrial eco logy in practice and researchIndustrial ecology explores the assumption that industrial activities should not be considered in isolation from the wider world but rather in terms of an industrial ecosystem functioning in spite of appearance the natural ecological system or biosphere.However here there is no standard definition of industrial ecology. Industrial ecology more or less follows three key elements which is belowIndustrial ecology is a systemic, comprehensive, integrated view of all the components if the industrial economy and their relations with the biosphere.It emphasizes the biophysical substratum of human activities.It considers technological dynamics.So we can say that if we can recover our industrial system then we get the actual industrial ecology. We can recover it by restructuring the industrial system.We can restructure the industrial system by using four main elementsOptimizing the use of resources.Closing material loops and minimizing emissions.Dematerializing activities.Reducing and e laminating the addiction on non renewable sources of energy.If we consider in this four elements to restructure of our industrial system then we can see the industrial ecology.ResultsWe have already described and discussed our topics elaborately in the body assignment. We also have described the definition of industrial ecology but it is very difficult to find the definition of industrial ecology.ConclusionIn end of this assignment, my assumption is that the industrial system is not the same of the industrial ecology.Referencesen.wikipedia.org/wiki/Ecology_(disciplines)Industrial ecology(webside)www.indigodev.com/IE.htmlIndustrial Ecology(text book)Graedel and Allenby (2003)Industrial EcologyErkman and Ramaswamy (2003)

How media affects our perception on gender

How media affects our perception on sexualityMedia plays a great role on our day to day doings for our views on particular fields of thoughts, our purchasing thought, and the panache and of performance (how citizenry things) and on various aspects on life. One of the ways that the media affects is on our perception on gender.This can be main seen thought various advertisements in that thought various media advertisement they function to belittle the oneness gender .this is very evident in more advertisements that manly advertises liquor cig atomic number 18ttes for example in the new-fashioned past an international marker beer put out an advert that a gentleman drinking that brand he will have every ladies chasing after him this give a thought that a lady moreover looks at the drink on not on the mans personality.Moreover this is more than(prenominal) reflected when by the programs that be aired on the media some of the program give the feminine gender a low status in the society .it give the lady a position as the a beast of all burden . The research revealed that television depicted more male figures than female, and furthermore depicted males in a more varied range of occupations and activities than their female counterparts, who typically were depicted as being content with domestic help settings while working in conventional female occupational specialties. If this doesnt affect a childs perceptions of gender roles I dont know what does.Just as much research supports that imperative depiction of both(prenominal) male and females on television can influence the same type of role model for children who in turn rear this image later in life as an adult. Is it not a good thing, when a newborn girl wants to be like the female surgeon on ER, and dreams of becoming a doctor? Or the young boy or girl who is impressed with the team of forensic scientists on CSI and is inspired to attach to suite?In as much as children spend a lot of their ti me observance television and lead to imitate what they see, it seems logical to assume that the perceptions of gender roles can be at least influenced in part by the type of programming that is beamed into our living rooms. Further more, it is entirely plausible that gender role development is impacted by the imitated behavior of children of what they see on television.Lets use the media to inspire our jejuneness to do great things. Lets take the old perceptions of males and females and turn them inside out in a positive way. Our children should be reaching for the stars, and we as adults should be pointing these kids in the right direction. Though not as potently as in earlier years, the demonstrateal of both men and women on TV is largely traditional and stereotypical. This serves to promote a polarization of gender roles. With femininity are associated traits such as emotionality, prudence, co-operation, a common sense, and compliance. Masculinity tends to be associated wit h such traits as rationality, efficiency, competition, individualism and ruth slightness.Meehan has shown how on TV, good women are presented as submissive, subtle and domesticated bad women are rebellious, independent and selfish. The dream-girl stereotype is gentle, demure, sensitive, submissive, non- free-enterprise(a), sweet- natured and dependent. The male hero tends to be physically strong, aggressive, assertive, takes the initiative, is independent, competitive and ambitious. TV and film heroes represent goodness, power, control, confidence, competence and success. They are geared, in other words, to succeed in a competitive economic system. There is no shortage of aggressive male role-models in Westerns, war films and so on. Many boys try to emulate such characteristics through action and aggression.There are few women in the heroic role played by Sigourney Weaver in Aliens. Men tend to be shown as more dominant, more violent and more powerful than women. Men on TV are more likely to disparage women than vice versa. They drive, drink and smoke more, do athletic things, and make more plans. They are found more in the world of things than in relationships. Women on TV tend to be young than the men, typically under 30.So TV images largely reflect traditional patriarchal notions of gender. Stereotypical masculinity, for instance, is portrayed as natural, normal and universal, but it is fact a particular construction. It is largely a white, middle-class heterosexual person masculinity. This is a masculinity within which any suggestion of feminine qualities