A History of Autism Developments

A History of Autism Developments In Autistic Space Temple Grandin is a professor of animal science at Colorado State University, and consultant to the livestock industry on animal behavior. She completed her PhD in Animal Science at the University of Illinois in Urbana and invented the hug box, a device to calm those on the autism spectrum. She is one of the first individuals on the autism spectrum to publicly share insights from her personal experience of autism. Grandin was diagnosed with brain damage when she was two. She could not speak until age three and struggled with severe behavioral issues through her teens. She thanked her mother who never lost faith in her and fought many battles to ensure that she got an education, and her high school science teacher, William Carlock, who built up her confidence and channeled her teenage fascination with cows into a career in animal science. At the University, she came to see her profound emotional connection with animals as autistic, and crucial for her work. In May 1989, she moderated a round table discussion at the conference of autism professionals and educators in Chapel Hill, North Carolina. Her presentation prompted Rimland to introduce her 1986 memoir, Emergence, as the first book written by a recovered autistic individual. By then, she was on her way to becoming the most recognized autistic people on earth. In his 1995 book An Anthropologist on Mars, neurologist Oliver Sacks depicted Grandin as a mature autistic person with a complex inner life. The title of his book was inspired by Grandin when she said all her life she felt like an anthropologist observing human interactions from a distance. But by now, Grandin wouldnt consider herself as a recovered autistic. Autism is part of who I am, she told Sacks, If I could snap my fingers and be non-autistic, I would not, because then I wouldnt be me. But Grandins perspective did not take root among the advocacy organizations. When parent-run advocacy organizations get online in the 1990s, they continued to feature images of children on their websites, as if autistic adults didnt exist. The presentation at conferences dwelled on the usual deficits and impairments, rather than on exploring the atypical gifts that Grandin found so useful in her work. Jim Sinclair, a young man in the audience, determined to change that. Besides being on the spectrum, Sinclair was born with the physical characteristics of both genders. His parents had raised him as female on the advice of their doctor, but he had never felt female. He was speaking in echolalia until he was twelve. The complex rules of the social world seemed incomprehensible to him when he was a teenager. By the time he was in graduate school, his efforts to pass as non-autistic fell apart. When Sinclair saw Portrait of an Autistic Young Man, he had a profound sense of recognition. He could see what the experts in the film could not see: that Joseph was trying to communicate through his behavior. He wanted to connect with other autistic people, so he subscribed to a quarterly publication called the MAAP (for more able autistic people) and submitted poems and letters to the editor hoping his peers would contact him. One of Sinclairs poems attracted Gary Mesibovs attention. Mesibov, a cofounder of TEACCH, offered Sinclair a scholarship to attend the Chapel Hill conference and write an essay about his experience. Sinclairs essay on the conference appeared in a TEACCH anthology along with contributions from Lorna Wing and Catherine Lord. A year later, Sinclair was invited to sit on a panel in California by the Autism Society of America. He felt like a self-narrating zoo exhibit. Rather than being the token autistic on a panel at a conference in Indianapolis, Sinclair conspired with other members of the MAAP list to make their presence visible throughout the proceedings. Each of them would make a point of raising their hands during the QA sessions, identifying themselves as autistic people, and then asked questions or make a relevant comment so that people would notice they were there. *** In 1992, Sinclair launched the first autistic-run organization in history, called Autism Network International (ANI), with Donna Williams and Kathy Lissner. ANI would stand up for the civil rights and self-determination of people all across the spectrum. ANI organized its first Autreat at Camp Bristol Hills in Canandaigua, New York, in July 1996. The theme of the conference was Celebrating Autistic Culture. Autreat became an annual event and provided a template for similar conferences in other countries. *** A new idea was brewing in the autistic community. It turned out to be an old idea from Asperger that people with the traits of his syndrome have always been part of the human community, standing apart, making the world a better place. In the late 1990s, Judy Singer, an autistic student of anthropology and sociology in Australia called it neurodiversity. After her daughters diagnosis of Asperger syndrome at age nine, Singer recognized autistic traits in herself. She joined a mailing list called Independent Living on the Autism Spectrum (InLv). People with dyslexia, ADHD, and other conditions were also welcome to join the list. It was in telephone conversations with Harvey Blume, a list member and writer in the New York Times, that Singer came up with the term neurodiversity. *** In 2004, two teenagers named Alex Plank and Dan Grover launched Wrong Planet, one of the first autistic spaces in the internet. They were both digital natives