Latin America Sport and Telenovelas Essay - 742 Words

Introduction The chapter I will be critiquing is titled â€Å"Latin America: media conglomerates† written by Josà ©-Carlos Lozano, from Artz, L Kamalipour, Y, The media globe: trends in international mass media. In this chapter Lozano (2007) is trying to discover how the Latin American audiovisual space has changed over time to what it has become in present day. This is told by finding about dominance of US media on Latin American mass media systems and how it has changed from the 1970s to present day. The main argument suggests that in the 1970s and 1980s, the Latin American mass media system was very much dependant on the US as a whole adopting their media system entirely. As time moved on this lessened right until present day where Latin†¦show more content†¦Ã¢â‚¬ ¢ Although Telenovelas are a major part of Latin American television, US fiction movies are widespread across the whole region. This contradicts the cultural proximity hypothesis due to the low cost of importation i nto Latin America for a difference of culture and language. †¢ With Latin American audiences being so close together, do they prefer each other’s content or content from outside the region? With an exception, Mexico, it was found that local programming was much preferred than regional. The exception being: male upper-class youngsters preferring US content. †¢ Could the concept of asymmetrical interdependence, â€Å"relationships in which countries find themselves unequal but possessing variable degrees of power and initiative in politics, economics and culture† (Straubhaar, 1991), be revisited when looking at Latin American TV systems? High production values seen in US fictional content (movies, series, sitcoms, and cartoons) is what makes this content so popular in Latin America as well as around the world due to the level of difficulty replicating on such a low budget. Lozano (2007) uses lots of research from other theorists, including himself, in the field to compile many facts of where the Latin American media system is heading in present day. There are many assumptions throughout the chapter as seen from the very beginning that Lozano doesn’t believe theorists from the 1970s and 1980s due to the newly found term â€Å"cultural proximity†. ThisShow MoreRelated Latin America Essay949 Words   |  4 PagesLatin America Distinguishing cultures from one another has become increasingly difficult as various societies continue to intertwine and share their aspects of popular life. Constant exposure to US and other world cultures has changed the cultures of Latin American countries somewhat, but much of society remains unchanged. Moving to the United States from Latin America alters life a great deal, and keeping touch with one’s original culture may sometimes seem unimportant or simply impossibleRead MoreDifference Between Public And Commercial Broadcasting2281 Words   |  10 Pagesexhibition or television broadcast within the U.S., but are truely filmed in a different nation. 13. NTSC standard (country of origin) – Country of Origin: United States of America NTSC which was named after the National Television System Committee, is the analog broadcast procedure that used to be used in many of the Americas, South Korea, Japan, and others. The primary NTSC format was created in 1941. NTSC was once the first widely adopted broadcast approach and remained so until the 2010s. 14Read MoreThe Chilean Press1602 Words   |  7 Pagespapers, two are tabloids and one gets handed out daily in the subway stations. Two commercial groups domincate the print world (BBC): El Mercurio and Copesa Publishing. These two groups account for 90% of newspapers and readership (Journslim in the Americas). Chile has magazines that are published in both Spanish and English. One of the most popular ones is Ercilla (Culture Customs, p100). It very much resembles American magazines such as Time and Newsweek. This magazine covers a fourteen-day period

People Watching Movies For Different Entertainment

People watch movies for different entertainment reasons. Kids love to watch movies with their families, the movie props, and animation in the movie. Teens enjoy the characters, the content, and movies that aim towards them. Adults relish emotion, re-watching movies, and movies that remind them of their childhood memories. Movie genres such as comedy, educational and horror can fall into all these aspects. Even though some movies are poor acting or seem nonsensical to one, movie genre such as comedy, educational and horror, entertain differently for kids, teens, and adults. There are many varied types of genre movies that Hollywood producers produce to engage their audience. Comedy movies make people laugh throughout the movie. History and biography tell the story of the events that may have happened in a major event or the personal life of a person. Horror and thriller movies scare people keeping one on their toes throughout the movie. Many of these genres intertwine, such as Home A lone is a comedy and family genre. I Know What You Did Last Summer is a horror, mystery, and thriller all in one. Pearl Harbor is an action, drama, and history altogether. To emphasize, different genres of movies set out to entertain not always for in one way but many. These are a few of many movie genres and different groups of people who aim to watch various genres different reasons explained. Kids entertain by different genres of movies for different reasons. One way kids entertain isShow MoreRelatedDifferent Forms Of Entertainment For Many Different Types Of People1144 Words   |  5 PagesThere are many forms of entertainment for many different types of people. The two forms of entertainment that I would like to discuss are books and movies, both of which I love. Though both of these subjects have their differences, they also have similarities. Some of which we do not even think about. 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Studying an Early Childhood Environment free essay sample

