The Development of Ancient Medicine & Influences Essay -- essays resea

Many different cultures have tried different methods as to find out about the causes of disease and how to treat different kinds of diseases. Various countries have come up with alternate cures and treatments for various diseases. These ancient societies compromise of China, Greece, Egypt and South America. They practiced a wide range of cures for their patients, and they specialize in different fields. For example, meditation and acupuncture were practices in China. Dissection, operations and drug therapy were also performed. But how did theses societies – who did not have as much technology as today – found out about the different illnesses and their cures? The western medicines usually compromise the use of folk remedies and prayers. They now believed that sickness was not a result of punishments sent from gods, but something ‘natural’. Dissection was performed and thus, they knew more about the internal organs of animals – although they were not allowed to dissect humans yet. Plants were also used as medicines. These were known as herbal medicines. In the eastern countries, there seem to be more on religious treatments, and healing the entire body – not just the deformed part. They believed that the whole body is to be treated to maintain a healthy body and prevent disease. Various kinds of treatments were discovered throughout the ancient societies. These cures includes trepanning, surgery, herbal medicines, religious or agricultural remedies, and sacrifices. These were the forms of treatments undertaken by the patients. One interesting fact includes the operated remains, especially the trepanning of the skull. A number of these patients survived the treatment, as some of the wounds have signs of healing. Therefore, they... ...se include the use of a doctor’s observance to decide whether a person needs treatment or not. Another type of cure that has survived to today, are surgery and herbal medicines. Operations are an important part in medicine to keep on healthy. When cures are needed, the body is sometimes operated to take out the diseased part. Herbal medicines – especially Chinese medicine – are still available for use in the modern world. Although most of the world now relies on western medicine, some diseases may not be effective with western medicine, but works with Chinese medicine. Overall, medicine is always changing, but the useful areas of medicine never stop. The development of medicine will continue to improve, hoping that the best and effective medicines are delivered to patients. However, many medicines still follow the ancient ideas, and some treatments even go on.

Cone Effect :: essays research papers

First of all, my definition of the â€Å"cone effect† is this: a theory in which all media content is exaggerated then sent through a publication or broadcast that carries advertisements to individuals with different perceptions leading to a "perceived media reality" which is incorporated into everyday life. I believe this means we are media, media is us, and we are one. If we would all take a look at our lives we are just a jumble of representations. In my opinion, from the moment we are born to the day that we die we are media. We are born a certain sex boy or girl. That represents something. Boys wear blue girls wear pink. This symbolizes to everyone what we are. We don’t know we are boys or girls until someone tells us. We have set and defined expectations for our lives, as well as ways that we must act. From that day forward we learn our media from our lives, our families, friends, and literally everything we come in contact with. Everything we do and everything we see leaves some trace of an impression on us and represents something to each of us. That’s why I feel that media is us. Media is everything. We are just representations. It makes me very frustrated to think seriously about this. It makes me question everything that I have had to believe as a member of society. It makes me question countless things in my life. It made me think about life in general. What is reality? Truthfully, I don’t know if there is a way to answer this question for everyone but I think we all need to examine our lives in general and the everyday lives that we live in and question them. Everything we do or say has a representation so again, that is media. It is all around us. It is everywhere. Most places we don’t even know that it is going on. In my inspection of my life and the media that surrounds me I have found media to be almost everywhere. It is everywhere. Almost everything I have and use has labels on it from clothes to food. Some things even have advertisements of other things on their labels. All of these products represent me. I wear these clothes because I like the way this brand looks or I want to belong to a certain group so I wear similar clothes. I eat certain foods because someone introduced it to me or it is the brand that I like.