with Asperger syndrome. The community grew slowly and steadily at first, and then it went viral with Planks interview with Bram Cohen, the autistic creator of BitTorrent. *** In December 2007, a series of billboards appeared on street corners in Manhattan. One ad read, We have your son. We will make sure he will not be able to care for himself or interact socially as long as he lives. This is only the beginning. These ads were sponsored by the Child Study Center (CSC) of New York University to alert the public to the silent public health epidemic of childhood mental illness. Then from out of nowhere, an organization called the Autistic Self-Advocacy Network (ASAN) along with outraged parents and prominent disability rights groups launched a storm of e-mails and blogs in NYUs direction objecting to the demeaning wording of the ads. This is the first time in history that autistics were challenging the mainstream media without the help of a parent-run organization. The architect of the protest was a nineteen-year-old cofounder of the ASAN named Ari Neeman. Neeman was diagnosed with Asperger syndrome when he was twelve years old. On December 6, the day after the CSCs ad campaign, Neeman called the CSC expressing his concerns and left phone messages, but got no reply. Two days later, ASAN blasted out an action alert. The next day when the major media outlets were running stories on the controversy, the CSC agreed to pull the ads. In 2010, President Obama nominated Neeman to the National Council on Disability (NCS). In recent years, the ASAN had played a significant role in formulating the federal disability policy. *** For parents like Craig and Shannon Rosa, the neurodiversity movement has offered ways of fighting for a better future for their children that dont depend on hopes of recovery. One of the most important lessons they had learned on their journey with Leo is patience. They have to accept that he is unfolding at his own pace. Shannon and her circle of friends launched a website called Thinking Persons Guide to Autism for parents just starting out on the journey so that they dont have to go through the ordeal that the Rosas did.

Merchant of Venice: The Effects of Cross-Dressing Essay -- Masculinity

Shakespeare challenges the assumption that men hold more power than women do. He subtly hints that the power men posses is superficial when Jessica dresses like a boy, and later when Nerissa and Portia disguise themselves as men in The Merchant of Venice. Masculinity is merely a costume that can be donned or doffed at will; therefore its associated power can be removed and redistributed as well. Shakespeare emphasizes gender barriers, yet also challenges them to show their inconsistencies. In court, the Duke articulates the common assumption that men represent the educated and professional members of society. As he anticipates the arrival of the "young learned doctor" (IV i143), he asks, "Where is he?" (IVi 144). The Duke has not yet read the letter from Bellario; therefore he infers that the doctor is a man based on a preconceived prejudice that doctors usually are male. Nerissa and Portia are well aware of this discrimination, so they take on the roles of men rather than disguise themselves as other women when they appear in court. They succeed in fooling everyone at Shylock’s trial that they are men, not women, thus dispute the gender barrier that presumes women are not sophisticated enough to be experts. Gratiano suggests that no barriers lie between the sexes when he refers to Jessica as a "gentle" (II vi 51). He puns on the word, which can mean a refined lady or a gentleman, implying that the two can be indistinguishable. In the final scene when Portia questions Bassanio about his ring, he declares, "No woman had it, but a civil doctor"(V i210). He suggests that the two could not represent the same person. As he continues to speak, he reinforces gender differences; he describes Portia as "sweet" and "good" then refers t... ... influence that Nerissa now has over him. Shakespeare subtly addresses gender disputes and overwhelmingly proves them erroneous. He allows Jessica, Portia, and Nerissa to cross gender lines and disguise themselves as men. While they are transformed, their actions exemplify masculine deceit. Portia makes Balthasar seem excellent, therefore proves that women can surpass men in intellect. The women ultimately challenge male power and honor with their reluctance to act as men. After proving that men do not always posses more power than women do, Shakespeare concludes the play with a scene that physically shows females with the upper hand. The women use masculinity merely as a costume, and when they "remove it" they retain power, thus prove that the two are not always coupled. Works Cited Shakespeare. Merchant of Venice. New York: Viking Penguin, 1965. Â  

Stepfamilies and Divroce Essay -- essays research papers

