This document summarizes an academic class on gender and society. It includes an agenda for the class that covers housekeeping, an introduction to pathways, and conversation starters. The class then discusses the difference between gender and sex by reviewing a website. Students participate in group discussions on masculine and feminine behaviors and how culture shapes gender stereotypes. The document reviews studies on gender stereotypes across cultures. It includes directions to watch a video and discuss reactions. Students are also assigned homework to purchase the textbook.
Developing engagement (and hopefully a bit of spontaneity) amongst boysChris Fuller
A presentation given to help develop thinking about how we can help build greater levels of engagement amongst boys in MFL. And hopefully get them producing language a bit more spontaneously.
Developing engagement and real world learning in mflChris Fuller
A presentation given for Plymouth schools' MFL departments in October, 2013. The morning's session was designed to allow practitioners to reflect on how to increase engagement in MFL learning by demonstrating the purpose of languages beyond the classroom walls.
Woxa Technologies have great industrial exoerts in java field they work on the live projects with students they are not teacher they are industrial trainer.
for more information 8471003400
Developing engagement (and hopefully a bit of spontaneity) amongst boysChris Fuller
A presentation given to help develop thinking about how we can help build greater levels of engagement amongst boys in MFL. And hopefully get them producing language a bit more spontaneously.
Developing engagement and real world learning in mflChris Fuller
A presentation given for Plymouth schools' MFL departments in October, 2013. The morning's session was designed to allow practitioners to reflect on how to increase engagement in MFL learning by demonstrating the purpose of languages beyond the classroom walls.
Woxa Technologies have great industrial exoerts in java field they work on the live projects with students they are not teacher they are industrial trainer.
for more information 8471003400
The main objective of an intranet solution is to simplify internal communication within a small
business. Unified communication encourages employees to collaborate, work at all levels of small
business. Intranet solution enables one to make more collective decisions while speaking with one
voice all across the small business.
Freight Tracking. Revolutionized. Get freight tracking with a simple download. Transform your drivers’ phones into a highly accurate, hands-free freight tracking system. Constantly updated locations, status and ETAs, and endlessly scalable at no extra cost.
Ethnicity and Race This week, you have examined some of the ways ironnasleightholm
Ethnicity and Race This week, you have examined some of the ways in which ethnicity and race influence the development of school-age children and adolescents. Often, ethnicity and race are the first things that people actively perceive about others, whether because of skin color, clothing style, or even a name. As a result, ethnicity and race inevitably play heightened roles in how all individuals, including children and adolescents, define and perceive themselves. Exploring how ethnicity and race influence children's and adolescent's identity formation and considering how to best address racial and ethnic issues with young people thus takes on particular importance. In this Discussion, you will consider the relationship between ethnicity and race, their relative impacts on identity formation, and how racial and ethnic issues are best addressed with children and adolescents. Reflect on the following: •How would you describe the similarities and differences between one's ethnicity and one's race? What role does each play in the identity formation of children and adolescents? •Do you think children and adolescents should be encouraged to explore and develop their racial and ethnic identities, or might this put too much emphasis on differences? Why? •How should ethnicity and race be addressed with children and adolescents in order to promote positive self-image and equal respect for others? With these thoughts in mind, follow the instructions below to post your response to this Discussion topic. By Wednesday: Post an explanation of how ethnicity and race influence identity formation in children and adolescents, including if and how they do so in different ways. Then, describe your view on if and how ethnicity and race should be addressed with children and adolescents, including one specific example from a setting (home, school, community, etc.) of your choice. Be sure to use the Learning Resources to support your response.
...
Discussion Question 1It is said that, men are from Mars and w.docxfelipaser7p
Discussion Question 1
It is said that, "men are from Mars and women are from Venus."
Using the South University Online Library or the Internet, read more about this statement. Based on your research and understanding, answer the following questions:
•Have you seen this kind of difference in communication style between men and women? Provide examples.
•How can this gender gap in communication be bridged?
Discussion Question 2
With a society that is so diverse in its own nature, issues pertaining to cultural diversity are bound to occur in the process of team management and leadership.
Using the South University Online Library or the Internet, research about cultural diversity. Based on your research and understanding, answer the following questions:
•How does having members of different cultures on a team affect the team's performance?
•How would you incorporate a person from a culture of your choice into your team, keeping in mind communication differences within your and the chosen culture?
.
This presentation seeks to help educators in higher education feel more confident leading difficult dialogues, by promoting strategies that embrace the core principles of inquiry and advocacy that educators can use to create more productive conversations.
New, improved, updated version just uploaded! This introductory 2.5-hour seminar is presented regularly to groups of instructors at the University of Toronto School of Continuing Studies on teaching to a multicultural audience. I use a cultural competence framework to approach the topic.