Meeting the Needs

Respectful educators will include all children; not just children who are easy to work with, obliging, endearing, clean, pretty, articulate, capable but every child- respecting them for who they are, respecting their language, their culture, their history, their families, their abilities, their needs, their names, their ways and their very essence (Nutbrown, 1996, p.54).In relation to the quote discuss the following: 1- Illustrate your essay with one specific group for example children with specific medical difficulties, behaviour problems, etc. Consider the personal, social and emotional factors and their impact on self esteem. 2- What constitute appropriate policy and good practice to ensure all children experience a positive learning environment? Consider the community, school and the individual. Within education, our society can be seen to ensure that all children, including those who have medical difficulties or behavioural problems feel a sense of belonging within education and are not ignored, although this could be seen as untrue by others.As quoted above a successful school practice would support all young children not excluding any for its aim of providing a desirable development and successful practice for the children â€Å"This is an†¦ anti-discriminatory practice which is a fundamental requirement in the delivery of services to all children (Thompson, 2001), this can be seen to be the main aim of a practice as it is where all needs are met without any child in a mainstream school can undergo inclusion. A major contribution to this has been the framework, The Index of Inclusion â€Å"Provides materials that support schools by critically examining their policies and practices, and guides them through a process of development towards inclusive education (Richards and Armstrong, pg.8, 2011).It is not legally enforced but a helpful guide to help schools progress in a positive change. The commitment to challenge and promote social justice within school education for children with disabilities had a particular interest challenged by (Oliver, 1990). Also referring to the quote above, practitioners working with children within education tend to work with all children having medical difficulties or not or any reason, supporting these pupils in order for them thrive. Appropriate policy and good practice is important for maintaining a positive learning environment  for all children. It is seen that agencies such as the United Nations Educational Scientific and Cultural Organisation (UNESCO) which takes inclusive education seriously, by being responsive to diversity and reducing exclusion in education, will be put into practice.Then in 1999, Department for Education and Skills (DfES), now the Department for Education (DfE), focused on all children having a chance and also supporting schools to ensure that the pupils have been positively supported all this will be discussed within this essay. The Green Paper: 2011 is an official document based on proposals made by the government for children and young children who have special educational needs or a disability in order to improve their outcomes and be provided with support. This official paper is not only about the children but also based on their families, teachers, etc. this document which addresses special educational needs â€Å"removes the bias towards inclusion† (Department of Education and Skills 2012).I will be focusing on the study of young children with Autism, Autism can be called by many different forms, for example Asperger’s Syndrome, it is based on the constant attention which can be seen as challenging behaviour and correction in how they believe and the interactions around them socially, in the sense that they are given more special care and a greater number of help than ‘normal’ students, frequent visits to doctors leave them feeling as though they are constantly being watched or investigated, affecting their sel f-esteem.I will be discussing whether children who are educated are respected and encouraged whatever their medical condition may be and how their self-esteem could be impacted using the quote above. Autism and Asperger syndrome was first identified in the 1930’s and it based on atypical structure and/or neutral transmission processes of the brain. They comprise of Autistic disorder; Asperger’s syndrome; Rett’s disorder; childhood disintegrative disorder and pervasive development. A complex syndrome that can be described as having many different brain disorders with similar characteristics.A child can be diagnosed as having autism based from the age of three if they are displaying â€Å"(1) significant delay or inappropriate use of language; (2) failure to develop normal social relationships and interactions; and (3) obsessive or ritualistic, repetitive behaviours† (Wilson, p.101, 2010). Many children are seen to acute sensory abilities, from extreme to m ild in the sense that in the classroom some  children can ignore or block out the noise in the classroom as they may find the noise irritating and/or distracting. Autistic children hypersensitivity may cause them to find it painful and overwhelming when being touched by others.However the most evident characteristic young children with autism is the failure to develop social communication, they may avoid direct eye contact with others which could often be misinterpreted as not paying attention or being interested in other people, this could cause many challenging with educators in ensuring the child is progressing well in class. â€Å"It has been argued that Early Education at its best is inclusive education† (Nutbrown 1985) this statement can be seen as true as inclusive educations provides the child an environment which ensures them to feel accepted and support them