Today’s young children are spending a large number of hours in a child care setting. Given that massive amount of time, it is essential that we strive to make it the â€Å"best† place possible for children (Isbell, 2007). Researches have shown that the quality of preschool education is partly related to the quality of the planned and designed physical environment (Harrison, 1990; Moore, 2002). Hence, the question of providing quality care turns into how to plan and provide quality environment to children (Harrison, 1990). According to Greenman (1988: 53), the important and indispensable role that environment plays in providing quality child care is described as follows: A well-planned environment can offer two essential contributions to quality care. First, it can provide children with appropriate and challenging learning experiences within a consistent and secure setting. Second, it allows staff greater opportunity to become involved in meaningful, intimate interactions with children by reducing the time required for organising and reorganising the furniture, the room and the equipment. In this article, I look into the question of how to create a comfortable educational environment which is optimal for infants and toddlers’ learning and development by analysing the setting of a Toddler Room in a child care centre where I worked. After thorough study, I am able to provide a plan to redesign the room, which I believe, would better suit young children’s special needs and their unique ways of learning, so as to benefit their future development in the long run. Description of the Layout of the Toddler Room The Toddler Room is designed for children under three years old. It is located at the very front of the centre. The physical layout of the room is depicted in Appendix 1. The Toddler Room shares one kitchenette, one storeroom and one change room with the Middle Room (children 3-4 years) next door. Basically, the room is divided into two regions: dry and wet regions. The dry region, which is covered with carpet, serves as a cozy space for quiet play and sleep. The wet region is floored with tiles and is mainly used for children to have meals and do messy play. There are quite a few positive aspects of this room in regards to providing a safe and sound educational environment for children’s development and learning. For example, the room is organized and has plenty of storage space. All doors outside or inside the room have large pieces of glasses which provide a good visibility of the room. There are plenty of windows to allow maximum natural light. Almost all furniture is made of wood. And there is a large yard right outside the room for children to play and explore. Upon entering the room, one could see a row of open lockers, in which store all children’s bags and other stuffs. The lockers are made of wood and each of them is labelled with children’s names and pictures for recognition. Usually two children would share one locker. The lockers are low to the floor and within reach of the children so that they can have access to their stuffs all the time. An open environment with all area accessible to children is likely to encourage ownership and respect for resources (Arthur, Beecher, Death, Dockett Farmer, 2012). This area is also important in the sense that it gives children a clear sense of space, predictability and security. An entrance that is nice and delightful could sooth the separation anxiety of both parents and children, making them feel invited and welcomed to a place designed just for them (Community Playthings, 2008). Beside the lockers there are two tables, which are equipped with portable child sized chairs. All made of wood. When children are not having tea or lunch, the staff members would clean up the tables and put on toys and stationaries, such as puzzles, Play Doh plasticine, paper, crayon or paste. There’s a separate area for children to play right beside the door to the outside yard. Its front is blocked by a high shelf with some toys on it, such as phones and purses. And on the left side of it are several cots, which are placed on the carpet. So the only open end to this play corner is its right side. The potential of this area is yet to be discovered. On the carpet, there are two pieces of adult furniture: the couch and bookshelf. They are placed in the middle so that the children can have a good reading on the couch. The walls in the carpet area are full of children’s works, pictures, family introductions, etc. One side of the carpet are occupied by three cots, which happen to block the windows behind. Beside the cots, there’s a small corner in which a high shelf was set up to place a CD player. Later, some toys were added this corner, such as play kitchen sets and food sets, making it an area for children to do dramatic play. On the other side of the room, the staffs put a patch of synthetic grass and a basket full of animal shaped toys. There is also a low shelf in which stores some blocks, which made