or homosexuality is denied, and outside which women are subordinated. The notion of natural sex differences help to preserve the inequalities on which our economic system continues to be based. nearly modern TV ads feature both girls and boys, but boys tend to be the dominant ones. Ads aimed at boys portray far more activity and aggressive behaviour than those for girls, and tend to be far louder. Boys are typically shown as active, aggressive, rational and discontented. Boys ads contain active toys, varied scenes, rapid camera cuts and loud, dramatic music and sounds. Girls ads tend to have frequent fades, dissolves, and gentle background music (Welch et al.)Morley reports that many men prefer to watch TV with full concentration, without interruption, and in silence, and that many women watch with less attention. well-nigh women prefer to watch and chat at the same time, seeing television viewing as a social activity. Women also refer more often than men to chatting about TV programmes with friends and workmates. One women (cited by Hobson, in Seiter et al.) declared I only watch Coronation Street so I can talk about it.Fathers who become clothed in TV programmes (most clearly in news programmes, apparently) are of course at the time less responsive to other members of the family. Some commentators have argued that watching in this way is a deliberate way for men to shut out th e rest of the family. It is very uncommon for mothers to neglect the family in this way they tend to maintain a monitoring role. Some may on occasion even watch primarily in order to make social contact with another viewer. This is a clear reflection of normal social roles in the home. Most mothers would feel too guilty to watch television as wholeheartedly as many men like to do, and the prevailing pattern of responsibilities in the home does not accept women to watch in the way that men prefer. As Ang puts it (in Seiter et al.) Men can watch television in a concentrated manner because they control the conditions to do so.Fathers are the ones referred to most often as haughty the selection of TV programmes on the main family TV set, though fathers often didnt see it this way (Lull). In Morleys sample, men were far more likely to plan a evenings viewing in advance than women were. For many men the remote control device is effectively symbolic of their power of choice over program mes. Some women complain that their husbands often switch programmes without regard for whether their wives had been watching. Mothers only rarely take such unilateral action. This is a reflection of male power in the home. As one girl put it, Dad keeps both of the automatic controls one on each side of his chair.

The importance of childrens play and talk

The immensity of electric razorrens wanton away and talkThe first object lesson is of Js first perplex of mark making with felt tip pens and on speaking to the p bents this was his first experience of using any drawing implements.This practise came about from Js own initiation his interest was gained when he saw his infant with the pens she was sat beside him drawing a picture of what she described as a rabbit, J watched for a while then grabbed at the pen his baby asked Do you want to draw a picture , J do a sound his sister gave him a dope piece of typography and a felt tip pen. J made marks on the paper weighing up at his sister every so lots who would say wow J thats fantastic, good boy J would smile then continue to have more(prenominal)(prenominal) marks, Js sister gave him more colours J tried to pick all the pens up at once but dropped them all, he picked one up made a mark then tried a nonher he continued this effect for the while of the action mechanism. The activity was initiated and endedby J which lasted around 30 minuets. The second exercise is again by J and his first mark making and geographic expedition with tonality.This activity was adult initiated, the adult introduced a turgid rectangular blank solicits and different coloured paints with different size paint lavees. J was unsure at first and kept his distance, however moved at establish(predicate) and closer firstly poked the canvas with his riff, he picked up a brush exploring it with his sass and then fingers, he establish the brush on the shelve then mould his finger in a paint keister he looked at his finger touching it with his thumb he spue his hand on the table when he lifted his hand tally he looked at the mark the paint had made poking his finger in the mark sorrowful it around this made the mark bigger, J put his finger on the canvas the adult express what that look its Js finger, J put his finger back in the paint moving it around the can vas. The adult picked the large brush up handing it to J do you want to try the brush J took the brush he explored it with is mouth screwing his typesetters case up as the brush touched his tongue, ewwwww state the adult pulling his face put it in there pointing to the chew of paint. J looked at the pot he dipped the edge of the large brush in the paint then dragged the brush across the canvas he continued this action a few times the picked the small brush putting it into different colours using a dabbing trend he made more masks on the canvas , he held the brush in one hand then placed the other onto the canvas lifted it up looking at his hand which was covered in different coloured paint he moved it closer to his face dropped the brush poked his painted hand moving his finger around the paint , J looked at his finger then put both hands together pulling them a bankrupt them put one on the canvas looking at the adult smiling wow J thats Js hand J squealed then poked at the can vas with his painted finger. J put his hand on his face the adult laughed J then put both hands on his face laughing the adult said come on J we better get you cleaned up . Beca wont of the advance of J the activity was more about exploration and investigation and the entranceway to new experiences.Clay 1979 Goodman 1973 Smith 1971 cited in Barrat-Pugh 2000 challenged the teachingalist view of literacy drawing upon the 1970 enquiry into how children come across to look at and write their suggestions were that rendering and composing argon not isolated skills that can be taught but however the child is an combat-ready participant and the process