The document discusses US cultural values and universals. It outlines the goals of understanding US value clusters and contradictions, examining subcultures and how they relate to core values. Ten core US values are identified by Robin Williams: achievement, individualism, hard work, efficiency, science/technology, material comfort, freedom, democracy, equality, and group superiority. The document explores emerging values, value contradictions, cultural lag and change, and whether cultural universals truly exist. Students are assigned to write a narrative examining how their personal values were shaped by culture and how they fit with discussed US values.
This document discusses the evolution of human societies from hunting and gathering to modern post-industrial societies. It outlines that as technology advanced, societies changed as well. Early societies like hunting and gathering groups relied on simple tools and family networks, while agricultural societies developed inequality, religion-backed elites, and money-based exchange. Industrialization led to rapid change through machinery, weakened community ties, and factories. Now, post-industrial societies are information-based, require less labor and more education, and focus on communication infrastructure, innovation, and solving global problems with technology. It also examines the evolution of early civilizations like Sumerian, Indus Valley, Shang, and Egyptian, which developed complex institutions, social classes
Anthropology is the study of humans and human behavior. It comes from the Greek words "anthropos" meaning human and "logos" meaning reason or knowledge. Cultural anthropology specifically looks at the aspects of humanity that are learned and relate to culture, which is defined as the shared knowledge, beliefs, and practices of a group. Culture includes both visible components like dress and language as well as hidden components like values and thought processes. It is passed down between generations and influences all aspects of human life.
1. Definition of Culture
2. Elements of Culture
3. Types of Culture
4. Characteristics of Culture
5. Role of culture in the life of a person
6. Impact of culture on educational institution
7. Impact of education on culture
This document discusses the relationship between culture and education. It defines culture as socially transmitted patterns of behavior, knowledge, beliefs, and customs characteristic of a group. The document outlines different types of culture including individual, communal, national, and world culture. It also describes key characteristics of culture such as being acquired, distinct, transmitted between generations, useful to society, and dynamic/changing over time. The document notes that culture and education are interdependent and that education can help bridge gaps when cultural changes occur at different rates.
This document provides an overview of the origins and early history of costume and dress. It discusses the earliest evidence of textiles dating back 27,000 years and the oldest woven fabrics found in Turkey from 8,500 years ago. It explores the main motivations for wearing clothing such as protection, decoration, modesty, and denoting status. The document also examines the limitations of early garment design and the social functions of dress in denoting gender, age, status and group membership throughout history.
The document summarizes research on universal patterns of culture from several researchers. Wissler identified 11 broad areas of universal culture in 1923. Murdock expanded on this in 1945, listing around 88 common cultural elements across societies. Durkheim then initiated three techniques for comparative cultural studies in 1947: comparative analysis, studying specific cultural differences, and specific cultural similarities. The document then discusses four key factors that can account for cultural diversity: cultural variability, cultural relativity, environmental differences, and human ingenuity and ability to adopt new cultures.
The document discusses US cultural values and universals. It outlines the goals of understanding US value clusters and contradictions, examining subcultures and how they relate to core values. Ten core US values are identified by Robin Williams: achievement, individualism, hard work, efficiency, science/technology, material comfort, freedom, democracy, equality, and group superiority. The document explores emerging values, value contradictions, cultural lag and change, and whether cultural universals truly exist. Students are assigned to write a narrative examining how their personal values were shaped by culture and how they fit with discussed US values.
This document discusses the evolution of human societies from hunting and gathering to modern post-industrial societies. It outlines that as technology advanced, societies changed as well. Early societies like hunting and gathering groups relied on simple tools and family networks, while agricultural societies developed inequality, religion-backed elites, and money-based exchange. Industrialization led to rapid change through machinery, weakened community ties, and factories. Now, post-industrial societies are information-based, require less labor and more education, and focus on communication infrastructure, innovation, and solving global problems with technology. It also examines the evolution of early civilizations like Sumerian, Indus Valley, Shang, and Egyptian, which developed complex institutions, social classes
Anthropology is the study of humans and human behavior. It comes from the Greek words "anthropos" meaning human and "logos" meaning reason or knowledge. Cultural anthropology specifically looks at the aspects of humanity that are learned and relate to culture, which is defined as the shared knowledge, beliefs, and practices of a group. Culture includes both visible components like dress and language as well as hidden components like values and thought processes. It is passed down between generations and influences all aspects of human life.
1. Definition of Culture
2. Elements of Culture
3. Types of Culture
4. Characteristics of Culture
5. Role of culture in the life of a person
6. Impact of culture on educational institution
7. Impact of education on culture
This document discusses the relationship between culture and education. It defines culture as socially transmitted patterns of behavior, knowledge, beliefs, and customs characteristic of a group. The document outlines different types of culture including individual, communal, national, and world culture. It also describes key characteristics of culture such as being acquired, distinct, transmitted between generations, useful to society, and dynamic/changing over time. The document notes that culture and education are interdependent and that education can help bridge gaps when cultural changes occur at different rates.
This document provides an overview of the origins and early history of costume and dress. It discusses the earliest evidence of textiles dating back 27,000 years and the oldest woven fabrics found in Turkey from 8,500 years ago. It explores the main motivations for wearing clothing such as protection, decoration, modesty, and denoting status. The document also examines the limitations of early garment design and the social functions of dress in denoting gender, age, status and group membership throughout history.
The document summarizes research on universal patterns of culture from several researchers. Wissler identified 11 broad areas of universal culture in 1923. Murdock expanded on this in 1945, listing around 88 common cultural elements across societies. Durkheim then initiated three techniques for comparative cultural studies in 1947: comparative analysis, studying specific cultural differences, and specific cultural similarities. The document then discusses four key factors that can account for cultural diversity: cultural variability, cultural relativity, environmental differences, and human ingenuity and ability to adopt new cultures.