it an area for manipulative play. However, children don’t seem particularly interested in this area. Although the room is well-designed in some ways, it is still far from being an â€Å"identifiable† home like space which is ideal for young children (Dimond, 1979). In order to achieve optimal use of its limited physical space, it is obviously in need of some reorganization and improvement in some aspects of its setting, such as the carpet area. Harrison (1990) contends that the child care setting should have clearly defined areas for certain activities and certain types of play, e. g. active play area need to be clearly separated from quiet area. Young children learns from an environment which is â€Å"dependable, reliable, and has a clear sense of order† (Harrison, 1990: 8). An environment which caters to young children’s special needs and unique, sensory way of learning is more likely to make them feel comfortable (Harrison, 1990). As Greenman (1988: 74) has put it, A soft, responsive, physical environment reaches out to children. It helps children to feel more secure, enabling them to venture out and explore the world. Most importantly, it allows children to make their presence felt, to leave an imprint on the world. Analysis and Redesign of the Toddler Room According to Isbell (2007), the first step in creating a suitable environment for infants, toddlers and preschool children is to understand how young children learn and develop. For example, Infants and toddlers learn through acting upon the objects and materials in their environment. Therefore, the design of the environment must provide them with plenty of opportunities for physical exploration. Organisation Harrison (1990: 15) contends that the following factors should be taken into account by all centres which aim to provide quality care to children under three: The maximisation of play space, by placing all storage on high shelves and planning for everything at floor level to be available to the children. The minimisation of furniture and the need to move furniture. The division of the space into distinct areas for specific types of learning and play activities. The inclusion of indoor climbing structures. Based on the listed factors, I have redesigned and reorganized the carpet area and divided it into distinctive play zones so as to make it more stimulating and interesting for young children to explore. The cots were moved inside, leaving the windows unblocked. The high shelf with the CD player was moved to the right side of the cots. The couch was also moved to the front of the window, and the bookshelf was put right beside the couch to replace the initial play corner. Adding a few low mattresses or furry friends along with the couch made it an inviting cozy corner. This would be an ideal place for adults to do reading, singing, dancing and snuggling with the children. The dramatic play area was moved to the front of the cots where children can find play kitchen sets and food sets, cottage house and dress-up clothes. Beside the dramatic play area is an area for manipulative play. A low open shelf was added where toys, games and small wooden blocks can be found. All toys have to be separated, packed and labelled. Finally, in the corner, an active play area was set up which helps to develop young children’s gross motor skills. This was achieved by adding a corner centre with steps, or a few sensory mats. Adding climbing structures inside the room can also prevent children from climbing tables or shelves (Harrison, 1990). These simple changes help to change the landscape of the play zone dramatically. I have reasons to believe that it would make young children feel more stimulated and engaged as it now provides them with a broader range of play activities to choose. As Jim Greenman has stated: The play environment should be developed as a wonderful, interesting place that continually captures a child’s attention and is laid out to ensure individual and group experiences. (Greenman, 1988: 54) Aesthetics Aesthetics is an important factor when planning and designing an early childhood environment. It’s the first impression that families and children have towards our sevices (Arthur et al. , 2012). Also, the environment where young children live tells them how to act and respond. The arrangements and materials used are likely to determine how children would react to the environment. For example, they are likely to act roughly on hard plastic materials, whereas carefully examine and gently handle a beautiful flower arrangement (Isbell, 2007). Therefore, we are liable for making the environment clean, nice and organized. An aesthetically pleasing space can help children to discover and appreciate the beautiful world around them (Isbell, 2007). Conclusion Through redesigning of the physical layout of the Toddler Room, I have made several changes to help improve and perfect this educational environment. The changes in the physical environment will make it a more stimulating and engaging space for young children, which, in turn, will enhance their feelings of â€Å"being† and â€Å"belonging†. This quality environment can also better assist staffs in providing quality care. Appendix 1 Physical Layout of the Toddler Room Prior to Redesign Kitchenette Middle Room Storeroom Change Room Lockers a row of open shelves in which to put children’s bags and other stuffs Low table 2 tables with portable child sized chairs for children to have meals or do messy play. Couch  a large adult sized furniture, which allows at least 2 adults or 3 children to sit on Bookshelf stores all kinds of children’s cartoon and animation books Cot area 3 cots, 1 high shelf, 1 CD player Manipulative Play Area synthetic grass, a basket of animal shaped toys, some blocks, which the children weren’t very much interested in Dramatic Play Area play kitchen sets and food sets, cottage house and dress-up clothes Play Corner a separate area for children to play right beside the door to the outside yard