â€Å"Money, frequently cited as the biggest source of stress in family life, is often an even more challenging matter for members of stepfamilies† Statistically, in our world today, half of all marriages will end in divorce. About fifty-percent of our population will also live in a stepfamily environment. In other words, more than half of the American families today, are now or eventually will be in involved in one or more stepfamily situations during their life according to the U.S. Census Bureau in 1990. The â€Å"U.S. Bureau decided to discontinue providing estimates of marriage, divorce, and remarriage, except for those that are available from our current census. Thus many of our current estimates were derived from the 1990 census and earlier sources† (Step Family Fact Sheet, 1). Therefore the exact statistics in regards to stepfamilies today may be more or less from the estimated fifty- percent. Stepfamilies nowadays consist of many family members and are very complex. â€Å"Today’s stepfamily consists of you, me, your kids, my kids, our kids, your ex’es, my ex’es, even our ex’es new mates, and all the kin of these various folks. Stepfamilies give a new meaning to the concept of complex family relationships† (Hildebrand, 255). For that reason, the interactions within this family unit can be complicated and uncomfortable. There are many changes, positive and/or negative, that stepfamilies try to adapt to. For instance, adults take on new parenting roles and children take on new roles as well, such as a new stepparent or sibling. The parents and/or children may be required to relocate into a completely different house in a completely new neighborhood or city, which leads to separation issues with their nuclear family. With all these issues at hand it is obvious that this can be very stressful for everyone. Even more, this causes even more str esses, such as money. An ecological factor such as economics can have a huge impact on stepfamilies. This means financial decisions within a stepfamily have more people contributing to economic decisions. In turn, this can lead to more rules, emotions, and financial wishes and requests. When a couple decides to marry, especially for their second, third, or fourth time, it only brings in past experiences into the picture. Both spouses in the stepfamily most likely are in the work force as well. This also leads to the assumption th... ...ely on each other, and all members of a stepfamily adapt to rely on each other. As the entire family is going through change. In conclusion, money is powerful in our society and always has been throughout history. Therefore money has a major impact on families and research show’s that it may even have a larger impact on stepfamilies. References Clark, Janet A., Leigh, Sharon. Financial Decision Making in Stepfamilies. Retrieved from http://www.muextension.missori.edu/xplor/hesguide/ humanrel/gh6603.htm Facts and FAQ’s- Stepfamily Fact Sheet. Retrieved from http://www.saafamilies.org/faqs/index.htm Fletcher, N. Cynthia, (1992). Living in Stepfamilies: Making Financial Decisions. Iowa State University. Hildebrand, Verna (2000). Knowing and Serving Diverse Families (2nd ed.). New Jersey: Upper Saddle River. Klein, David M., White, James M.(1996). Family Theories. Pill, Cynthia J.(1990). Stepfamilies: Redefining the Family. Family Relations, 39, 2, 186-201. Stepfamilies: Meeting Challenges and Building Strengths (1995). Research Review. Retrieved from http://montana.edu/wwwhd/family/ f1195res.html Keri Smith CFD335-Booth Stepfamilies: Economic Factors

Cultural Views on Health Essay

Health beliefs and cultural practices are an essential part of todays multicultural society. It is beneficial for medical providers to be aware of the perspectives of different cultures. Minorities suffer from receiving proper health care because of lack of Jobs, no insurance, and their cultural beliefs. A person’s cultural background can affect medical treatment and health care needs he or she may receive. People from different cultures have different beliefs on health care. The two different cultures I chose to discuss are Hispanic American and African American cultural views. I will be discussing the cultural views between Hispanic Americans and African Americans and their views on health care. The majority of Hispanic Americans are Catholics. Religious beliefs and spirituality play important roles in health care of Hispanic cultures in the United States. Mexican American believes health is a gift from God and their health problems are a result of God’s will. Some Mexican Americans may not have resources for health care and use traditional healings to treat their illness. Hispanics respect their elders and the men within their culture. According to Transcultural Nursing (1997-2008), Hispanics are accustomed to the professionalism of social workers, so they rely on their family and close friends for support or help. Curanderos and Santeros are two common healing practices among the Hispanic culture. Curanderos are naturalist healers who use herbs and plant to heal illnesses. Santeros use the power of the saints to heal and counsel. The majority of African Americans are Christians. Many African Americans view religious as an essential part of life. African Americans view God as the source of ood health and a source of serious illness. Many African Americans rely on religion, family, and social connections for support because of the unfairness they have encountered in the past. Many African Americans think they receive poor health care because of their ethnic background or their race. African Americans may not see a medical provider until this or her medical condition severe because of economic factors. Many cultures do not believe that organic approach is very helpful. Organic approach may seem impersonal to people who have a traditionally different method of care. Minorities, such as African American and Mexican American, have been dissatisfied with the overall health care services because of the unfair treatment they receive as individuals. The organic approach uses scientific knowledge of germs and diseases to find out the health of a patient by using physical testing, conducting studies and experiments, and keeping detailed patient records. From an organic perspective, a patient’s cultural beliefs and social practices are not the primary issues of health care. Harmony perspective sees illness as an incident that occurs for different reasons