and avoids any time of exclusion which could affect the child’s self-esteem.However, â€Å"By defin ition, children with special educational needs have significantly greater difficulty with learning than the majority of children of the sage age† (Wilson, p.29, 2010) children working with other children who do not have special educational needs can be seen to be automatically excluded as the pace in which they learn would be different and the children would be progressing at different paces, as children with autism may display challenging behaviour. Children with medical difficulties such as Autism may feel a sense of dis-belonging and their self-esteem will be affected as they would be marginalised against the schooling system as they are seen to be very vulnerable. The child does not see themselves as a member of a particular group and follows their own interest rather than that of the other children in the playgroup.Young children including those with special educational needs rely on their educators as well as their parents support and encouragement in order for them to f eel happy, confident and secure. Within an educational setting, this is important to establish as it develops their feeling of self-esteem from the reactions and responses by people as they feel accepted by them in order for these children to feel as a participant within the establishment. It is seen that many children with special educational needs, in relation, children with autism suffer from self-esteem and self-identity problems.Children with autism are seen to be expected to have lower levels of basic literacy and numeracy skills compared to their peers. As these children with SEN may already suffer from self-esteem issues it will be essential to  establish affective development during education however this also applies to all children. Their needs may not be met by educators who follow the National Curriculum (Department for Education and Skills, 2005, p.5). Their ability to have difficulty in understanding what they are being taught may lead to low self-esteem, low levels of concentration and underdeveloped social skills (Ibid., p.5).The traditional way of thinking of children with mild autism is that they are the same as their neuro-typical peers but yet they have something missing, a definition like this does not explore the fact that these children also have outstanding achievements and original thought process which may cause them to low self-esteem and are not supported by their peers therefore developing emotional and behavioural problems in order to support these children accessing equal opportunities in the education system, the educators, parents and others will work closely together to ensure the student is supported emotionally and socially.Students with autism are seen to work well with repeated short structured teaching sessions where the focus would be on working on skills such as social interaction with the educators being sensitive to the child’s needs. Intensive interaction can be used in order to develop and encourage the ch ild within the education system. A principle of intensive interaction (Hewett and Nind, 1998) is that it is necessary to develop the child’s ability to enjoy the company of others, and to develop his understanding of how to interact with others and how to communicate. Short sessions for the child is used to develop their communication skills and encourage learning, which is essential for accessing equal opportunities to the education system.Using this approach, the progress of pupils with autism has been assessed and reported (Nind, 1999). Working with children with autism within the education system may require the educators to be very sensitive to the emotional, physical and personal needs of the child. Working with social situations tend to be difficult for these students however with accessing equal opportunities putting the child with a small group of pupils with sensitively can ensure that the child adapts largely to the social aspects of being with group and the activi ties taking place, gradually both the task and the level of social interaction needed can be increased in complexity.Whether or not time is allocated to work on children’s affective functioning too often depends on adventitious encounters with  teachers who have been converted to the need to address such areas. It is time – as a profession – that we all recognised, for example, the need to give adequate time ‘to working on the self’. It is iniquitous for us not to undertake this task. As educators, are we called upon to educate the ‘whole’ child? If not, who looks after the neglected parts? (Charlton and Jones, 1990, p149) It may be impossible to provide a positive learning environment if the child is suffering from affective problems and a range of potential casual factors do not exist.Until the last few years, affective development has not been evident within curriculum documents and guidance but, as suggested, if these documents ar e not addressed, the idea on educators basing the lessons taught of the children’s abilities would pointless as the child’s abilities to access that curriculum may be severely compromised. Practitioners should therefore acknowledge the affective needs of young children and respond to them appropriately, thus enabling successful and confident individuals and learners who can maximise the potential of the learning opportunities presented to them.Practioners within the education system in order to enhance positive self-esteem within the children should have knowledge in the area of the children affective development in the sense that they would use a system which all the children are valued and respected in order for their learning styles to progress. The use of consistent structure and