Course Cross Cultural Relations Unit Culture Deliverablkedsliemichal
Course: Cross Cultural Relations
Unit: Culture
Deliverable Length: 2-3 pages
Choice 1:
Examine the concepts of cultural diversity and culture shock. Think about one of your favorite vacations or a country you would like to visit and answer the following questions:
•What were some indicators of cultural diversity (consider for example race, ethnicity, age, gender, sexual orientation, religion, socioeconomic status, among others)?
•What did you learn from the diversity that has left an impression on you?
•What created a sense of culture shock for you?
•If you haven’t yet visited the country of your choice research how that culture differes from the U.S. Include in your paper the various differences and how those differences would need to be considered when visiting that country.
-Or-
Choice 2:
•Discuss the 4 parenting styles: authoritarian, authoritative, permissive, and uninvolved.
•Describe the parents' behavior and attitude in each style, and include how an American child reacts to each style.
•Which style of parenting has been proven successful in individualistic cultures and collectivistic cultures?
...
As we are learning through this class a culture can be defined as a .docxmammiesfa
As we are learning through this class a culture can be defined as a system of knowledge and a way of looking at the world that is shared by a relatively large group of people.
Cultural knowledge
includes shared beliefs, values and attitudes that are developed over a period of time and communicated to other members of the culture through the significant symbols of the culture. As Hofstede suggests, we learn our culture as a type of mental programming that works much like the way the underlying code of a computer program works. The “code” of culture guides behavior and affects how we respond to people and situation.
The goal of this assignment is for you to research your culture and to develop a
paper
outlining what you have discovered. You are to contact members of your culture and seek out additional resources (our textbook, other books, web sites, and the like) as needed. Upon completion of this analysis you will present me with an individual paper which answers, in detail (providing examples to support your answers when appropriate), to the following questions below:
Defining Culture as a Part of Identity
1. How do you define your culture?
Please Note: in answering this question consider the following: Usually we think of defining our culture in terms of nationality or a country of origin. One may say, for instance, I am Polish, or Polish-American. Groups of people may also define themselves in light of ethnic or racial characteristics. A person’s sense of identity may also be rooted in a religious heritage or any other demographic aspect such as gender, sexual orientation, social class or in light of membership in an age cohort. Sometimes, an organizational structure such as being affiliated with the military or a particular type of community such as a rural community or a vacation spot can also serve as a way of defining our culture.
2. Are there particular values that are especially meaningful to your culture?
Please note: Examine how Hofstede has contrasted two types of cultural orientations: Individualistic cultures emphasize the independence and autonomy of an individual. In individualistic cultures a person is self-directed and pursues individual goals or strives to please oneself. Collectivistic cultures emphasize the harmony of the group and the pursuit of group goals over individual endeavors. This may mandate greater conformity and concerns about the security of the group as a whole. Provide examples for your answer.
Family Structure and Traditions
3. What are
some
(list a couple) of the customs or family traditions that you have learned as a member of your culture? Provide some examples.
4. How do the rules and traditions of your culture affect the way that family members relate to one another? For instance, do people in the family have certain roles or particular levels of status based on cultural traditions? Provide some examples.
5. How do factors such as religion or a cultural philosophy of life affect .
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
4. Getting to Know the
Textbook
• Read through the topics and skills from
pages iv-vii.
• From the “scope and sequence” pages,
what topics and skills are you particularly
interested in?
• Share your interests with your group
5. Pathways 1, pg. 1: Gender and Society
• What is the difference between the words “gender” and “sex”?
http://www.med.monash.edu.au/genderme
d/sexandgender.html
6. Group Discussion
1. What kinds of behaviors/attitudes/actions do you
consider to be masculine?
2. What kind of behaviors/attitudes/actions do you
consider to be feminine?
3. Do you think your beliefs about what is feminine and
masculine are shaped by the culture of your home
country? If so, how?
7. Culture and Gender Stereotypes
• Williams and Best (1982) studied 30 countries and found high
cross-cultural agreement on the adjectives used to describe males
and females.
– In all countries, adjectives associated with men were rated as
being stronger and more active.
– Participants from Japan and South African rated male
characteristics as more favorable; Italy and Peru rated female
characteristics more favorable.
8. Culture and Gender Stereotypes
• Follow up studies by Williams and Best
(1990)
– Men are viewed as active, strong, critical,
conscientious, extraverted, and open.
– Women are viewed as passive, weak,
nurturing, adaptive, agreeable, and
neurotic.
9. • Do you
agree or
disagree
with any of
these
stereotypes
(in
particular)?