Contribution of the EYFS to young children’s development and learning

Introduction Early Year Foundation Stage (EYFS) setting is an important surrounding for young children’s development. Positive relationships are built at this stage, where children learn through respectful and caring interactions. Practitioners are also able to give priorities to main person, and respectfully react to children and their parents’ respective opinions. The enabling environment at EYFS provides children with the needed time, space and materials to express themselves through plays, investigations and explorations of new ideas (Wood and Attfield, 2005). The practitioner is able to observe, organise and plan the flow of activities. Significantly, it is at this stage where a practitioner is able to identify the difference among children in terms of unique capabilities. In essence, developmental rates for children differ, with varied interests mostly influenced by the different socio-cultural and family backgrounds. Positive interactions Young children often rely on adult ed ucators to stimulate and sustain their learning (Broadhead, Howard and Wood, 2010). One of the key goals of the EYFS is to create the ideal condition for learning to take place. EYFS also allows children to know the practitioners, thus enhancing trust and rely upon the adults for support. Studies show that â€Å"young children have their own ideas about what they wish and want to do† (Broadhead, 2010, p.29). Given freewill to choose what they want, they would passionately pursue their chosen career over those preferred by family members. Bringing children together in the EYFS programmes also provide them with the opportunity to share individual knowledge with each other. Through group plays, individual child is able to initiate their destiny, take the lead, make choices, and develop individual thinking capacity as well as new ideas. They are also keen to draw sense from things in their surroundings. The positive interaction is also observed in the manner in which children ada pt play as a form of learning. Play is recognised as an important aspect of well-being and development of children. United Nations Convention on the Rights of the Children (1989) states that play should be a fundamental commitment within the EYFS. Although the relationship between play and learning is not straightforward, research evidence suggests that different types of play â€Å"help children to learn and to become confident learners in their future lives† (Wood and Attfield, 2005, p.113). Other researches also indicate that children’s learning is enhanced when they interact with skilled adult in certain ways, thus promoting their good progress (Miller and Almon, 2009). The benefits of playful approaches to learning can never be overstated in the effective development of young children. EYFS settings are made with certain guidelines that focus on both short term and long term success. The best outcomes of children’s learning is often found in places where le arners are exposed to a myriad activities, including initiatives spearheaded by children themselves and supported by skillful adults. The interaction between young children and skilled adults at EYFS has the ability to increase adult support. Studies have indicated that too little adult interaction and support can limit a child’s learning process (Miller and Almon, 2009). Similarly, play with adults although can be rich and be full of purpose, may be full of chaos and repetitive to an extent that it limits learning and exploration among the young children. The interaction is a critical aspect that will ensure the young children get professional support even as they grow and learn. Opportunity to listen to children EYFS allows practitioners to listen to young children and understand what they should be taught. At the same time, practitioners are able to set new challenges within the context that the young children can recognise. When the children are brought together through EYFS, the practitioners are able to acknowledge individual child’s ability and be fully aware of what they can learn, thus allow them to plan and provide for every stage in the learning process (Broadhead, Howard and Wood, 2010). When relationship has been developed between young children and adult practitioners, the latter knows the right thing to engage them during play, through the use of sounds, gesture, movements or objects (QCA, 2005). The practitioner is able to judge the extent of their engagement with the children during play, and when they are ready for the introduction of new skills. Practitioners, as skillful adults, use the EYFS to support and enhance young children’s learning by selecting from po ol of strategies available and matching them according to the specific needs of the children. In the EYFS setting, decisions such as what to give children and what best ways to help them learn are made several times each day. A skillful practitioner is able to learn the children’s needs through listening to them in an EYFS setting, where they can also learn the nature of play and playfulness each child possess. Increase effective teaching Children often cherish moments when they are in control and periods when they acquire the feelings that they are autonomous in their daily learning. Neuroscience studies have shown