This document discusses gender roles and cultural variations in Philippine society from pre-colonial times to the present. It describes how gender roles have changed over different historical periods, with women having more restricted roles and responsibilities during colonial rule compared to pre-colonial and present times. The document also discusses how present-day Philippine society is more open to people of any gender pursuing different types of work and activities based on their individual capabilities and interests rather than strict gender norms.
Gender and Development
Research from around the world has shown that gender inequalities tends to slow down economic growth and make the rise from poverty more difficult.
Gender Equality: A Shared Responsibility (Dr Neeti Singh).pptxNeeti Singh
This is about Gender Equality. And through this Presentation, I aim to establish that this is a shared responsibility of each and every individual to maintain the Equality amongst genders.
Gender stereotyping reflects the perceived psychological traits .docxgilbertkpeters11344
Gender stereotyping reflects the perceived psychological traits and characteristics of males and females, and the related roles that are thought to be appropriate for each gender in family, work, school, and society as a whole. Gender stereotyping impacts individuals in terms of how they view themselves and their place in society, as well as how society views the respective gender and the appropriate behavior and roles for each. The implications can be far reaching.
It is evident by studying history that gender stereotypes have changed over time. One obvious example is in the history of women's suffrage. It was believed in the U.S. that women were not sufficiently mentally astute to vote on the important issues impacting society. The belief was that a woman's place was in the home raising children and taking care of the domestic needs of the family. With women's suffrage in the early 20th century and the century that has followed, this stereotype has been changed. Not only do women vote but they hold every office at all levels including heads of state and presidencies across the globe. The 2016 presidential election even featured the first female nominee from a major political party.
As a foundation for the study of gender, this Application Assignment asks you to explore gender stereotypes in some depth, including a consideration of the numerous stereotypes for both men and women; how stereotypes differ by culture; and how stereotypes impact individuals of that gender, the opposite gender, and society as a whole.
To prepare for this assignment:
Review Chapter 3 of the course text,
Gender: Psychological Perspectives
, focusing on the definition of gender stereotyping, the impact it may have on society and individuals, and cultural differences and similarities in gender stereotyping. Remember that culture includes age, religion, sexual orientation, etc., as well as race and ethnicity.
Review the article, "Stereotypes as Dynamic Constructs: Women and Men of the Past, Present, and Future."
Review the article, "Bimbos and Rambos: The Cognitive Basis of Gender Stereotypes." Focus specifically on how the media perpetuates gender stereotyping.
Review the article, “Young and Older Adults' Gender Stereotype in Multitasking.” Focus on how this recent research suggests gender stereotyping is alive and well today.
Think about the following questions:
What are common stereotypes for men?
What are common stereotypes for women?
How have these stereotypes changed over time? What stereotypes have not really changed? Be sure to take into consideration different types of media such as film, TV, and literature as you prepare for this assignment.
What impact do these stereotypes have on individuals of that gender, the opposite gender, and society as a whole? Think in terms of the life of the individuals; the families; school life and the educational journey; work life and career options; health and wellness issues; sexual attitudes and behavior.
Gender and Development
Research from around the world has shown that gender inequalities tends to slow down economic growth and make the rise from poverty more difficult.
Gender Equality: A Shared Responsibility (Dr Neeti Singh).pptxNeeti Singh
This is about Gender Equality. And through this Presentation, I aim to establish that this is a shared responsibility of each and every individual to maintain the Equality amongst genders.
Gender stereotyping reflects the perceived psychological traits .docxgilbertkpeters11344
Gender stereotyping reflects the perceived psychological traits and characteristics of males and females, and the related roles that are thought to be appropriate for each gender in family, work, school, and society as a whole. Gender stereotyping impacts individuals in terms of how they view themselves and their place in society, as well as how society views the respective gender and the appropriate behavior and roles for each. The implications can be far reaching.
It is evident by studying history that gender stereotypes have changed over time. One obvious example is in the history of women's suffrage. It was believed in the U.S. that women were not sufficiently mentally astute to vote on the important issues impacting society. The belief was that a woman's place was in the home raising children and taking care of the domestic needs of the family. With women's suffrage in the early 20th century and the century that has followed, this stereotype has been changed. Not only do women vote but they hold every office at all levels including heads of state and presidencies across the globe. The 2016 presidential election even featured the first female nominee from a major political party.
As a foundation for the study of gender, this Application Assignment asks you to explore gender stereotypes in some depth, including a consideration of the numerous stereotypes for both men and women; how stereotypes differ by culture; and how stereotypes impact individuals of that gender, the opposite gender, and society as a whole.
To prepare for this assignment:
Review Chapter 3 of the course text,
Gender: Psychological Perspectives
, focusing on the definition of gender stereotyping, the impact it may have on society and individuals, and cultural differences and similarities in gender stereotyping. Remember that culture includes age, religion, sexual orientation, etc., as well as race and ethnicity.
Review the article, "Stereotypes as Dynamic Constructs: Women and Men of the Past, Present, and Future."
Review the article, "Bimbos and Rambos: The Cognitive Basis of Gender Stereotypes." Focus specifically on how the media perpetuates gender stereotyping.
Review the article, “Young and Older Adults' Gender Stereotype in Multitasking.” Focus on how this recent research suggests gender stereotyping is alive and well today.
Think about the following questions:
What are common stereotypes for men?
What are common stereotypes for women?
How have these stereotypes changed over time? What stereotypes have not really changed? Be sure to take into consideration different types of media such as film, TV, and literature as you prepare for this assignment.