routine for children with autism is essential as stability is needed in order for them to reach their full potential. Difficulties may arise for the child if they left without feeling valu ed and respected, educators would need to treat all children along with those who have Special educational needs and positive experiences of learning with a level of confidence that will enhance their self-esteem, and working with the parents would enhance this.Within Early Years Foundation Stage (EYFS) which believes that in order for children to succeed Practioners would need to consider areas of affective development. This is reinforced in the EYFS documentation which states that â€Å"children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect others; social skills; and positive disposition to learn. Practioners must ensure support for children’s social emotional well-being to help them to know themselves and what they can do (DCSF, 2008:24).The practitioners can then focus on the guidance given and  practice observing, recording and informing planning certain area such as self-esteem, sel f-confidence and behaviour and social control. It is seen that children with special educational needs find it more difficult to access equal opportunities in the education system. â€Å"The less academically able continue to suffer disproportionately from whatever chronic or acute problems affect the education service (Department of Education and Science 1991, p.2). These young children will find it difficult to develop positively and use education as a learning curve. These young children tend to be brought up from a poor background with families who do not have the requirements to send their children to schools that focus more on individual needs as the society’s values and priorities reflect of the school.It is seen that in order to access equal opportunities individuals will practice working with educators of the education system. For example, families of the children will work with the practitioners in order to provide the relevant and effective early childhood interve ntion. The educators should be able to work with the child with special educational needs and their families, setting challenging but achievable targets. Families modify their lives around multiple professional services and when they are given peace of mind that their child is in a healthy environment they will respond to this positively. It is seen that autistic people have been labelled as ‘too challenged’ or even ‘too difficult’ to work in a classroom, and as a result they are denied access to the very public services which are designed to support them.This could hinder their self-esteem which may cause them to deal their intense feelings in a way which can be seen as ‘inappropriate’. There are higher numbers of autistic people who attempt suicide (Bernard et al, 2000). These autism people are seen to commit suicide more than those without a disorder as they experience exclusion and are denied opportunities which can make life difficult for them in life. Challenging behaviour has come down to many different factors to challenging behaviour to work inclusively with children with specific special education needs as attention hyperactivity deficit disorder (ADHD) or autistic spectrum disorder. Educators would need to explore two main models of disability: the medial and social models.The medical model involved the child being ‘blamed’ or described as ‘ill’. No account is taken of external factors such as environment (Frederickson and Cline 2009; Garner 2009). The social model has  a more inclusive approach blaming society , is seen to create barriers which could prevent children from learning opportunities. The UK government Green Paper ‘Meeting the Childcare Challenge’ (May 1998) established a ‘National Childcare Strategy’ and proposed inclusive provision where possible for children with special needs (Sestini, 2001).Commonly, institutions are giving out the same reso urces into all their branches and it is seen that these services should be made accessible and appropriate for all children, including children with special educational needs. It is seen that the one to one approach regarding children would maximise the equal opportunities for individuals accessing the education system. Though this service, the educator can encourage and support the child with autism in order to increase their social skills, these one-to-one sessions can be blended with other activities and routine within the classroom which can challenge the child from feeling a lack of acceptance and a sense of social inclusion.Lewis (2000) poses questions which can be addressed towards an inclusive education ‘How far is it leniable to assume that the education system as presently constituted provides a healthy environment for all, let alone the most vulnerable? (p.202). He explains the importance of quality should be stressed. Problems in the past are involved within the se tting however it is stressed that they should not deter educators from including special educational needs children in inclusive setting. â€Å"The need for teachers to step beyond the classroom and to work with children and families in the context of the community† (Wilson, 2003), this is goes by working with outside organisations which comes with extra challenges as well as benefits.Professionals need to work from the premise that ‘each family has its own culture and a unique set of strengths, values, skills, expectations, and service needs’ (Bailey, 1994, p.28) White working with children in order to ensure the child undergoes positive development it is essential for the parent involvement to be on the same level of progress as the educators focus of the individualized needs of the parents, these are seen as critical