that children are well motivated and intelligent learners who explore everything around them (Lancaster and Broadbent, 2003). Thus, when children are brought together in an EYFS, the teaching becomes more effective because the practitioners are able to build the right conditions for learning. Adults are also able to manage the pace of activities and ensure they le arn through stimulating opportunities. When balance between spontaneous plays is established, the practitioner is able to evaluate the children’s choices and achievements and provide a guiding principle of learning to increase effectiveness. It is established that â€Å"too much directed activity often deprives children of the opportunity to engage actively when learning† (Broadhead et al., 2010). EYFS practitioner can increase effective teaching by arranging time, space and activities within the daily routine programme to reflect the overall combination which significantly support wellbeing of children. A combination of child-initiated plays and adult-led playful activities allows professionals to choose the right approach that will not only enhance the developmental stage of the children but also provide individual and group support as a form of effective teaching (Miller and Almon, 2009). For example, a particular day can be set to allow free play between children w ithout any adult’s involvement. This approach provides children with the needed space, independence and relaxation. At the other end of the scale are days when short sessions are carefully planned and structured with activities that are useful when teaching specific skills. At the EYFS setting, skillful practitioners are able to impact young children positively by teaching them how to build positive identities through collaboration. Young children are also able to develop caring relationships with other people, manage and take risks, experience success, develop resilience, cope with failures, and develop ‘can-do’ attitude that is critical in the modern world’s increasing competitive environment. The high-quality provisions at EYFS are essential for children in their attempts to develop positive dispositions, which is the foundation for long-term learning success. Unique Child’s opportunity to learn Children often have different development rates, varied interests, different cultural backgrounds and unique families that define their early life experience (Rogers and Evans, 2008). EYFS themes allow them to explore these abilities, and design what fits each child according to their background. At the EYFS setting, practitioners are able to plan and structure activities that can be essential in the teaching of specific skills. This stage of teaching can benefit children with recognised special educational needs. Young children are also able to build their vocabulary and demonstrate to them how to use specific tools and equipments. Neuroscience studies show that human brains develop and function in an exploratory setting (Tovey, 2007), which is essentially offered at EYFS. The freedom to combine resources at the EYFS in many varied ways is important because of the flexibility of the cognitive development process. Unique children are able â€Å"to build pathways for thinking and lea rning, and to make connections across areas of experience in the process† (Miller and Almon, 2009). Theories of learning and development agree with the perspectives developed in brain research that learning is both individual and social, and that young children, particularly the ones with unique abilities, are not passive learners (Miller and Almon, 2009). These children drive their learning and development through selective choices on what they like, individual interests they make in these activities, the knowledge they acquire, and their motivation to do things with competence. Broadhead, Howard, and Wood (2010) observe that choices and interests of unique children are the driving forces that build knowledge, skills and understanding. For example, the children are constantly learning about themselves as well as their socio-cultural worlds when they play with other children and skillful adults Conclusion Young children learn in several ways as they grow up. First, it is recognised that children learn through play, both amongst themselves and with adults. It’s through play that children are able to explore, investigate and develop ideas. Young children also learn at the presence of other people, which allows them to develop emotional security and social skills. Through EYFS, children are able to meet these needs by being active and talking to themselves. They are also shown how to do things and how to meet physical and mental challenges, thus helping them develop lifelong learning habit. References Broadhead, P., Howard, J. and Wood E. (2010). Play and Learning in Early Childhood settings Theory and Practice, Sage, London. Lancaster, Y.P. and Broadbent, V. (2003). Listening to Young Children, Open University Press, Maidenhead. Miller, E. and Almon, J. (2009). Crisis in the Kindergarten: Why Children Need to Play in School, College Part, MD, Alliance for Children. QCA (2005). Continuing the Learning Journey: INSET Package, QCA, London (ref. QCA/05/1590). Rogers, S. and Evans, J. (2008). Inside Role-Play in Early Childhood: Education, Researching Young Children’s Perspectives. Routledge: London. Tovey, H. (2007). Playing Outdoor: Spaces and Places, Risk and Challenge. Open University Press: Maidenhead. Wood, E. and Attfield, J. (2005). Play, Learning and the Early Children Curriculum. Paul Chapman: London.