This document discusses key concepts in anthropological understanding of culture. It introduces practice theory, which recognizes that cultures shape individuals but individuals also influence cultural change. Culture exists at multiple levels, from national to subcultural. Ethnocentrism judges other cultures, while cultural relativism evaluates behaviors in their own cultural contexts. Mechanisms of cultural change include diffusion, acculturation, and independent invention. Globalization increasingly interlinks societies through economic, political, and communication forces.
This document defines culture and discusses its meaning, origin, elements, characteristics and function. It provides several definitions of culture from anthropologists and sociologists, describing culture as the customs, knowledge and material objects that are learned and shared by a society. The document outlines that culture originated from human evolution as a way for humans to classify and transmit experiences. It identifies the key elements of culture as including material objects, norms, values, beliefs, language and symbols.
Cultural change occurs through the interaction between two culturally different groups and the process of intercultural exchange. Intercultural exchange can result in both benefits like cultural enrichment and problems like racism. Globalization is a legacy of cultural change that influences societies through economic and technological forces. It allows for rapid spreading of cultures but also exerts pressure that changes cultural norms. The United States exemplifies how cultural diversity, change, and globalization reinforce one another through immigration integrating diverse ethnic groups and accelerating the global exchange of ideas.
In their 40 page article, Stella Ting-Toomey and Leeva Chung discussed the factors that affect the formation of our ethnic and cultural identities, the role of the family as a framework of our society and possible scenarios when an individual migrates/encounters a different culture.
To suggest, as textbooks tend to do, that politics takes place in a social context fails to convey just how intimately politics and social life are related. Politics, by its very nature, is a social activity, and it is viewed by some as nothing more than the process through which the conflicts of society are articulated and, perhaps, resolved. In this sense, society is no mere 'context', but the very stuff and substance of politics itself. Although later chapters examine the interaction between society and politics in relation to particular channels of communication, such as the media, elections, political parties, interest groups and so on, this chapter focuses on the broader political implications of how society is structured and how it has changed and continues to change. For example, the transition from agrarian societies to industrial societies and then to so-called post-industrial society has profoundly altered levels of social connectedness and given rise to new political battle lines. Not only has post-industrialism been associated with the declining significance of social class, but technological change, particularly in the fields of information and communication, has altered the breadth of connections between and among people, as well as the nature of these connections. These and related factors have been linked to the strengthening of individualism, with major political consequences. Modern thinking about the relationship between politics and society is, nevertheless, increasingly focused on the issue of identity, which, many claim, has given rise to a new politics of group self-assertion, commonly called identity politics. Amongst its other implications, this trend has highlighted the political significance of factors such as race and ethnicity, gender and culture
Post-industrialism is characterized, amongst other things, by an increasing emphasis on knowledge and information generally, with the advent of the internet and the wider use of computer-based technologies having given rise to the 'information society'. Not only do information societies connect more people to more other people, but the nature of those connections has also changed, especially through the development of looser and more diffuse networks
Culture can be summarized in 3 sentences:
Culture is the shared knowledge, beliefs, norms, and practices of a group. It includes material and nonmaterial elements that are learned and transmitted intergenerationally. Different theoretical perspectives view culture as functional for society, a site of conflict and inequality, or as dynamic and open to various interpretations.
This document discusses the meaning and definition of culture. It provides several definitions of culture from different scholars. Culture is defined as the integrated behaviors and way of life learned by people in a society. It is shared between generations and includes material aspects like housing and tools as well as non-material aspects such as knowledge, beliefs, and customs. The characteristics of culture are that it is learned, shared, passes between generations, uses symbols, and patterns human behavior in an adaptive way. Culture has components such as values, norms, laws, and symbols that vary between different types of material and non-material culture.
Issues of identity in a multicultural societyTehreemSajjad3
This document discusses issues of identity in multicultural societies. It defines a multicultural society as one where people of different religions, ethnicities, languages, and nationalities live together. It then examines what makes up a person's identity, such as religion, ethnicity, language, values and beliefs. For multicultural individuals, key issues are accepting new differences, maintaining aspects of their old identity while adopting new ones, and having a changing identity that is open to variation. The document also discusses challenges that can arise in multicultural societies from differences in identities, like religious conflicts, intolerance, language and education problems, and risks of social conflicts. It concludes by suggesting ways to overcome these issues, such as respecting others, confronting discrimination
This document summarizes key concepts related to time (past, present, future) in cultural studies. It discusses how the past influences the present through cultural history and memory. The present is examined through concepts of the contemporary, modernism, and postmodernism. The future is explored through ideas of progressivism, cultural policy, and how futuristic visions are often projections of contemporary concerns. Cultural policy studies aims to use cultural criticism to influence practical cultural governance and organization.
The document discusses various socioeconomic scales used to measure socioeconomic status. It begins by providing background on social stratification and then defines key terminology. It discusses the need for socioeconomic scales in understanding health behaviors and outcomes. The document then classifies socioeconomic scales into international, national, rural, urban, and miscellaneous scales. Several examples of scales are described in detail, including the Hollingshead Four Factor Index, Nakao & Treas Scale, Blishen Scale, B.G. Prasad Scale, Kuppuswamy Scale, and Udai Pareek Scale. Limitations of some scales are also noted.
This document provides an overview of globalization and its impact on the regional, national, and local levels. It discusses how globalization has increased connectivity and interdependence between different parts of the world. While globalization has led to some uniformity and "sameness" across cultures, it has also strengthened regional identities and nationalism. The document also examines how nations, regions, and local communities have responded to globalization by promoting their unique cultural aspects in order to attract tourism and investment.