involvement as it is important, to establish family education and involvement options to them. With the requirements placed by the government on teachers in mainstream schools for children with special educational needs, SEN work has now officially been recognised as central to the teaching and learning function of schools.In the past, there were not many  studies undertaken on the guidance requirements of the code of practice. Until recent years throughout the period of 1995-2000 (Evans, Docking, Bentley and Evans 1995, Lewis, Neil and Campbell 1996, OFSED 1996, Demington, Evans and Lee 1996, Davis, Garner and Lee 1998). This work was able to show the tensions in the Code of Practice and although many SENCO’s spoke of not having enough time to follow the procedures of the code, overtime SEN work is now recognised as a respected policy. In reference to the quote above, â€Å"inclusive education† is subject to all learners, members of the school, college and wider community.By this, all learns do not refer to those who â€Å"have special needs† or a vulnerable, but by means every child and their essence in order to develop healthily. To ensure that all students experience a positive learning education, the term ‘inclusive education’ must be put into place within schools. Educators have to ensure that if there is a diversity of students within the classroom; including those with different ethnic and class backgrounds, their rights and interests should be explored. The term ‘inclusive education’ refers to all the learners being successful, being pushed to their full potential.For a vast majority of disabled pupils under the policy of School Action/School Action Plus their ‘needs are met’ through mainstream schools to ensure that all children are successfully included. The quote above refers to inclusion within schools, which over the years but mostly the last decade has significantly developed in terms of the legislation and research. This has seen to begin from Warnock report (DES, 1978) which discussed progressive movements towards an inclusi ve education system for all children. For inclusion to be effective pupils must actively belong to be welcomed by and participate in a school and community that they should be fully included.As young children with autism lack more social skills within society it is seen that the social understanding of these children with special needs in the inclusive classroom is of special concern. As research indicates ‘as a group of children with disabilities are at relatively risk for peer rejection than typically developing children’ (Odom, 2000, p.21) Good practice to ensure an educative system under positive learning would be full participation for all the children in all aspects of the provision. All children would have the opportunity to engage actively within the classroom with the teachers and their classmates being positively welcomed and participating.It is  seen that in order to ensure all children experience a positive learning environment the need of effective policy and practice is needed in order to provide a successful learning experience for them. In terms of young children with special education needs in England, according to the revised Special Educational Needs, Code of Practice, children do have a great difficult in learning than a majority of children so it is important to establish this. Promoting individual talents, interests and ensuring an appropriate learning experience could be seen as one of the primary responsibilities of the early childhood personnel when working with all children of all personalities and development.This requires a close observation of the children to ensure the experiences is a success and if any children overtime is lacking in development the educators find a solution quickly. This includes the children’s interests with others and their environment being alternative to their peers and teachers etc. Most children struggle from anxiety when moving from the transition of home to a learning environment a nd which is normally greater for children with special educational needs. Therefore practitioners and educators need to practice a positive programme that can make the transition easily on both sides â€Å"A programme philosophy should reflect should practice, research and theory related to young children and their characteristics† (Wilson, 2003).This is needed to establish the key educational sources in order to establish on environment where the child understands they are a valued part of a group and where the educators’ are in situations that are appropriate to each child needs and abilities. Overall, pupils within mainstream society are seen to need attention when being educated so they obtain what is needed in order for them to succeed. Working in an education system without induction creates full participation with all pupils in order to achieve a successful mainstream experience. With the educators provide a social and emotional environment without the complex a ctivities.Many services when integrating early childhood services and special educational needs undergo services designed to integrate all aspects of children for an inclusive education â€Å"In the classroom, the early childhood teacher needs to facilitate the interactions children have with toys, materials, activities, peers and adults†, These interactions will lead to the child â€Å"developing understanding about the world and the way it works, and help children gain feelings of  self-worth and competency† (Wilson, 2003, p.23). Children with SEN would not be able to make progressive developing, this includes all children, this is why many policies have been put into place to ensure the various dimensions within a mainstream schools has been explored to ensure initiated learning.