Historical and Scientific Perspectives on Homosexuality

According to Rathus, Nevid, and Fichner-Rathus, (2005) the term homosexuality denotes sexual interest in members of one’s own anatomic sex and applies to both_ _men and women. Homosexual males are often referred to as gay males and homosexual females or referred to as lesbians. Gay males and lesbians have existed throughout history. The historical and scientific perspectives on homosexuality have shaped the way gay individuals perceive themselves in various ways. These perspectives may also be beneficial to heterosexuals' understanding of others in our world of sexual diversity. When looking at historical perspectives, religion and past societies' sexual behavior is addressed. Although past Greek and Roman cultures were frequently involved in homosexual relationships, the Christian religion denounced those sexual associations and made their beliefs and intentions clear that this behavior was not to continue, for example, according to the book of Genesis in the Holy bible, the city of Sodom was destroyed by God as a punishment as a punishment for sexual activity with members of the same sex. The legal system became intertwined with the Christian belief that homosexuality was sinful and would punish inappropriate sex acts as criminal offenses (Rathus, Nevid, & Fichner-Rathus, 2005). Another perspective to consider is heritage. Traditionally, in many cultures, there are specific roles for the male and the female. When family is the â€Å"primary social unit† as we find in Latino and Latina American culture, anything but the designated gender roles is not acceptable (Rathus, Nevid, & Fichner-Rathus, 2005). Interestingly enough, males can be sexual with other males without being considered gay (Rathus, Nevid, & Fichner-Rathus, 2005). Women cannot be sexual with other women though because that would be a threat to the traditional male dominance in that culture. Women also need to be virgins when they marry men so any sexual acts before marriage are prohibited. Specific gender roles in many cultures around the world lay the foundation for what is correct and incorrect for males and females in regard to sexual orientation. The scientific perspective of homosexuality is whether homosexuality is caused by environmental influences or whether gay individuals are born that way. This question has been pondered byscientists for decades, but there is strong evidence to support the idea that homosexuality is an inborn characteristic. Research done on both identical and fraternal twins, show that there are higher concordance rates of gay monozygotic twins. Rathus, Nevid, and Fichner-Rathus, (2005) report that about â€Å"52% of identical (MZ) twin pairs were found to be â€Å"concordant† (in agreement) for a gay male sexual orientation, compared with 22% of fraternal (DZ) twins and only 11% of adoptive brothers† (p. 312). Also, evidence has suggested that hormonal influences could be responsible for differences in sexual orientation. Rathus, Nevid, and Fichner-Rathus (2005) explain that prenatal sex hormones be responsible for tissues in the brain to think sexually one way, but for genital development to be the other way. Also, structural examinations on the brains of heterosexual and homosexual males have provided speculative evidence that a part of the hypothalamus in gay males is smaller than that region of the hypothalamus in heterosexual males. The scientific perspectives have helped many gay people come to terms with themselves, which has made coming out easier. Before scientific evidence provided clues that homosexuality could be inborn, many people believe that people â€Å"choose† to be gay. However, the scientific evidence proves that many are actually â€Å"born† gay. Gay people do not choose their sexuality, but rather live according to sexual impulses that are going on within them. Gay individuals now accept themselves more because they are convinced that they did not choose their sexual identity, as much as it was given to them. Many homosexuals have formed organizations that are involved personally with others in sharing life stories and involved politically in achieving equal rights for gays and gay couples Although I have always been attracted to individual of the opposite sex, which means that I am Heterosexual, after learning about the historical and scientific perspectives of Homosexuality that I was not aware of before, I better understand others who are oriented in ways that differ from mine. I feel as though learning about the history, the scientific research concerning cross-species subjects, and the biology on homosexuality can be beneficial for humanity in order to learn tolerance for differences among sexual orientations. References Rathus, S. A. , Nevid, J. S. , and Fichner-Rathus, L. (2005). Human sexuality in a world of diversity. (6th ed. ) Boston, MA: Allyn and Bacon. Historical and Scientific Perspectives on Homosexuality HISTORICAL AND SCIENTIFIC PERSPECTIVES PSY/265 Ana Diaz 10/20/1012 Kavita Kostek The way we view homosexuality has very much to do with how we were raised and taught depending on where we are from, our parents beliefs and what others around us tell us. Because of this we believe what we believe and will stand by them unless we ourselves come to a different conclusion as we grow older. I was raised a Catholic and was taught by the Bible teachings that homosexuality was wrong and will go to hell if that is what you practiced.In this paper we will look a little at the historical and scientific perspectives of homosexuality. We will first be starting with the historical view which has much to do with what the bible teaches on homosexuality. When we look back at ancient Greece where homosexuality was really not that big of a deal, older men would have relationships with adolescent males’ right at the time when they grew their first beards (online text pg. 28). Then we can go to Rom e where there were men that were very feminine and walked around certain parts of town looking for men to bed.In Florence which was a very Christian city had many sodomites (this is a Jewish and Christian word that signifies the connection between sodomy and the city of Sodom in the Bible which supposedly God destroyed (Genesis 19). I remember watching a movie called â€Å"Caligula†. This movie depicted how free the Romans were with sexual favors and bedding with those of same sex was an all-time occurrence especially male with male (online textpg. 