is ongoing from birth. Arguing that rendition, theme and oral oral communication developments are interrelated, emerging over time through participation in literacy events. The childs family and community are central to this process as they provide experiences that drive on emergent literacy.The importance of childrens play and tal k is recognised in the Governments literacy and numeracy strategies where a commitment is stated to using these for reception children in their first family of school (Wood, E. 2004). The Association for wee Childhood Education recommends that practitioners make allowances for the fact that children uplift at different levels and so activities need to be considerably planned and organised, thus providing opportunities for different children to shine in different mise en scenes. The platform Guidance for the Foundation Stage in England also recommends a play-based curriculum. The practioner ineluctably to be able to plan and resource challenging learning environments and to assist childrens learning through planned play activity. The practitioner also inescapably to be able to extend and support the spontaneous play of children and encourage develop their words and communication skills through play. The practitioner also demand to ensure the childs continuity and progres sion (Wood, E. 200420). Moyles et al (2001) have argued that a learning environment that is dependent on play leads onto more mature forms of k todayledge, skills and understanding. in that location is evidence to suggest that through play children develop high levels of verbal skill and creative problem solving capabilities.Practitioners need to be capable and have a tightly organised environment if they are to mix in play into the curriculum and the child becomes a forceful player in constructing their own learning (Malaguzzi, 1993). In piece that the process is meaningful the instructor needs to understand how and what the child thinks and knows, and to be able to engage with this (Wood, 2004). Vygotsky (1933) argued that what children learn and how they learn it is driven by the social experiences and social interactions that they encounter and the development of their cerebration occurs as a result of the interaction among themselves, their environment, and more experie nced others. Thus, learning is a collaborative process, practitioners need to be cognisant however of the power relationships that exist in educational settings. Children have no overlook over the world they enter, of the pre-existing cultural practices or of the power of the expectations of others, particularly their parents and teachers (MacNaughton, 2004). Training for those who intend to work in the primal old age sector should not neglect the issue of power or the contexts in which it operates.In English preschool classrooms, learning by being active and interactive, by exploring the environment, has gained universal status (Curtis, 1998). Dewey advocated that children learn best by exploring and manipulating their environment. Isaacs (1933) also express the importance of learning by doing. She wrote that play is not the only meat by which children come to receive the world the whole of their spontaneous activity creates their psychic equilibrium in the early years.Commu nication, Language and Literacy holds the child to read a variety of different books, being able to communicate in different slipway, such as facial expressions and eye contact utilise in non verbal communication. Children should be able to communicate in order for them to participate in their society. Children should also receive simple interpret tasks and texts and authorship for different purposes. Drake, (2001) A study carried out by Halls (1987) in a literate home corner, showed that where paper, pencils, newspapers, planners, telephone directories, cookery books and catalogues were added as part of the environment. During the quatern hour days of this study, children were engaged in 290 literacy events. For example it was found that the frequency, duration and complexity of childrens play with print increased and that the objective encouraged self- let ond literacy activity. A particularly interesting finding was that children in the intervention radical often transform ed the literacy objects into something else. Another example was the cookery books became magic jinnee books, and newspapers became magazines. Language is a powerful source of signs, and empowers the child to restructure his or her environment, (Taylor and Woods 1998).There are some ways that children make connections with penning and reading, and many pathways into literacy. Writing and reading can enter fresh childrens lives in a variety of ways. Early experiences with literacy may be initiated by the child or by other sight, they may be playful or work- wish, and may take place at home, in the region or in community settings.The range and diversity of early literacy experiences suggests that there are many ways that children make connections with writing and reading, and many pathways to literacy.Literacy development often starts in youth childrens early symbol using activities in talking, in play and fantasy, in scribbling and drawing, in pretence reading and writing. B etween the ages of 1-5 children learn to use symbols they invent for themselves and those donated by the culture (Gardner Wolf, 1979, p.vii). The use of symbolswhich may include words, gestures, marks on paper, objects modelled in clay, and so forthmakes it possible to read experience, feelings and ideas. Symbols also allow children to go beyond the immediate here and now and to create notional worldsPlay consumes much of young childrens time and energy, and for many children, play is where writing and reading begin. Play is the arena in which young children make connections between their immediate personal world and activities that are substantial in the larger social world of family and community, and play is the context in which many children find ways to make culturally determine activities part of their own personal experience. When children play with writing and reading, they are actively act to useand to understand and make sense ofreading and writing dogged before the y can actually read and write. When books, paper, and writing material are among the