This activity asks students to examine gender stereotypes by analyzing pictures in popular magazines in small groups. The goals are for students to identify stereotypes, think critically about messages in pop culture about how boys and girls should act, and build empathy for those who don't follow stereotypes. Students will brainstorm the gender messages conveyed in magazine pictures and ads using a handout, then share their findings with the class for discussion.
Final Project Cultural ImmersionCultural Competence is an ess.docxAKHIL969626
Final Project: Cultural Immersion
Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures.
In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice.
1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation.
2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements:
· Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you.
· Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...
Essay # 4 Gender Longitudes and Attitudes .docxSALU18
Essay # 4: Gender Longitudes and Attitudes
Choose an artifact or an image that you think represents and reinforces or challenges and undermines gender stereotypes and codes of behavior in another culture. In selecting your subject and thinking about how it conforms to or goes against gender codes, try using the following guidelines and questions:
1. For images: Look in magazines, your personal or family photos, in textbooks or children’s books--for scenes that you think present something about what men and women should look like and how they should behave. Find evidence that the way genders are presented is not onlyin the United States.
If you are looking at a picture or ad: Try not to look at the advertising aspect of the ad to make money—rather, look at the picture and dissect it in regard to how the genders are portrayed—and what message that sends. These elements are your evidence.
1. What is the sex of the model(s)? Why did this designer choose to use these models?
2. What do their bodies look like? Why? Where did you find the photo?
3. How are they dressed? Why?
4. What colors are used? How are these colors associated with our stereotypes of men and
women?
5. What props are used (elements in the ad/photo to “set the scene”)? How do these props conform to or go against gender stereotypes for men and women?
6. What does the combination of these details say about what men/women are like and how they should behave?
2. For artifacts: look for or think about objects/clothing that seem to be designed with a particular gender in mind. An artifact can be anything: a piece of clothing, a purse, or a toy. (Please do not pick obvious items such as baby dolls, easy-bake ovens, footballs, cars etc. unless you have an interesting angle. Please check with me first if you are unsure about your topic.)
1. Where did you find the object? (Always consider what the source is or when you find information).
2. What is the intended use of the item and whom is it designed for? How do you know this?
3. What color is the object? What does that indicate about the intended audience?
4. What material is it made from? Why might a man or woman respond to this material? If it is a Tierra for example: What does that say about our culture--or
all cultures that may use this item? What about high heels? What do they generally represent? What have they represented in the past—and in other countries in regard to gender. What about purses? Or a veil? How is a veil used in marriage and/or in religion? What does it represent? What about mini skirts, corset, or mirrors etc?
5. Why might the intended audience need or want to have this object?
6. What is the size and shape of the item? How is this related to stereotypical ideas about gender attitudes and behavior?
7. What does the combination of these details (of appearance and purpose) tell us about how a particular society believes men and women should think and behave? You may dis ...
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Final Project Cultural ImmersionCultural Competence is an ess.docxAKHIL969626
Final Project: Cultural Immersion
Cultural Competence is an essential aspect of counselor training. In order to begin to understand a culture, it is essential to have sustained interaction with the culture. For the final project for this course, each student will be responsible for actively investigating multicultural issues in the “real world,” by gradually immersing in a culture different from their own. The immersion project will involve experiential learning about other cultures. The intent is to increase your knowledge and sensitivity to other cultures.
In order to complete this project successfully, you will need to work on it throughout the entire course. As part of the project, each of you will select a culture different from your own and participate in at least three distinct cultural immersion experiences/observations within that culture. The idea is to gradually immerse into the different culture over the course of the term. You may use the list of suggestions below to guide your immersion process or you can devise some ideas of your own. It is essential that each experience is qualitatively different from that of your own culture and that the experiences gradually become more involved directly with the culture of choice.
1. The activities you select must include active involvement in the culture/activity. In other words, you may “observe” the culture but you may not limit the activity to passive observation. Make sure that each activity involves interaction with members of the culture, either through active participation in the activity itself or through conversations with members of the culture. Of course your third activity, the personal dialogue, already requires your active participation.