287).Sodomy was such a natural thing but it bothered the governors at the time so they created a group called â€Å"The Office of the Night in 1437 to enable its citizens to be able to accuse others anonymously of sodomy (Human Sexuality pg. 287). Once the Roman Empire ceased to exist, throughout Western Europe Christianity spread and its beliefs were made part of secular laws. Next we can take a look at homosexuals through the cr oss-species perspective. Biologists have watched the male-male and female – female behavior of 450 species in every part of the world (Hird, 2006).Through this study they monitored the behavior of baboons and learned that male baboons may present their rear to other male baboons and allow themselves to be mounted either because the other is dominant or for protection and favors. I think by this study they concluded that human beings are much more like the animal species than we want to be. We do have animal instincts. We will now look at the psychological views on homosexuality with looking into the psychoanalytic views of Sigmund Freud who is the originator of psychoanalytic theory.He believed that children are all open to all forms of sexual stimulation. He says that once a boy lets go of the incestuous desire for his mother he will relate with his dad and will desire women as he reaches puberty and the same for girls when it comes to how they relate with their mothers. Wha t Freud is saying here is that depending on the relationship between parent and child and how it manifests itself sexually has influence on what the person’s personal sexual preference they will have when they mature.People are afraid of coming out and letting others know that they are gay because they are afraid of ridicule, personal injury or being ousted from their families. In the past it was much harder because there was much homophobia around. Now with all the gay activists and groups for support it is much easier. We have to be true to ourselves and if we feel that who we are physically is not who we really feel like then we should have to feel that we have to hide it. I grew up Catholic as I have stated and I grew up thinking that sex was between man and woman and not man-man or woman and woman.Now as I am older I know that people are just people but have different likes and that is what. Scientific findings never stirred me one way or another as to my sexual orientat ion. What did do it was my religious beliefs and even though I have nothing against the LGBT community I still believe that sex should be between man and woman along with marriage but I would never deny anyone else right to live life as they feel is right for them. References: Human Sexuality online text . Historical and Scientific Perspectives on Homosexuality According to Rathus, Nevid, and Fichner-Rathus, (2005) the term homosexuality denotes sexual interest in members of one’s own anatomic sex and applies to both_ _men and women. Homosexual males are often referred to as gay males and homosexual females or referred to as lesbians. Gay males and lesbians have existed throughout history. The historical and scientific perspectives on homosexuality have shaped the way gay individuals perceive themselves in various ways. These perspectives may also be beneficial to heterosexuals' understanding of others in our world of sexual diversity. When looking at historical perspectives, religion and past societies' sexual behavior is addressed. Although past Greek and Roman cultures were frequently involved in homosexual relationships, the Christian religion denounced those sexual associations and made their beliefs and intentions clear that this behavior was not to continue, for example, according to the book of Genesis in the Holy bible, the city of Sodom was destroyed by God as a punishment as a punishment for sexual activity with members of the same sex. The legal system became intertwined with the Christian belief that homosexuality was sinful and would punish inappropriate sex acts as criminal offenses (Rathus, Nevid, & Fichner-Rathus, 2005). Another perspective to consider is heritage. Traditionally, in many cultures, there are specific roles for the male and the female. When family is the â€Å"primary social unit† as we find in Latino and Latina American culture, anything but the designated gender roles is not acceptable (Rathus, Nevid, & Fichner-Rathus, 2005). Interestingly enough, males can be sexual with other males without being considered gay (Rathus, Nevid, & Fichner-Rathus, 2005). Women cannot be sexual with other women though because that would be a threat to the traditional male dominance in that culture. Women also need to be virgins when they marry men so any sexual acts before marriage are prohibited. Specific gender roles in many cultures around the world lay the foundation for what is correct and incorrect for males and females in regard to sexual orientation. The scientific perspective of homosexuality is whether homosexuality is caused by environmental influences or whether gay individuals are born that way. This question has been pondered byscientists for decades, but there is strong evidence to support the idea that homosexuality is an inborn characteristic. Research done on both identical and fraternal twins, show that there are higher concordance rates of gay monozygotic