objects children play with, important literacy learning can occur. As they experiment with scripted language, often in playful ways, children begin to learn what writing and reading are, and what they can do with them. At the same time, children can acquire a range of information and skills related to writing and reading, as well as feelings and expectations about themselves as potential readers and writers. This multifaceted body of knowledge and attitudes constitutes early or emergent literacy (Holdaway, 1979 Teale Sulzby, 1986). Play appears to have at least 2 potential links to the development of literacy First, as a typic activity, pretend play allows children to develop and refine their capacities to use symbols, to represent experience, and to construct imaginary worlds, capacities they testament draw on when they begin to write and read. Second, as an penchant or approach to experience, play can make the various roles and activities of people who read and write more meaningful and hence more genial to young children. In play the focus is on exploring rather than on accomplishing predetermined ends or goals, so there are few pressures to produce correct answers or final products. Plays non literal, not-for-real, not-for-profit orientation allows players the freedom to manipulate materials, experiences, roles and ideas in new, creative, experimental, as if ways (Bruner, 1977, p.v Garvey, 1974). Play thus creates a risk-free context in which children do not have to worry about get it right or about messing up. This freedom may lead children to discover or invent possibilitiesnew ways of doing things and new ways of thinking about ideaswhich may, in turn, lead them to new questions, problems, and solutions. Approaching writing and reading with such an experimental, as if attitude may help children realize that scripted language is something they can manipulate in a variety of ways and for a variety of purposes. Playing at writing and readingby scribbling, drawing, pretending to write, or pretending to readmay serve to blossom out up the activities of writing and reading for childrens consideration and exploration (Bruner, 1976 Sutton-Smith, 1979).While activities like talking, playing, and drawing are closely linked to writing and reading, and while their use often intertwine and overlap, there are no direct or inevitable transitions between earlierand laterdeveloped symbol systems. Whether and how children make connections between talking, playing, drawing, and writing and reading depends on the childrens interests and personalities, on what is available and valued in their particular culture, on how the people around them use writing and reading in their own lives, and how these people initiate and respond to childrens writing and reading activities. In other words, early literacy development does not precisely happen rather, it is part of a social process, embedded in childrens relationships with parents, siblings, grandparents, friends, caretakers, and teachers.Early writing activities tend to be more macroscopic than early reading activities because they involve making something. If given crayons or pencils, children commonly begin to simoleons around the age of 18 months they find scribbling interesting because it leaves a visible tracethey have made something that didnt exist before. When children encounter print in their environment, they use this visual information in their scribbling and pretend writing. Marie Clay (1975) has shown that as scribbling develops, it begins to incorporate various features of conventional written language, such as linearity, horizontally, and repetition. As children learn that marks and letters represent or stand for something, they are developing an understanding of what Clay calls the sign conceptwhich is of central importance in learning to write and read. Robert Gundlach ( 1982) has argued that beginning writers need to master the functions, uses and purposes of writing the forms and features of written language and the processes of writing. Children must learn what writing can do, and, in particular, what they can do with writing.Early literacy development is closely tied to the specifics of young childrens relationships and activities. To these relationships and activities, children bring their curiosity, their interest in communicating and interacting with others, and their inclination to be a part of family and community life. They also bring their desire to use and control materials and tools that they perceive as important to the people around themtheir urge to do it myself. And they bring their willingness to seek help from more proficient writers and readers. When they interact with more competent writers and readers, children serve as spontaneous apprentices (in George Millers phrase), learning about written language and how to use and contro l it for a range of purposes. What is the relationship between early experiences with literacy and later, long-term literacy development? There are as barely no definitive answers to this question, but as in other aspects of mental development, we assume that there is a relationship between early literacy experience and later mature literacy. How this relationship unfolds for a particular child will depend on several factors which interact with one another in complex ways. These include the childs interests, temperament and personality, opportunities at home and in the neighbourhood for writing and reading, as well as the nature and quality of the nurture the child encounters in school.Even children who do not narrate their play are enacting a narrative with their gestures. It has been shown that children engage in this kind of symbolic play more and in richer ways when they do it with a facilitating adult, usually a parent or caregiver. A typical interaction consists of a young child moving a butterfly around, guiding the toy or toys through a sequence of actions. Often it is the adult who provides the language that highlights the narrative form embedded within the childs play gestures The Emergence of stage Telling During the First Three YearsBy Susan Engel Bennington College,Bennington, VermontZero to Three Journal, December 1996/January 1997. http//www.zerotothree.org/site/PageServer?pagename=ter_key_language_storytellingAddInterest=1145