First Year Programming & An Introduction to Men & Masculinities Research, August 19th, 2013. Boston College Peer Minister Training Presentation. Office of Campus Ministry & Office of Residential Life
Guest Lecture, Introduction to Feminist PhilosophiesDaniel Zepp
Guest Lecture, November 18th, 2011, History of American Men and Survey of Men & Masculinities Research. Introduction to Feminist Philosophies (PL526), Taught by Dr. Marina McCoy, Boston College, Philosophy Department
The Deficit Narrative of College Men: How Would Cardinal John Henry Newman Re...Daniel Zepp
The Deficit Narrative of College Men: How Would Cardinal John Henry Newman Respond? The Association for Student Affairs at Catholic Colleges and Universities (ASACCU) Conference, July 2012, University of Notre Dame, South Bend, IN.
Man Up? Redefining Masculinity Through Ignatian Ideals - NJSLC 2014Daniel Zepp
This document outlines a presentation titled "Man Up? Redefining Masculinity Through Ignatian Ideals" by Daniel A. Zepp. The presentation aims to explore tensions between societal definitions of masculinity and tenets of Ignatian spirituality. It will examine the life of St. Ignatius through a gendered lens, discuss how hypermasculine norms can obstruct effective leadership, and reflect on applying Ignatian ideals to redefine masculinity on college campuses. Through small group discussions, participants will consider how St. Ignatius' story informs notions of being a man and woman for others, and how hypermasculinity impacts relationships with self, others, and God.
College Student Development in a Catholic University ContextDaniel Zepp
Guest Lecture, April 8th, 2015, College Student Development in a Catholic University Context. Catholic Higher Education: History, Philosophy, & Culture (ELHE7503), Taught by Dr. Michael James, Boston College, Lynch School of Education, Department of Educational Leadership & Higher Education
A Review of Research/Think Tanks Related to Spirituality & ReligionDaniel Zepp
Guest Lecture, December 2nd, 2014, A Review of Research/Think TanksRelated to Spirituality & Religion. Religion & Higher Education (ELHE7504), Taught by Dr. Michael James, Boston College, Lynch School of Education, Department of Educational Leadership & Higher Education
The document discusses various theories and models of student development and change in college. It covers developmental theories like psychosocial, cognitive-structural, and identity development theories. It also discusses college impact models that look at environmental and organizational influences. While the theories differ in aspects like stages and processes, they generally propose that student development involves increased complexity, self-awareness, and independence over time through challenges and experiences. Sociological perspectives note the importance of social and environmental influences beyond just individual development.
1) The document summarizes research on psychosocial change in college students across different domains such as identity development, self-concept, autonomy, interpersonal skills, and personal development.
2) Key findings are that students report modest gains in most areas, with larger decreases in authoritarianism and increases in leadership skills and self-confidence. However, effects are often small and findings inconclusive.
3) Within-college experiences like interactions, service learning, and extracurricular activities appear to have more influence on psychosocial changes than institutional characteristics. Student environments and cultures may be more important than structural features.
This document provides an introduction and literature review for a paper examining the disproportionate suspension of Black boys from schools through the lens of Critical Race Theory. It begins by outlining data showing Black boys are suspended at much higher rates than white boys, even when controlling for similar offenses. It then discusses several theories that provide context for this problem, such as how schools reproduce social inequalities. Next, it introduces three key aspects of Critical Race Theory in education - the lack of rights for Black students, negative perceptions of Black boys, and their exclusion from equitable treatment and opportunities. The document argues these CRT frameworks can help explain why Black boys continue to face disproportionate suspension despite evidence they are no more disruptive than white students.
Guest Lecture, Introduction to Feminist PhilosophiesDaniel Zepp
Guest Lecture, November 18th, 2011, History of American Men and Survey of Men & Masculinities Research. Introduction to Feminist Philosophies (PL526), Taught by Dr. Marina McCoy, Boston College, Philosophy Department
The Deficit Narrative of College Men: How Would Cardinal John Henry Newman Re...Daniel Zepp
The Deficit Narrative of College Men: How Would Cardinal John Henry Newman Respond? The Association for Student Affairs at Catholic Colleges and Universities (ASACCU) Conference, July 2012, University of Notre Dame, South Bend, IN.