2. Submit a written narrative of your immersion activities. The paper will be 8-10 pages long (typed, double-spaced, 12 point font), This paper must include the following elements:
· Identification and Description of Population: This section must clearly identify the population you will be studying, how this population is different from you, and what your perceptions of this group are at this point in life. The description of differences should include both the obvious (visible differences, etc.) and the not so obvious (religious beliefs, sexual orientation, etc.). Please state all the differences you can identify. Your perceptions of this group should include information such as what you were told about this group as you were growing up, any beliefs/perceptions/assumptions you have about this group, what your sources of information about this group have been in the past, and why you have an interest in this group. In this section, you must make a case for how this person is different from you and why this experience will be challenging for you.
· Observation: You will need to complete at least three observational activities of the group you have chosen to study. Examples and suggestions of observational activities are listed below. If y ...
Essay # 4 Gender Longitudes and Attitudes .docxSALU18
Essay # 4: Gender Longitudes and Attitudes
Choose an artifact or an image that you think represents and reinforces or challenges and undermines gender stereotypes and codes of behavior in another culture. In selecting your subject and thinking about how it conforms to or goes against gender codes, try using the following guidelines and questions:
1. For images: Look in magazines, your personal or family photos, in textbooks or children’s books--for scenes that you think present something about what men and women should look like and how they should behave. Find evidence that the way genders are presented is not onlyin the United States.
If you are looking at a picture or ad: Try not to look at the advertising aspect of the ad to make money—rather, look at the picture and dissect it in regard to how the genders are portrayed—and what message that sends. These elements are your evidence.
1. What is the sex of the model(s)? Why did this designer choose to use these models?
2. What do their bodies look like? Why? Where did you find the photo?
3. How are they dressed? Why?
4. What colors are used? How are these colors associated with our stereotypes of men and
women?
5. What props are used (elements in the ad/photo to “set the scene”)? How do these props conform to or go against gender stereotypes for men and women?
6. What does the combination of these details say about what men/women are like and how they should behave?
2. For artifacts: look for or think about objects/clothing that seem to be designed with a particular gender in mind. An artifact can be anything: a piece of clothing, a purse, or a toy. (Please do not pick obvious items such as baby dolls, easy-bake ovens, footballs, cars etc. unless you have an interesting angle. Please check with me first if you are unsure about your topic.)
1. Where did you find the object? (Always consider what the source is or when you find information).
2. What is the intended use of the item and whom is it designed for? How do you know this?
3. What color is the object? What does that indicate about the intended audience?
4. What material is it made from? Why might a man or woman respond to this material? If it is a Tierra for example: What does that say about our culture--or
all cultures that may use this item? What about high heels? What do they generally represent? What have they represented in the past—and in other countries in regard to gender. What about purses? Or a veil? How is a veil used in marriage and/or in religion? What does it represent? What about mini skirts, corset, or mirrors etc?
5. Why might the intended audience need or want to have this object?
6. What is the size and shape of the item? How is this related to stereotypical ideas about gender attitudes and behavior?
7. What does the combination of these details (of appearance and purpose) tell us about how a particular society believes men and women should think and behave? You may dis ...
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Act like a guy/girl
1. Act like a “guy/girl”
A 20 minute activity about gender stereotypes
2. Students will be able to:
• Identify gender stereotypes
• Think critically about pop-culture
• Identify where messages about gender come from
• Build empathy for students who may not satisfy conventional
expectations of how boys or girls should appear or behave
3. You will need:
• 15-20 popular magazines
• Act like a “guy”/ “girl” handout
4. Instructions:
• Explain to the class that we’re going to be doing an activity that will
help us to examine gender stereotypes and how these stereotypes
appear in pop culture.
• Divide the class into small groups and pass out a stack of popular
magazines to each group.
• Ask each group to brainstorm about the messages we receive about
gender through the pictures and the ads. Ask them to fill out the
handout as they brainstorm.
5.
6. Students can share their responses and the
pictures they found. If time allows, discuss the
following questions:
• What do you notice about the lists?
• What messages are directed at girls and women?
• What messages are directed at boys and men?
• What messages are directed at both?