The document discusses several key concepts related to culture:
- Culture is learned, shared, and symbolic. It provides rules and meaning systems that are distinct from biological instincts.
- Culture is integrated and adaptive. Changes in one aspect of culture can influence other aspects as the culture aims to maintain equilibrium.
- Theories of culture include cultural materialism, which sees culture as adapting to the environment, and symbolic theories, which see culture as systems of meaning and symbols.
This document introduces concepts related to culture and cultural variability. It defines culture and discusses how culture is dynamic and variable over time and place. It presents Geert Hofstede's model of cultural dimensions, including individualism-collectivism, power distance, masculinity-femininity, uncertainty avoidance, and long-term vs. short-term orientation. It also introduces the concept of acculturation that occurs in plural societies and discusses strategies for acculturation, including integration, assimilation, separation, and marginalization. The goal is to apply these cultural concepts to understanding Aruba's multicultural context.
This document discusses and provides examples of different types of communities. It identifies 7 main types: formal communities like religious groups; informal communities based on shared interests; urban communities characterized by large populations and technology; rural communities focused on subsistence; global communities with shared views on issues; sectoral communities in nonprofit areas; and social space communities in physical or online gathering places. Formal communities engage in joint activities while informal ones rely on social networks. Urban areas have many institutions and technology versus close-knit rural communities.
This document discusses definitions and characteristics of culture. It defines culture as the complex whole of knowledge, beliefs, arts, morals, law, and customs acquired by humans as members of society. Key characteristics of culture discussed are that it is learned, shared, trans-generational, symbolic, and adaptive. The document also discusses how culture can affect managerial approaches and priorities across different levels and societies.
This document discusses defining and understanding multiculturalism for librarianship as a cultural profession. It begins by defining key terms like race, culture, ethnicity and explores how they differ. It then examines aspects of culture within dominant American norms versus various subcultures. It emphasizes that all institutions, including libraries, have a dominant culture as well as subcultures within. The document concludes by discussing the importance of cultural diversity and inclusion in libraries based on the American Library Association's Library Bill of Rights.
This document defines culture and society and discusses key aspects of culture from a social systems perspective. It notes that culture is a group phenomenon that evolves through the interactions of individuals with others and the externalization of beliefs and behaviors. A culture encompasses the manners, morals, tools and techniques that bind a society together. It also explores concepts like the family as a human universal, language and communication, territoriality, social roles and organizations, child rearing practices, and how cultures develop ways of caring and explaining the world.
This document discusses cultural diffusion, which is defined as the process by which cultural traits, ideas, or behaviors are borrowed from one society and adopted by another. It provides everyday examples of items that have diffused across cultures, such as toothbrushes originating in China and buttons in Greece. The document also examines factors that influence the rate and extent of cultural diffusion, methods of diffusion, and examples of historical periods involving significant cultural exchange, such as the Gunpowder Dynasties, Renaissance, Reformation, and age of Exploration.
The document provides an overview of elements of culture including symbols, language, values, and norms. It then discusses cultural diversity and provides summaries of the cultures of China, Turkey, New Zealand, Australia, and India. Key elements discussed include Chinese New Year traditions, Maori greeting ceremonies in New Zealand, and public holidays in New Zealand.
The document defines and provides examples of different types of representations of real things including models, mock ups, specimens, simulations, and games. It explains that these representations are used to overcome limitations like space and time, allow users to focus on specific parts or processes, address issues of size, and help learners understand abstractions. It stresses the importance of indicating the scale if a representation differs from the real thing in size or color.
Contrived experiences are edited versions of reality used as substitutes for real things in the classroom. They are designed to simulate real-life situations when bringing the real thing is not practical or possible. Varied types of contrived experiences include models, mock-ups, specimens, objects, and simulations. Models are reproductions of real things on a smaller or larger scale. Mock-ups arrange parts to represent reality. Specimens and objects represent typical examples. Simulations allow active participation to learn or apply skills. Contrived experiences are used to overcome limitations of space and time, edit reality to focus on parts or processes, overcome size difficulties, understand inaccessible concepts, and help students understand abstractions.
This document discusses key concepts in anthropological understanding of culture. It introduces practice theory, which recognizes that cultures shape individuals but individuals also influence cultural change. Culture exists at multiple levels, from national to subcultural. Ethnocentrism judges other cultures, while cultural relativism evaluates behaviors in their own cultural contexts. Mechanisms of cultural change include diffusion, acculturation, and independent invention. Globalization increasingly interlinks societies through economic, political, and communication forces.
This document defines culture and discusses its meaning, origin, elements, characteristics and function. It provides several definitions of culture from anthropologists and sociologists, describing culture as the customs, knowledge and material objects that are learned and shared by a society. The document outlines that culture originated from human evolution as a way for humans to classify and transmit experiences. It identifies the key elements of culture as including material objects, norms, values, beliefs, language and symbols.
Cultural change occurs through the interaction between two culturally different groups and the process of intercultural exchange. Intercultural exchange can result in both benefits like cultural enrichment and problems like racism. Globalization is a legacy of cultural change that influences societies through economic and technological forces. It allows for rapid spreading of cultures but also exerts pressure that changes cultural norms. The United States exemplifies how cultural diversity, change, and globalization reinforce one another through immigration integrating diverse ethnic groups and accelerating the global exchange of ideas.
In their 40 page article, Stella Ting-Toomey and Leeva Chung discussed the factors that affect the formation of our ethnic and cultural identities, the role of the family as a framework of our society and possible scenarios when an individual migrates/encounters a different culture.