What impact do these stereotypes have on individuals of that gender, the opposite gender, and society as a whole? Think in terms of the life of the individuals; the families; school life and the educational journey; work life and career options; health and wellness issues; sexual attitudes and behavior.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Topic of Discussions:
Introduction: The Understanding of Culture, Society, and Politics
Defining Culture and Society: The Perspectives of Anthropology and
Sociology
Human Biocultural and Social Evolution
Becoming a Member of Society
Organization in Society
Cultural, Social, and Political Institutions
Social and Political Stratification
Cultural, Social, and Political Change
Human Adaptation and Social Change
3. CHAPTER I - Introduction: The Understanding of
Culture, Society, and Politics
Cultural Variations and Social Differences (Gender)
Cultural Variations and Social Differences (Socioeconomic Class)
Cultural Variations and Social Differences (Ethnicity)
Cultural Variation and Social Differences (Religion)
Cultural Variations and Social Differences (Exceptionality/Non-
Exceptionality)
Cultural Variations and Social Differences (Nationality)
Social, Political, and Cultural Behavior and Phenomena
Social, Political, and Cultural Change
The Study of Culture, Society, and Politics
4. Why do you think our culture varies?
What do you think are the factors that
may contribute or affect our culture?
5. LESSON I - Cultural Variations and Social
Differences (Gender)
Objective
At the end of this lesson, you should be
able to discuss gender roles in Philippine
society from pre-colonial to the present
era.
6. You can do it!
Activities or jobs will be
flashed on the screen.
Name whom they are
appropriate. For a male
or for a female.
7.
8. How do gender roles vary across cultures
according to a particular culture’s beliefs
and expectations concerning men and
women’s roles?
9. Learn about it!
Gender and Gender Roles
People play different roles in society
depending on age and occupation. There
are jobs that require a specific gender to
perform tasks while other jobs are open
to both men and women.
10. Gender
Gender refers to social, cultural, and
psychological characteristics or traits
related to males and females based on
certain social contexts.
11. Gender
It is different from sex, which refers to
the biological characteristics that
distinguish a male from a female.
Thus, sex makes a person male or
female, while gender makes a person
masculine or feminine
12. Gender Roles
Gender roles refer to attitudes and
behaviors that the society expects a
person to exhibit based on his or her sex.
13. Gender Roles
For example, in traditional Philippine
society, women are expected to be plain
housewives and take care of their
children, while men are expected to be
professionals and provide the needs of
their family.
14. Gender Roles
Another example is that society expects
women to be more emotional and
sensitive while men are expected to be
strong and capable of doing things that
women cannot do.
15. Gender Roles in Pre-colonial Philippine Society
In pre-colonial Philippines, males and females
enjoyed the same rights and privileges.
Different social functions were assigned to
different members of society. There were
functions that were specifically given to males,
females, or both.
16.
17. Gender Roles in Philippine Society During the Colonial Period
Gender roles during the colonial period
changed drastically. Women were restrained
from other activities outside their homes,
while men were given more social functions.
These roles also changed as the Philippines
was occupied by new colonizers.
18. Spanish Period
The introduction of Catholicism, the babaylan lost their role
in the religious life of the community. This role was taken
over by Catholic priests.
Women were relegated to doing household chores and
taking care of children. More often than not, young women
were not sent to school but instead trained to be good
wives and mothers for their future families. Some women
were also forced to marry for economic and political gain.
19. American Period
Women had more freedom in society. They were allowed to
study and work in any field they wanted. They also adopted
American values.
Men and women became equal in the sense that it became
acceptable for both genders to have jobs and be educated.
20. Japanese Period
Although men and women were able to maintain their
status in society during the Japanese period, women were
usually kept inside their houses to protect them from
abusive Japanese soldiers. Men also became busy
defending the country, with most of them serving as
soldiers.
21.
22. Gender Roles in Current Philippine Society
At present, Philippine society is more open to allowing
both men and women to perform different tasks not based
solely on gender, but on an individual’s capabilities and
strengths. For example, fields like engineering, architecture,
and medicine, which are often associated with men, have
long been open to women. Likewise, there are also lots of
male teachers, nurses,chefs, and hairdressers nowadays.
23. Group Activity
Explore!
What are your hobbies? Do you have a hobby that is
typically done by the opposite sex? What do people say
about your "unusual" hobby?
Try it!
Ask five of your friends about their dream jobs. Does any of
these jobs tend to be associated with men or women?
What do you think about your friends’ dream jobs?
24. Group Activity
What do you think?
Is it proper to limit a person’s choices based
on his or her gender? Why or why not?
25. Tips!
Gender is a set of characteristics that pertains
to a person’s masculinity or femininity while
biology determines sex. For example, a man is
male because he has male sex organs. He,
however, can be considered effeminate
because the things he likes are often
associated with women.
26. Keypoints
Gender refers to social, cultural, and psychological characteristics or traits related to
males and females based on certain social contexts.
Gender roles refer to attitudes and behaviors that the society expects a person to
exhibit based on his or her sex.
In pre-colonial Philippines, males and females enjoyed the same rights and
privileges. Different social functions were assigned to different members of society.
There were functions that were specifically given to males, females, or both.
Gender roles during the colonial period changed drastically. Women were
restrained from other activities outside their homes, while men were given more
social functions. These roles also changed as the Philippines was occupied by new
colonizers.
The present Filipino society has become more open in allowing people of different
genders to do things not based on their sex but based on their capabilities.