To what extent are gender differences socially constructed Essay Example

To what extent are gender differences socially constructed Essay Many sociologists believe gender is socially constructed (i. e. it is mostly created by society and is not completely natural, as gender identity varies between societies and within societies). Some sociologists argue that gender is the result of environmental influences, particularly the way we are taken care of by our parents or guardians. On the other hand a number of sociologists argue that gender is the result of nature, due to the effects of hormones, brains or genes of the two sexes. Haralambos and Holborn (1995) In terms of how we understand identity a distinction between sex and gender must be drawn. Nick Jorgensen, John Bird, Andrea Heyhoe Bev Russell (1997). Sex deals with what are often biological differences, while gender is about a socially constructed role. Therefore, labels women and man are about both biological and social differences. Jorgensen, Bird, Andrea Russell (1997) Pg 23 Gender roles have a big influence on our lives, and there is a lot of evidence that suggests gender roles are culturally rather then biologically produced. Oakley (1972 cited in Haralambos and Holborn 1995) this means individuals are taught the behaviour that is expected of males and females within their society. These processes create systems of ideas and practises about gender that vary across time and space. They also create gender divisions of labour, allocating women and men to different activities and responsibilities. Bilton, Bonnett, Jones, Lawson, Skinner, Stanworth and Webster (2002) Pg 132. Many studies have shown that gender roles can differ considerably due to the culture of tha t society. We will write a custom essay sample on To what extent are gender differences socially constructed specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To what extent are gender differences socially constructed specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To what extent are gender differences socially constructed specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This illustrates whatever the biological differences between males and females, it is the culture of the society which exerts most influence in the creation of masculine and feminine behaviour. Haralambos and Holborn (1995) Further more primary and secondary socialisation influences the behaviour of girls and boys from an early age. The roles themselves are made quite clear from the start; females are weak, more emotional and do not have strong sexual desires. Whereas, males are strong less emotional and have powerful sexual desires. Stephen Moore (1987) Parents tend to treat girls and boys differently in ways that influence their development. Oakley talks about four main ways in which socialisation takes place in gender roles. Firstly the childs self- concept is affected by manipulation. Secondly differences are achieved through canalisation involving the direction of boys and girls towards different objects. (Oakley 1972 cited in Haralambos and Holborn 1995 Pg 589/590) For instance girls are expected to be neat and tidy, to appreciate they are wearing pretty dresses and to be aware of their appearances. They are also given different toys to boys such as dolls, to play mother with and cooking and washing up appliances whereas, the boys are given toy guns, building bricks. All these activities encourage different forms of behaviour. (Stephen Moore 1987) The third aspect of socialisation is the use of verbal appellation such as thats a good girl. Or youre a naughty boy. (Oakley 1972 cited in Haralambos and Holborn 1995 Pg 590) this leads boys and girls to identify their gender and imitate adults of the same gender. So the son copys his father and is taught the traditional views of a man and the girl copys her mother and is taught traditional views of a women. Finally male and female children are exposed to different activities. (Oakley 1972 cited in Haralambos and Holborn 1995 Pg 590) Girls in particular are encouraged to become involved in domestic everyday jobs which reinforces stereotypes of masculinity and femininity. In addition primary socialisation can also cause differences in attitude to education research by Harris et al (1993) into attitudes of working class 16 year old boys and girls found that girls tented to be better motivated and more hard working than boys. The boys were easily distracted in class and were less determined to overcome educational difficulties. The researchers concluded that these attitudes were linked to the gender regimes they encountered in their homes and communities. Girls who were exposed to women who were organisers of the home and family and wage earners, displayed the same characteristics i. e. they were also organised with schoolwork and homework. However, the stereotype of the male was the macho male that did not care about authority and just liked to be in the company of other males. Researchers felt some of the boys