To suggest, as textbooks tend to do, that politics takes place in a social context fails to convey just how intimately politics and social life are related. Politics, by its very nature, is a social activity, and it is viewed by some as nothing more than the process through which the conflicts of society are articulated and, perhaps, resolved. In this sense, society is no mere 'context', but the very stuff and substance of politics itself. Although later chapters examine the interaction between society and politics in relation to particular channels of communication, such as the media, elections, political parties, interest groups and so on, this chapter focuses on the broader political implications of how society is structured and how it has changed and continues to change. For example, the transition from agrarian societies to industrial societies and then to so-called post-industrial society has profoundly altered levels of social connectedness and given rise to new political battle lines. Not only has post-industrialism been associated with the declining significance of social class, but technological change, particularly in the fields of information and communication, has altered the breadth of connections between and among people, as well as the nature of these connections. These and related factors have been linked to the strengthening of individualism, with major political consequences. Modern thinking about the relationship between politics and society is, nevertheless, increasingly focused on the issue of identity, which, many claim, has given rise to a new politics of group self-assertion, commonly called identity politics. Amongst its other implications, this trend has highlighted the political significance of factors such as race and ethnicity, gender and culture
Post-industrialism is characterized, amongst other things, by an increasing emphasis on knowledge and information generally, with the advent of the internet and the wider use of computer-based technologies having given rise to the 'information society'. Not only do information societies connect more people to more other people, but the nature of those connections has also changed, especially through the development of looser and more diffuse networks
Culture can be summarized in 3 sentences:
Culture is the shared knowledge, beliefs, norms, and practices of a group. It includes material and nonmaterial elements that are learned and transmitted intergenerationally. Different theoretical perspectives view culture as functional for society, a site of conflict and inequality, or as dynamic and open to various interpretations.
This document discusses the meaning and definition of culture. It provides several definitions of culture from different scholars. Culture is defined as the integrated behaviors and way of life learned by people in a society. It is shared between generations and includes material aspects like housing and tools as well as non-material aspects such as knowledge, beliefs, and customs. The characteristics of culture are that it is learned, shared, passes between generations, uses symbols, and patterns human behavior in an adaptive way. Culture has components such as values, norms, laws, and symbols that vary between different types of material and non-material culture.
Issues of identity in a multicultural societyTehreemSajjad3
This document discusses issues of identity in multicultural societies. It defines a multicultural society as one where people of different religions, ethnicities, languages, and nationalities live together. It then examines what makes up a person's identity, such as religion, ethnicity, language, values and beliefs. For multicultural individuals, key issues are accepting new differences, maintaining aspects of their old identity while adopting new ones, and having a changing identity that is open to variation. The document also discusses challenges that can arise in multicultural societies from differences in identities, like religious conflicts, intolerance, language and education problems, and risks of social conflicts. It concludes by suggesting ways to overcome these issues, such as respecting others, confronting discrimination
This document summarizes key concepts related to time (past, present, future) in cultural studies. It discusses how the past influences the present through cultural history and memory. The present is examined through concepts of the contemporary, modernism, and postmodernism. The future is explored through ideas of progressivism, cultural policy, and how futuristic visions are often projections of contemporary concerns. Cultural policy studies aims to use cultural criticism to influence practical cultural governance and organization.
The document discusses various socioeconomic scales used to measure socioeconomic status. It begins by providing background on social stratification and then defines key terminology. It discusses the need for socioeconomic scales in understanding health behaviors and outcomes. The document then classifies socioeconomic scales into international, national, rural, urban, and miscellaneous scales. Several examples of scales are described in detail, including the Hollingshead Four Factor Index, Nakao & Treas Scale, Blishen Scale, B.G. Prasad Scale, Kuppuswamy Scale, and Udai Pareek Scale. Limitations of some scales are also noted.
This document provides an overview of globalization and its impact on the regional, national, and local levels. It discusses how globalization has increased connectivity and interdependence between different parts of the world. While globalization has led to some uniformity and "sameness" across cultures, it has also strengthened regional identities and nationalism. The document also examines how nations, regions, and local communities have responded to globalization by promoting their unique cultural aspects in order to attract tourism and investment.
The document discusses several key concepts related to culture:
- Culture is learned, shared, and symbolic. It provides rules and meaning systems that are distinct from biological instincts.
- Culture is integrated and adaptive. Changes in one aspect of culture can influence other aspects as the culture aims to maintain equilibrium.
- Theories of culture include cultural materialism, which sees culture as adapting to the environment, and symbolic theories, which see culture as systems of meaning and symbols.
This document introduces concepts related to culture and cultural variability. It defines culture and discusses how culture is dynamic and variable over time and place. It presents Geert Hofstede's model of cultural dimensions, including individualism-collectivism, power distance, masculinity-femininity, uncertainty avoidance, and long-term vs. short-term orientation. It also introduces the concept of acculturation that occurs in plural societies and discusses strategies for acculturation, including integration, assimilation, separation, and marginalization. The goal is to apply these cultural concepts to understanding Aruba's multicultural context.
This document discusses and provides examples of different types of communities. It identifies 7 main types: formal communities like religious groups; informal communities based on shared interests; urban communities characterized by large populations and technology; rural communities focused on subsistence; global communities with shared views on issues; sectoral communities in nonprofit areas; and social space communities in physical or online gathering places. Formal communities engage in joint activities while informal ones rely on social networks. Urban areas have many institutions and technology versus close-knit rural communities.
This document discusses definitions and characteristics of culture. It defines culture as the complex whole of knowledge, beliefs, arts, morals, law, and customs acquired by humans as members of society. Key characteristics of culture discussed are that it is learned, shared, trans-generational, symbolic, and adaptive. The document also discusses how culture can affect managerial approaches and priorities across different levels and societies.