Misconception of Gender Roles in Islam

Misconception of gender roles occur in everyday aspect of life and religion is no exception to this case. Especially in the religion of Islam, current debates occur over gender roles. Although this monotheistic religion has been around for centuries, It wasn't long ago that it became so prevalent in main stream media; especially since the occurrence of 9/11. As much as this religion Is celebrated, it Is also highly scrutinized for the preconception of the role of man and woman.This Is all based upon the interpretations by Non-Muslims and Muslims alike, due to the fact that ultra biases conflict with actual teachings of Islam. Negative connotations have been made In regards to how women do not receive equal treatment and how men are treated like kings. Though many claim that Islam has monolinguals view points, this religion In fact has high Importance of women. It's the truth that has to be reexamined to get Americans to reconsider their perception of Muslim women and their Important roles In Islam.To understand this debate over women's role In Islam, one has to understand the religion Itself. The actual meaning of the word â€Å"Islam† according to Encyclopedia Britannica is an Arabic word that means submission to God. Specifically it is the act of compliance to one single God, which is why it is a monotheistic religion. This religion is carried out by their holy book called the â€Å"Curran†. The main objective of this religion is to live a full life through the teachings of Curran, rid one's self of negative attributes such as Ego that pollutes the mind.This religion is meant to be practiced on a continual basis and that is why it incorporates domestic issues such as, how to dress, personal hygiene, what to eat, and civil issues such as marriage and divorce. Islam has survived through many centuries and remains to be the fastest growing religion in America to date. According to Time Magazine, by 2030 the global population is set to reach over 8 billion and 26. 4% of that population will be Muslim. One of the main problems in understanding Islam is due to the language barrier. Most of the important teachings are written in Arabic.Majority of the world does not speak this language. Therefore, it is up to the translation to decipher the teachings. Through translation meaning gets lost and is up to interpretation to understand what topics are presented. Interpretations are based off of opinions and are subjected too bias that develops with the interpreter. As a result, it is challenging to get an objective viewpoint to understand Islam. In addition, Immoral practices are administered within the religion of Islam because of cultural standards conflicting with the actual teachings.This makes it difficult for Muslims already part of the religion to understand the religion further, let alone the Non-Muslims who absolutely have no knowledge about the religion, that are basing their understanding off of bad sources. Such misconcepti ons result In people developing their criticisms of a religion that Is so far from the actual truth. In the religion Islam, both women and men are spiritually equal because they encompass a soul. The basic meaning behind that Is both partners have the same sense of hearing, speaking, breathing, touching, and assisting.They also have the ability to choose between what Is right or wrong. What separates a woman from a man is women's capability to procreate. This is purely who do not follow a religion. There is nothing in the Curran verses that implement that men are superior to women. It is purely society's misinterpretation of Islamic teachings that otherwise state the equality between a man and woman. It is social, economic, and biological aspects that differentiate the role of each gender, and thus a role of women should be civil to that of a man.

How Serfdom Save the Women’s Movement: A Summary

Flanagan in this article expresses the different roles that women play in this society. This was told in point of view of a woman once and innocent girl of 15 years girl, later grew and got married to realize her predicament which the society dictate her to be. The article speaks of her observations and experiences and talked of a nanny, a nurse, a waitress, a mother, a single mother, a domestic helper, a factory worker, and herself as a working mother. Several characters where in fact introduced and their features are sometimes presented but they all revolved to the theme that women in the society are relegated to a lesser class human being as compared to their male counterpart. The women worked hard but received meager pay and seldom get better positions in a company. The article speaks of wives and mothers who are expected to raise their children, do the household chores, but do not get so much in return. It speaks of the desire of women to have professional works while they perform their roles as loving mother and a good wife. The presence of a nanny in the house provides more freedom for a working mother to have more time for herself and for her outside work for the home. Nanny or domestic helper or workers are most welcome by working mothers this is so because they unburden the mother of the tasks and responsibilities of taking care of the needs of the children. Nanny, or domestic helper, or a nurse in the house, or a secretary in an office is still a form of slavery. It is a serfdom that inspired the women to organize and empower themselves to gain freedom and recognition in this society.