were already fulfilling this stereotype in their approach to school. Moreover sociologists argue that teachers spend more time with boys and concentrate their efforts more on them. (Moore 1987 Pg 53) Like parents who are more likely to label their sons as less interested in school and education at an early age (Eccles study) teachers have different expectations of from boys and girls. Boys are expected to be more boisterous, girls to be quieter and more obedient. As a result, teachers are likely to treat the children differently according to their sex. (Moore 1987 Pg 53) There are also many other ways in which socialisation into gender roles takes place. Identification also takes place; children see themselves as their parents or television heroes. So as well as imitating their parents they also play at being parents/hero figures. Peer group pressure is also applied by friends, as friendships develop along sex lines with boys playing with boys and girls playing with girls, both playing different types of games. Stephen Moore (1987). From the viewpoints described above it would seem gender is socially constructed in the sense that differences in the behaviour of males and females are learned rather than being the inevitable result of biology. Haralambos and Holborn (1995) In contrast to this argument some sociologists would argue biologically differences are believed to be responsible for the behaviour of boys and girls and their roles in society. Stoller (cited in Haralambos and Holborn 1995) claims there are no vital links between femininity and being a woman, and being a man and behaving in a masculine way. Not all girls are caring and sympathetic and not all boys have to be aggressive and competitive. Some sociologists believe that hormones and brain differences can explain the difference in behaviour and roles of males and females. Both males and females produce sex hormones. Usually women produce larger amounts of progesterone and oestrogen, whilst males usually produce more testosterone and other androgens. The activity of a wide range of hormones is closely integrated with the activity of the nervous system, and so hormones can influence behaviour, personality and emotional disposition. (Haralambos and Holborn 1995 Pg 582) There has been much research done on animals to show evidence that there is link between the hormone androgens and aggressive behaviour such as castrated male rats fighting less, whereas female rats given more androgens after birth being more aggressive in adult life than other female rats (Haralambos and Holborn 1995). However, there have been criticisms made of the hormonal explanations of the study mentioned above by Ruth Bleier. In general, it is dangerous to assume that the same hormonal changes in animals would result in the same behaviour as humans. Such experiments are not conclusive. (Haralambos and Holborn 1995 Pg 582) In addition there are claims that hormones have indirect effects on male and female brain development as well as direct effects. Research has also concentrated on the issue of brain lateralisation. It is believed that the left and right hemispheres of the brain specialise in different tasks. The left hemisphere specialises in language and logical skills whereas the right is mostly responsible for visuospatial abilities. (Haralambos and Holborn 1995) It is alleged that the left hemisphere is more dominant in girls, and that in boys the right hemisphere is more dominant. This difference might be due to the hormonal influences on the brain. On the other hand Ruth Bleier has no ted the contradictory findings of the studies in this area. For example, some studies claim that girls are less lateralised than boys; some claim the reverse to be true; and some find no difference between boys and girls. (Haralambos and Holborn 1995 Pg 583) Moreover another biological explanation for the difference in behaviour of males and females is genetic and evolutionary factors. Some sociologists believe these reasons account for the difference in male and female behaviour. Some sociologists argue that social scientists who assume that human beings behave simply in terms of their culture and society are ignoring what they call human biogrammer. (Haralambos and Holborn 1995 Pg 583) This is a genetically based programme which inclines people to behave in certain ways. Although it is similar in men and women, Tiger and fox argue that compared to women, men are more aggressive and dominant and that these characteristics are genetically based. (Haralambos and Holborn 1995 Pg 584) This is partially because genetic inheritance and because a genetic adaptation to a hunting way of life. Males hunt which can be found to be an aggressive activity. To conclude, to support a biological case we would need to establish that a universal difference exists, that men and women across societies are characterised by more or less identical behaviours. We would also need to show that this difference is actually caused by biology and not in the similarities in upbringing. The more segregated the worlds that women and men inhabit, the harder it is to demonstrate that nature, rather than nurture, accounts for gender difference. (Bilton, Bonnet, Jones, Lawson, Skinner, Stanworth Webster 2002 Pg 132) Sociologists have tried to move away from the debate as to whether sex and gender shapes male and females behaviour Both David Morgan and Linda Birke argue sex and gender interact. Sex differences and vice versa. (Haralambos and Holborn 1995 591)