This document discusses defining and understanding multiculturalism for librarianship as a cultural profession. It begins by defining key terms like race, culture, ethnicity and explores how they differ. It then examines aspects of culture within dominant American norms versus various subcultures. It emphasizes that all institutions, including libraries, have a dominant culture as well as subcultures within. The document concludes by discussing the importance of cultural diversity and inclusion in libraries based on the American Library Association's Library Bill of Rights.
This document defines culture and society and discusses key aspects of culture from a social systems perspective. It notes that culture is a group phenomenon that evolves through the interactions of individuals with others and the externalization of beliefs and behaviors. A culture encompasses the manners, morals, tools and techniques that bind a society together. It also explores concepts like the family as a human universal, language and communication, territoriality, social roles and organizations, child rearing practices, and how cultures develop ways of caring and explaining the world.
This document discusses cultural diffusion, which is defined as the process by which cultural traits, ideas, or behaviors are borrowed from one society and adopted by another. It provides everyday examples of items that have diffused across cultures, such as toothbrushes originating in China and buttons in Greece. The document also examines factors that influence the rate and extent of cultural diffusion, methods of diffusion, and examples of historical periods involving significant cultural exchange, such as the Gunpowder Dynasties, Renaissance, Reformation, and age of Exploration.
The document provides an overview of elements of culture including symbols, language, values, and norms. It then discusses cultural diversity and provides summaries of the cultures of China, Turkey, New Zealand, Australia, and India. Key elements discussed include Chinese New Year traditions, Maori greeting ceremonies in New Zealand, and public holidays in New Zealand.
The document defines and provides examples of different types of representations of real things including models, mock ups, specimens, simulations, and games. It explains that these representations are used to overcome limitations like space and time, allow users to focus on specific parts or processes, address issues of size, and help learners understand abstractions. It stresses the importance of indicating the scale if a representation differs from the real thing in size or color.
Contrived experiences are edited versions of reality used as substitutes for real things in the classroom. They are designed to simulate real-life situations when bringing the real thing is not practical or possible. Varied types of contrived experiences include models, mock-ups, specimens, objects, and simulations. Models are reproductions of real things on a smaller or larger scale. Mock-ups arrange parts to represent reality. Specimens and objects represent typical examples. Simulations allow active participation to learn or apply skills. Contrived experiences are used to overcome limitations of space and time, edit reality to focus on parts or processes, overcome size difficulties, understand inaccessible concepts, and help students understand abstractions.
The document discusses the economic base theory, which states that a region's economic growth is determined by the increase in exports from that region. It defines base industries as those that produce goods or services for markets outside the region, bringing in outside money, while non-base industries serve the local region. The economic base multiplier is used to calculate total employment changes resulting from changes in base employment. Methods for determining base industries include direct surveys of firms, indirect assumptions, and location quotients comparing a sector's share of regional employment to its national share. The economic bases of cities typically include services and trade, while rural regions often rely on agriculture, mining and manufacturing as their bases.
The document summarizes the Philippine Department of Education's vision and policy for inclusive education for children with special needs. The vision is for these children to receive a basic education that allows them to develop their potentials and express themselves in society. The policy aims to accelerate access to education for children with special needs. It also aims to provide support services, vocational programs, and opportunities for independent living. The goal is to provide appropriate educational services for children with special needs within mainstream basic education.
Contrived experiences are edited versions of direct experiences designed to simulate real-life situations, such as models, mock-ups, specimens, games and simulations. Models are reproductions of real things on a smaller or larger scale made of synthetic materials. Mock-ups are special models that highlight parts of a process. Specimens are portions of material used for examination, like a human brain sample. Simulations represent manageable real events where the learner actively participates. Games are forms of physical exercise or plays used to practice or refine skills and identify weaknesses. They can also serve as reviews.
This document provides an overview of John Dewey's educational philosophy and the progressive education movement. It discusses Dewey's views that education is life itself and a social process. It also summarizes Dewey's pragmatist philosophy and how it influenced his vision of progressive education, with a focus on learning by doing and integrating school with community. The document contrasts progressive education approaches like child-centered and experiential learning with traditional education models centered around textbooks and rote memorization.
This document outlines policies and guidelines for special education in the Philippines. It discusses the philosophy that all children have a right to education regardless of ability. It defines special education and the types of students covered. It describes processes for identifying and assessing students' needs. It addresses admission, class organization, curriculum, instructional strategies, and organization patterns for special education programs. The goal is to support students' maximum development and eventual integration into regular education or community.
Integration of educational philosophy to dep ed mission visionteska08
The document discusses how educational philosophies relate to DepEd's mission and vision. It outlines DepEd's mission to protect students' right to quality education and vision for Filipinos to realize their potential and contribute to the nation. Various philosophies are described in relation to aspects of the mission and vision, including Epicureanism, Plato, and Rousseau. Plato's view of the educator as guide is linked to teachers nurturing learners. Rousseau's philosophy of enabling natural growth is connected to realizing one's potential. Plato also saw the state as ensuring citizen happiness through justice.
Understanding the ConsumerCulture and Cultural Change1.docxmarilucorr
Understanding the Consumer
Culture and Cultural Change
1
Understanding Culture
Culture is the lens through which consumers view products and try to make sense of their own and other people’s behaviour..
Culture dictates the manner of how people consume, the priority of needs and wants they attempt to satisfy.
Consumption choices cannot be understood without considering the cultural context in which they are made.
Therefore:
Culture determines
the overall priorities that a consumer attaches to different activities and products
the success or failure of specific products and services.
What is Culture?
Culture is “that complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by man as a member of society.”
(Edward B. Tylor, 1871)
What is the difference between the two?