Gender segregation in children Essay

According to research children establish and maintain same gender relationships, the play in groups which are mainly composed of their own gender. Gender segregation has been observed in children as young as three years. Gender segregated social groups among children is significant within the segregated groups since children do experience different world from other peers and they have an opportunity to learn gender typed skills, roles, characteristics which are deemed by society. Gender segregation among children leads to different patterns of social interactions and play experiences promoting differences in their social, intellectual, and emotional development (Kimberley, 1995, p. 61). Children interaction is different depending on whether is a girl or a boy. Gender segregation is mostly influenced by expression of social interactions mainly during preschool activities. Cognition on play partners on children correlates with preferences of play partners. Social cognition accounts for changes in age in sex segregation (Martin, 1999, p. 751). Different interactive styles of children of different genders This examines individual variations in child pretense play and expression emerging mental representation. Children develop different interactive styles which are to some level at odds. Boys and girls react differently to situations with boys being more resistant and avoidance than girls (Martin, 1999, p. 755). There is a gender gap in the interactive styles among children. Child solitary play child are initiated y their mothers with maternal demonstration and solicitation. Mother symbolic and children language positively influence collaborative child play with verbal intelligence from child solitary play (Kimberley, 1995, p. 62). Different language/communication styles of children of different genders Communication language has been found to be harder in girls than in boys. Girls have significantly greater activation language areas in their brains compared to boys. Boys talk more and they are more assertive regarding their social interactions compared to girls (Kimberley, 1995, p. 62). Children stereotype believes about different gender roles Children learn mostly from parents with differences on how boys and girls behave being facilitated by differences on how they are treated by parents, teachers and friends (Martin, 1999, p. 760). Gender have differences on different issues like aggression, learning and they differently react to different situations (Kimberley, 1995, p. 64) Different preferences of different toys by different gender All over the world boys and girls play with different types of toys. Boys mostly prefer cars and trucks while girls prefer dolls. This is so because sociologically boys and girls are encouraged to play with different types of toys by their peers, parents or the society (Kimberley, 1995, p. 67). Theoretical (biological, social, cultural, etc. ) explanations for the gender differences Sex is believed to be natural but gender is cultural and a social construction. Differences among individuals in different gender are attributed to their choices but the differences are mainly as a result of gender conditioning. They undermine common humanity and individual freedom (Kimberley, 1995, p. 69). Children learn most things from their parents, teachers and peers. Socialization brings about sex role attitude. Parental influence changes children attitudes. Children behave based on their gender is also influenced by parents, teachers and media (Martin, 1999, p. 762). Annoted Bibliography Kimberley, K., (1995), â€Å"Gender segregating among children: understanding the ‘Cootie Phenomena’,† Journal of young children, Vol. 50, No. 4, pp. 61-69 This articles reviews on development of gender role and discusses on how boys and girls are different. It discusses on gender segregation on why children choose playmates of the same sex, how they develop different interactive styles, differ in their communication language, how they have different roles in their stereotype believes, how they differ in their preferences on toys and the theoretical explanation of gender differences. Martin, C. , Fabes, R. , Evans, S. , Wyman, H. , & Fabes, R. , (1999), â€Å"Social Cognition on the Playground: Children Beliefs about Playing with Girls versus Boys and Their Relations to Sex Segregated Play,† Journal of Social & Personal Relationships, Vol. 16, No. 6, pp. 751-771 This article argues on individual variation in child pretense play as expression of emerging mental representation. There is family sociodemographic characteristic, maternal affective, maternal personological and cognitive play behaviors among children. According to this article, cognitive advantages on child play and maternal influences on child play which is put in the framework of adaptive parenting.

Media and the Vietnam and Iraq Wars

Despite the differences in American culture from the time of the Vietnam war to the Iraq war, similarities exist in the way Americans perceived both wars. Vietnam and Iraq both raised questions about the appropriateness of U.S. involvement in foreign affairs and, in some cases, resulted in negative perceptions of the U.S. military. As the link between those fighting the war and those at home watching and reading about the events of the war, the media played an important role in both cases.Relationship between the media and the militaryDuring the beginning of Vietnam there was no official policy of censorship. Censorship would have been difficult to manage because as a guest of South Vietnam, the U.S. would have had to allow the South Vietnamese to control the censorship. Additionally, according to Daniel Hallin, the U.S. administration wanted to deny that there was a war happening there, and to impose censorship is one of the signs that a country is really going to war. 1By 1963, rep orters in Vietnam had begun receiving increasingly contradictory information about the war. Military officials in Saigon maintained that the war was going well, while personnel in the field told a different story. One glaring example was the defeat of the South Vietnamese at Ap Bac. Eight days after the incident, military officials declared the operation a success. Reporter Mal Browne recalls that when the astonished press challenged this statement, they were told by the Commander in Chief of U.S. forces to â€Å"get on the team.