twins. Rathus, Nevid, and Fichner-Rathus, (2005) report that about â€Å"52% of identical (MZ) twin pairs were found to be â€Å"concordant† (in agreement) for a gay male sexual orientation, compared with 22% of fraternal (DZ) twins and only 11% of adoptive brothers† (p. 312). Also, evidence has suggested that hormonal influences could be responsible for differences in sexual orientation. Rathus, Nevid, and Fichner-Rathus (2005) explain that prenatal sex hormones be responsible for tissues in the brain to think sexually one way, but for genital development to be the other way. Also, structural examinations on the brains of heterosexual and homosexual males have provided speculative evidence that a part of the hypothalamus in gay males is smaller than that region of the hypothalamus in heterosexual males. The scientific perspectives have helped many gay people come to terms with themselves, which has made coming out easier. Before scientific evidence provided clues that homosexuality could be inborn, many people believe that people â€Å"choose† to be gay. However, the scientific evidence proves that many are actually â€Å"born† gay. Gay people do not choose their sexuality, but rather live according to sexual impulses that are going on within them. Gay individuals now accept themselves more because they are convinced that they did not choose their sexual identity, as much as it was given to them. Many homosexuals have formed organizations that are involved personally with others in sharing life stories and involved politically in achieving equal rights for gays and gay couples Although I have always been attracted to individual of the opposite sex, which means that I am Heterosexual, after learning about the historical and scientific perspectives of Homosexuality that I was not aware of before, I better understand others who are oriented in ways that differ from mine. I feel as though learning about the history, the scientific research concerning cross-species subjects, and the biology on homosexuality can be beneficial for humanity in order to learn tolerance for differences among sexual orientations. References Rathus, S. A. , Nevid, J. S. , and Fichner-Rathus, L. (2005). Human sexuality in a world of diversity. (6th ed. ) Boston, MA: Allyn and Bacon.

How is sociology important in your family Essay

John J. Macionis explains the importance of sociology in family in the thirteenth chapter, ‘Family and Religion’ of his book ‘Society, The Basics’. When the analysis is done on micro-level we learn that individuals get formed up and learn a lot through the experience of family life. Members of the family especially children build emotional bonds, become intimate with one another and above all are taught about their culture and values. Family gives an ideal picture of marriage and it is seen that matured individuals in United States find great pleasure in upbringing their own children. The structural functional approach of importance of family for society at macro level according to Macionis is, The family performs vital tasks, including socializing the young and providing emotional and functional support for members. The family helps regulate sexual activity. The social conflict approach is, The family perpetuates social inequality by handing down wealth from one generation to the next. The family supports patriarchy as well as racial and ethnic inequality. The symbolic interaction approach is, The reality of family life is constructed by members in their interaction. Courtship typically brings together people who offer the same level of advantages. (Society, The Basics, Chapter Thirteen, Family and Religion, Page- 24) Macionis explains how is sociology important to your family and family is also equally important to the society. In fact, describing the basic concepts of the family, Macionis explains that Family- a social institution found in all societies that unites people in cooperative groups to oversee the bearing and raising of children. (Society, The Basics, Chapter Thirteen, Family and Religion, Page- 2) As there have been development and changes in the society, family structure as well as cultural norms have also changed and modified. There have been both pros and cons of the development and they need to be understood in order to prevent the dark effects of progress on society and families as well. The family performs a lot of duties, which includes mainly of providing material and emotional security to its members and socialization. Due to increase in divorce rates and broken families these duties are not completely performed. Society depends upon families in many aspects and family on the other hand plays a role in social classification based on values and ethics. Macionis writes that every marriage consists of two dissimilar relationships in which one is that of men and the other of women. The expectations and anticipations of both the genders are different but marriage stays on the pillars of mutual understanding. People’s thinking have changed regarding having babies through new technologies of reproduction which help reduce the rate of birth defects and also help those couples have their own children who suffer with some deficiency or so. There has been stress on the importance of religion on society and individuals and history depicts that there have been many social reform movements that have been promoted due to religiosity. It is believed that outbreak of industrial revolution was because of religious principles and doctrine of Calvinism. There have been lots of problems and transitions in family life because history portrays women as property of men and domestic violence as a private concern and these concepts are changing with time. These are the points of discussion and detailed information found in this chapter, ‘Family and Religion’ from the book, ‘Society, The Basics’ by Macionis that I appreciate and like the most.