Culture is "the collective programming of the mind which distinguishes the members of one group or category of people from another."
(Hofstede, 1991, p.5)
3
Definitions of Culture
“Culture may be defined as a set of values, ideas, artefacts, and other meaningful symbols that help individuals to communicate, interpret, and evaluate as members of society.“ (Engel, Blackwell & Miniard, 1990, p. 3).
‘Culture is a society’s personality and describes what people have in common. It is the total sum of learned beliefs, values, and customs that direct the consumer behaviour of members of a particular society’ (Schiffman et al., pp. 282)
4
(adapted from Douglas & Craig, 2011)
Consumer
CULTURE
Cognition
Attitude
Values
Patterns of
Consumption
Choices
Information seeking
Disposal?
Macro
Micro
Meso
Situational Factors
Macro: The types of macroenvironmental variables, which condition consumer behavior, include economic variables such as GNI per capita, income distribution,
GNP, income distribution, government exp, population- purchasing power and variety of options available
The demographic factors such as population size and rate of growth, levels of education, socio-cultural factors such as cultural values, religion and geographic factors such as climate or topography. While each of these different factors can be clearly identified, it is important to remember that they interact with each other, as well as conditioning variables at other levels of context.
Meso: within country differences in ethics groups, language, lifestyle, culture, topography
In China, for example, there are marked differences in the economic infrastructure, consumer purchasing power and distribution channels between different regions (Batra, 1997; Cui and Liu, 2000).
Micro: Local level info on market, economy
This is defined here as consisting of the basic physical infrastructure in a village, town or city, including roads, water, electricity, the market infrastructure, i.e. the number and type of stores avail ...
This document discusses multicultural education and defines key concepts. It begins by defining culture and explaining that culture is learned and transmitted between generations. It then discusses two models of multicultural societies: the melting pot perspective of assimilation, and the salad bowl perspective of pluralism. The melting pot perspective expects minority groups to abandon their cultures and integrate fully into the dominant culture. However, this can suppress diversity and inequality. The salad bowl perspective recognizes cultural pluralism and diversity as strengths in a society. The document argues for expanding multicultural education beyond a sole focus on equity to also include democratic values, cultural pluralism, and global interdependence.
Culture has a significant influence on consumer behavior. It determines values and lifestyle choices that impact thoughts, motives and consumption patterns. Core cultural values define how products are used and perceptions of brands. While globalization is dissolving boundaries, local culture still influences heterogeneity in consumption. Culture is learned and influences language, family structure, product evaluations, and communication style. It must be considered in marketing strategy, particularly regarding products, pricing, distribution and communication.
This document is a chapter from a book that provides an introduction to conducting fieldwork research in Japan. The chapter defines culture and discusses its key characteristics. It explains that culture consists of shared understandings among a group about how to behave and find meaning. The chapter then explores five dimensions of culture: communities, individuals, cultural products, cultural practices, and cultural perspectives. It provides examples to illustrate each dimension and how exploring these dimensions can help analyze a particular culture.
This document discusses ways to incorporate cultural awareness and knowledge into English language classes. It suggests examining one's own culture first to understand how it shapes perspectives. Teachers can then explore elements of other cultures using frameworks like the 3P model of culture (perspectives, practices, products). Intercultural phenomena like acculturation are also important to understand. Focusing on particular cultures involves studying their history, values and communication styles. Developing strategies for ongoing culture learning includes developing curiosity and critical thinking about different cultural practices. The document provides examples of culturally-aware classroom activities.
International Business Dynamics Moduel 1.pptxSabaShariff5
This document discusses various aspects of international business including objectives, factors influencing international business, the evolution and drivers of international business, challenges, differences between domestic and international business, key players, and the business environment. It also examines models for understanding cross-cultural management including Hofstede's, Hall's, House's, and Kluckhohn and Strodtbeck's cultural dimensions as well as Trompenaar's framework for analyzing cultural differences.
The document summarizes the work and ideas of Néstor García Canclini, an Argentine academic known for theorizing the concept of "hybridity." Some key points:
- García Canclini got his PhD from University of Paris X and currently works in Mexico City, directing urban culture studies.
- His books include "Hybrid Cultures" and "Consumers and Citizens," which discuss how mass media have contributed to a reshaping of Latin American cultures rather than erasing local forms of expression.
- He believes cultures are becoming "hybrid" through a mixing of local traditions and global influences, and sees this as contributing to understanding failures in certain political models based on modern notions of autonomy
This document defines culture and its basic elements. It discusses that culture encompasses the ideas, values, and objects that allow groups to live in order and harmony. The basic elements of culture include values, norms, material culture, and symbolic culture/language. It also discusses cultural differences such as subcultures, countercultures, and identity politics. Emerging issues discussed include globalization, consumer culture, and cyberculture.
Culture refers to the shared traditions, values, and ways of life that unite a group of people. It includes tangible aspects like language, religion, and material goods as well as intangible aspects like beliefs and norms. A key component of culture is that it is learned and passed down between generations. While aspects of culture like language and technology can spread globally, cultures still vary widely between different societies and subgroups. Cultural elements also tend to change at different rates, sometimes causing disruptions, but cultures aim to maintain integration among their various aspects over time through processes like cultural diffusion and adaptation.
1. The document discusses the importance of integrating thinking across subjects using conceptual lenses to facilitate deeper understanding and knowledge transfer.
2. It provides examples of conceptual lenses like conflict, complexity, and systems that can be applied across topics to engage students at higher cognitive levels.
3. The integration of thinking involves using conceptual lenses to make connections between factual information and broader concepts, allowing students to develop generalizations and enduring understandings.