†1 This was the beginning of a more strained relationship between the media and the military.It was in 1963 also that news programs were extended to a half hour and began showing footage of the war. This was the first time American viewers were able to experience the war right in their living rooms. In 1965, Morley Safer brought the Cam Ne report to viewers. The Cam Ne incident marked the first time the average American was exposed to images of their soldiers engaged in activities that were less than noble – burning huts in a small village as women and children ran away screaming. Though not officially tied to the report, shortly after it aired the government issued new rules of engagement designed to protect South Vietnamese civilians.By the time the U.S. engaged in war with Iraq, the world had become a different place. The military had learned the value of public perception and the need to manage it. Restrictions were placed on the press limiting where they were allowed to go and what they were allowed to report. Unfortunately for the administration, what they couldn’t manage was the amount of amateur footage that made its way into the public eye.Digital cameras and the internet made it possible for anyone to post photos and other footage in front of a broad audience. Some of the most sensational stories reported during the war – including the Abu Ghraib incident – were the result of amateur photogr aphy that found its way into professional media outlets. While of questionable value as a news source, this footage showing graphic scenes intrigued viewers and affected their perception of the U.S. military and their mission in Iraq.Another effect of technology was that reporters were able to feed information to networks â€Å"real time.† This to-the-second coverage allowed viewers to experience the war as it happened, but the information they received was not always accurate. When the military unit in which a reporter was embedded came under attack, the reporter could only report what he was experiencing without the benefit of objectivity or the â€Å"big picture† view. While they did provide some provocative footage, these reports did not increase understanding of the situation. Morley Safer stated this eloquently when he said, â€Å"Live coverage†¦only adds heat, it does not add light.†1Accuracy of reportingNorman Solomon, syndicated columnist on media and politics, suggests that the media has been fundamental in making war possible for the U.S. through fraudulent reporting. He cites reporting of the Gulf of Tonkin in Vietnam and of weapons of mass destruction in Iraq as examples.2Tim Ryan, Army Lieutenant Colonel, has also expressed concern about the accuracy of reporting and its effect on public perception during the Iraq war. He has suggested that the media intentionally focused on negatives or failures during the war and ignored positives for the sake of a more sensational report. He stated that â€Å"even the Arab media was more willing to show positives,† such as school renovations or the creation of a youth center, than were American journalists.3During both wars, questions have been raised about the absence of reporting on U.S. interests in the countries in which they were fighting. In Vietnam, manganese, rubber and minerals were of economic interest to the U.S. In Iraq, of course, it was oil. The possibility that t he U.S. had less than noble reasons for entering into these wars was rarely addressed in mainstream media.Media influenceThere are differing opinions on whether the media actually influenced the Vietnam or Iraq wars or whether they simply provided documentation of what was happening. As the above examples show, some commentators believe that the media did affect events by making it easier for the government to wage war through fraudulent reporting, or by negatively affecting the morale of American soldiers and citizens.Contrarily, the organization Fairness and Accuracy in Reporting (FAIR) claims that the media has been falsely accused of affecting the war.4 According to FAIR, reporters merely reflect the opinions and concerns of the public. As reporter Chris Hedges stated â€Å"when everyone's waving a flag, the media waves a flag. When middle class families start wondering why their boy is coming home in a rubber bag, then the media starts asking questions too.†1Regardless o f whether they merely presented or actually influenced the Vietnam and Iraq wars, it’s clear that the media encountered similar challenges during both wars. Despite all the changes that occurred in the 40-plus years between the two wars and the fact that confidence in mainstream media waned in that time, the public still looked to the media to help them understand the facts and to represent their interests when they were concerned about the actions being taken.Works Cited1) â€Å"Which side are you on?† Episode 2, Reporting America at War. PBS, November, 2003. Online transcript www.pbs.org/weta/reportingamericaatwar/about/ep02_transcript.html2) Solomon, Norman. Adapted from keynote speech at annual awards ceremony of Project Censored at Sonoma State University, CA, October 22, 2005. Online source3) Ryan, Tim. â€Å"Media and the Iraq War.† Editorial, San Diego Union-Tribune, January 30, 2005.4) Cohen, Jeff. â€Å"The Myth of the Media’s Role in Vietnam.à ¢â‚¬  May 6, 2001. http://www.fair.org/indexAphp?page=2526