This document discusses the key components of culture, including communication, cognitive, behavioral, and material aspects. It examines how culture is transmitted through enculturation, acculturation, and assimilation. The document also explores the importance and functions of culture in providing rules for society and developing concepts of identity. It introduces the concept of cultural relativism to explain differences in what is acceptable or unacceptable across societies.
This document provides an overview of key concepts related to society and culture. It defines society as a group of people who share common territory, culture, social interactions, and statuses/roles. Culture refers to the shared ways of life of a society, including values, beliefs, customs, art, work patterns, and material goods. Key elements of culture include symbols, values, norms, language, and folkways/mores. Cultural variability arises from differences between societies, sometimes leading to ethnocentrism or culture shock upon encountering unfamiliar cultural elements. Cultural universals also exist that are shared across societies.
This document discusses different types of culture, including material and non-material culture, subcultures, high culture, popular culture, consumer culture, and global culture. It provides definitions and characteristics of each type of culture, and examines how cultures develop and are influenced by societal structures. Revision cards are also included to highlight key aspects of different cultures.
This presentation discusses how social care can be understood as social capital by examining the 'Intelligent Community' model and locating social care within an active civil society. It outlines 10 key elements of social care as social capital, including reflective practice, decentralized partnerships, and developing a sustainable form of social care in the community. The values of social justice, self-determination, communities of practice, and participation are seen as core to social care. Civic intelligence and diversity are also discussed as important aspects of conceptualizing social care as social capital.
The document defines key concepts from anthropology and sociology, including defining society as a group sharing culture, location, and government, and culture as the set of beliefs, ideas, values, and experiences shared by a society. It also discusses how culture influences behavior in a society and the perspectives of ethnocentrism and cultural relativism in viewing other cultures.
The document discusses several key concepts in anthropology including capitalism, consumption, political economy, technology, and time and space. It provides definitions and discusses how anthropologists have studied each concept. For example, it notes that anthropologists have studied how capitalism manifests in areas like gender, corruption, and resistance movements. It also discusses how consumption reflects and shapes social and cultural identities, and how technologies are embedded with social relationships and representations.
This document discusses intercultural communication and cultural differences. It begins by defining intercultural communication as understanding one another without sharing a common culture. It then discusses how historically, cultures have dealt with differences by avoiding, converting, or killing those unlike themselves. The document emphasizes that understanding subjective culture, or shared patterns of thinking and behavior, is key to developing intercultural competence. It also discusses how stereotypes can arise from cultural generalizations but can be avoided by recognizing that all cultures contain diversity and no generalization applies to all individuals.
INFLUENCE OF CULTURE ON CONSUMER BEHAVIOUR
3. WHAT IS CULTURE?
4. BELIEFS AND VALUES:
5. WHAT IS CONSUMER BEHAVIOUR?
6. THE INVISIBLE HAND OF CULTURE
7. Culture exists at different subjective levels:
8. CULTURE SATISFIES NEEDS
10. HOW IS CULTURE LEARNED?
11. How Culture Is Learned
12. ACQUISITION OF CULTURE
13. LANGUAGE AND SYMBOLS:
15. RITUALS:
16. SHARING OF CULTURE
18. CULTURE IS DYNAMIC
20. Mythology
21. THE MEASUREMENT OF CULTURE:
25. Value Measurement Survey Instruments:
27. CONCLUSION
29. REFERENCES:
CONSUMER BEHAVIOUR – NINTH EDITION
WRITTEN BY: LEON G. SCHIFFMAN
LESLIE LAZAR KANUK
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. Community and economy:
economy’s base
BY STEPHEN GUDEMAN
PRESENTATION PREPARED BY ANGELITA B. RESURRECCION
ANTHRO 280
SPECIAL PROBLEMS IN PHILIPPINE COMMUNITY
2. The Context : Gudeman as author
Education :
◦ Ph.D. Social Anthropology, Cambridge University, Cambridge, England, 1970.
Teaches at Department of Anthropology
◦ Universtiy of Minnesota
Specialties
◦ Culture and economy, Latin America, Social theory
Relevant publications
◦ The Anthropology of Economy: Community, Market, and Culture. Gudeman, Stephen,
Blackwell, 2001.
◦ Economics as Culture. Gudeman, Stephen, Routledge, 1986.
◦ The Demise of a Rural Economy. Gudeman, Stephen, Routledge, 1978.
Research Activities
◦ Mutuality and Trade
◦ Cultural economics
3. Gist of article
•
Economists view humans as rational and
solitary agents, selecting goals based on
constraints and judgements on what will
maximize self-interest or welfare. Trade is
impersonal.
•
Anthropologists view humans as social
beings, who build and destroy relationships,
communicating by language and materials
things. Trade is social and cultural.
•
The anthropological view requires a new set
of conceptual tools built on an
understanding the base as one that
underlies all economies and is connected to
capital.
7. Community
NETWORKS OF RELATIONSHIPS
Small groups (actual or imagined) with a
common interest
Community
3
Base : connects people in the network of
relationships
Linked to economic processes, but not all
performances are economic but also
social/cultural.
Community
2
Community
1
8. Markets : Impersonal trade or
exchange
Products/ Material things/ Services
Money, support, donations
But! Happen in communities that enable it
Rules of trade/communal agreements : size dependent
9. What each realm offers the other
COMMUNITY
MARKETS
Security and a rampart against
uncertainty
Solvent of community.
But can be home to inequalities, the
exercise of unconstrained power and
exploitation
Each is a partial critique of
the other
Offers new connections to material things,
services and others
◦
◦
◦
◦
Enjoying freedom
Enhancing standard of living, longevity
Degrading the environment
Creating inequalities and marginalization
Breaks immutable bonds among people forged
in material goods and services
10. Concept : The Base
SHARED INTERESTS THAT HOLD COMMUNITY TOGETHER
11. Nature of the base
Shared heritage formed locally and historically. Social & material space people make.
Transmitted through
Socialisation
Formal and informal teaching
Intentional or unintentional acts
Consist of entities that people appropriate, make, allocate and use in relation to one
another
Internal to the person
May cover skills and , knowledge and practices necessary for market trade.
External to the person
May include material accumulations to support future returns for consumption & sale – house, crops
May specify space in which activities may occur - land, library, sea, communication system
May epitomise a prototypical or essential good on whose existence a community relies – symbol
12. Skills and knowledge
The base is a people’s heritage of knowledge
and skills, often developed in relation to the
material space they occupy.
◦ Shared resource (lighthouse): each use not
depleting another’s
◦ Common resource (research, internet) : one
contribution builds on another
◦ Limited resource (guild, trade group) : skills
limited to the group as private property.
What happens when
knowledge is privatized and
turned to capital advantage?
13. Distribution and allocation of the
base
• Distribution
• Poverty means having no base.
• Lack of base afflicts large numbers of people.
• Allocation : when and who uses the base, for
market and community
• Prohibited spaces
• Regulations for use
14. Justification : cultural stories
SYMBOLS
• Prototypical good
• Essential for community to exist
Contributions
from distant
past
Other
peoples’
Contributions
Person’s base
15. Person & the base
PERSON AS INDIVIDUAL
• Connection to others only by the constraints
they impose on means in his/her utility
function
• Dividual (Strathern)
• People seen as divisible and porous or
unbounded
16. Person-in-community
• People seen in relation to others and the base
• Personhood shared with others, repository of
features from others
• Connections forged through bonds
◦ Kinship
◦ Friendship
◦ Residence
• Identity is defined in terms of that which they
share.
17. Dialectic : Being and Making
EXAMPLE FROM PANAMA
EXAMPLE FROM CUBA
• A person’s base reflected factors both within
and without, reflecting
• A person’s base (access to physical resources)
can be
• Community of origin (ancestry)
• Community now current ( family ‘breeding’)
• Held and distributed by the state
• Obtained by personal ties on which one relies
19. Conceptual : Base concept to better
understand intertwining of market &
community
• Redistribution
• Communal processes of allotment of the base and apportionment of flows from it
• Reciprocity
• Transfer of base that leads to communal inclusion in various degrees
• Autarky
• Communal autonomy, closed economy, self-sufficiency
• Transfers (bridewealth, dowry)
• Ways of rearranging the base and maintaining community, modes of local power
20. Practical : Critique /provide
alternative account of economy’s
dynamics
1. Rethink the meaning of ‘development’ and well-being, local participation and
discourse.
•
IMF Loans (Rate of Return, No deficit spending, Inflation) vv build a base, innovate,
2. Environment (conceived as base) lies outside market arena
•
Limited rights to log, mine, use water, fish vs communities specify actions and products
about what must remain and what cannot be used
3. Address the notion of property in terms of social connections (community)
rather than just a relationship between person and thing (market)
•
•
Base is not market property.
Every sale, every purchase is a market act, and a communal action that affects identity
Picture 1 Source : https://www.google.com.ph/search?q=trade+as+impersonal&safe=off&client=firefox-a&hs=QpO&rls=org.mozilla:en-US:official&channel=np&source=lnms&tbm=isch&sa=X&ei=9QyQUpPgIIiRrQeWo4BA&ved=0CAkQ_AUoAQ&biw=1366&bih=637&dpr=1#channel=np&q=exchange&rls=org.mozilla:en-US%3Aofficial&safe=off&tbm=isch&facrc=_&imgdii=_&imgrc=vn7EbOlLhjQUbM%3A%3B659HhojRNGERqM%3Bhttp%253A%252F%252Fcdgmexeug.com%252Fwp-content%252Fuploads%252F2013%252F03%252FGFX-exchange6.jpg%3Bhttp%253A%252F%252Fcdgmexeug.com%252F%3B700%3B525Picture 2 Source : https://www.google.com.ph/search?q=trade&safe=off&client=firefox-a&rls=org.mozilla:en-US:official&channel=np&source=lnms&tbm=isch&sa=X&ei=8A6QUse7L4OyrgeQuIGYAg&ved=0CAcQ_AUoAQ&biw=1366&bih=637#channel=np&q=trade+off&rls=org.mozilla:en-US%3Aofficial&safe=off&tbm=isch&facrc=_&imgdii=_&imgrc=wWh8hXXXIrDriM%3A%3BkfeuTBU-aMZDQM%3Bhttp%253A%252F%252Fwww.seaweb.org%252Fimages%252Fphotos%252FTrade-OffLogo.jpg%3Bhttp%253A%252F%252Fwww.seaweb.org%252Fresources%252Febm%252FSeaWebsEBMCommunicationsProject.php%3B191%3B215The baseSocial and material space that a community or association of people make in the world.
Acts and things are seen now as part of community, now as separated in the market, depending on the framing, or on the prevailing rhetoric, institutions, and balance of power. Eg. Jewelry, or an antique house as a family’s long-held resource, but we might be persuaded to part with it if doing so connects us with others and provide a sense of identity (Example, Rizal’s house in Calamba).
Communities :May be embedded one with another, overlap, and differ in importance, interests and internal structure. Their borders may be firm or porous.
Productive arrangements –rights to a space, or to tools,
Through community connections, things are appropriated, created and possessed, which maintains the relationships and economic processes.Workers also attend to households, care for the young and elderly, widows, orphans and the poor, all of which have economic value as they manifest a persona and make a space in the world.