Man Up? Redefining Masculinity Through Ignatian Ideals - NJSLC 2014Daniel Zepp
This document outlines a presentation titled "Man Up? Redefining Masculinity Through Ignatian Ideals" by Daniel A. Zepp. The presentation aims to explore tensions between societal definitions of masculinity and tenets of Ignatian spirituality. It will examine the life of St. Ignatius through a gendered lens, discuss how hypermasculine norms can obstruct effective leadership, and reflect on applying Ignatian ideals to redefine masculinity on college campuses. Through small group discussions, participants will consider how St. Ignatius' story informs notions of being a man and woman for others, and how hypermasculinity impacts relationships with self, others, and God.
College Student Development in a Catholic University ContextDaniel Zepp
Guest Lecture, April 8th, 2015, College Student Development in a Catholic University Context. Catholic Higher Education: History, Philosophy, & Culture (ELHE7503), Taught by Dr. Michael James, Boston College, Lynch School of Education, Department of Educational Leadership & Higher Education
A Review of Research/Think Tanks Related to Spirituality & ReligionDaniel Zepp
Guest Lecture, December 2nd, 2014, A Review of Research/Think TanksRelated to Spirituality & Religion. Religion & Higher Education (ELHE7504), Taught by Dr. Michael James, Boston College, Lynch School of Education, Department of Educational Leadership & Higher Education
The document discusses various theories and models of student development and change in college. It covers developmental theories like psychosocial, cognitive-structural, and identity development theories. It also discusses college impact models that look at environmental and organizational influences. While the theories differ in aspects like stages and processes, they generally propose that student development involves increased complexity, self-awareness, and independence over time through challenges and experiences. Sociological perspectives note the importance of social and environmental influences beyond just individual development.
1) The document summarizes research on psychosocial change in college students across different domains such as identity development, self-concept, autonomy, interpersonal skills, and personal development.
2) Key findings are that students report modest gains in most areas, with larger decreases in authoritarianism and increases in leadership skills and self-confidence. However, effects are often small and findings inconclusive.
3) Within-college experiences like interactions, service learning, and extracurricular activities appear to have more influence on psychosocial changes than institutional characteristics. Student environments and cultures may be more important than structural features.
This document provides an introduction and literature review for a paper examining the disproportionate suspension of Black boys from schools through the lens of Critical Race Theory. It begins by outlining data showing Black boys are suspended at much higher rates than white boys, even when controlling for similar offenses. It then discusses several theories that provide context for this problem, such as how schools reproduce social inequalities. Next, it introduces three key aspects of Critical Race Theory in education - the lack of rights for Black students, negative perceptions of Black boys, and their exclusion from equitable treatment and opportunities. The document argues these CRT frameworks can help explain why Black boys continue to face disproportionate suspension despite evidence they are no more disruptive than white students.
This article discusses how masculinity vs feminism works. (This article has not been proof read). This work was done due to a curiosity generated through communication studies in my sophomore year of college.
Feminist perspectives focus on exposing gender inequalities in education. From a feminist viewpoint, education has maintained gender inequality by using gendered language, presenting traditional gender roles and stereotypes in textbooks and curriculum, and discriminating against girls in subject choice, exams, and encouragement for further education. While research and feminist perspectives have revealed these issues and led to changes reducing sexism, ongoing issues include the "hidden" presence of women in history and some subjects seen as masculine, as well as current concerns about boys' underachievement.
Black males and the opportunity gaps closing the dividemacheop
This document discusses opportunities and opportunity gaps for black males. It begins with an introduction asking participants to reflect on opportunities they have been afforded or denied and the impact. The document then outlines the following training goals: 1) Frame opportunity gaps for black boys and discuss solutions 2) Develop a shared understanding of what impacts work with black boys 3) Build critical questions to inform continued work with black boys. It goes on to discuss specific opportunity gaps such as discipline, achievement, experience and training, resources, curriculum, and innovation gaps. It discusses causes of disproportionate discipline of black boys and best practices to address these issues.
This document discusses value orientations and generational differences in values. It presents Morris Massey's life style questionnaire to assess one's value orientation across three dimensions: formalistic, sociocentric, and personalistic. The document then profiles the core values of different generations, including Traditionalists, Baby Boomers, Generation X, and Generation Y. It emphasizes that understanding generational differences can help address conflicts in learning and work environments.
This document discusses gender identities and how they are socially constructed through various agents of socialization. It addresses the concepts of sex versus gender and outlines different types of femininities and masculinities. Several agents that influence gender socialization are explored, including family, media, peers, education, religion, and workplace. Learners are provided discussion questions and activities to better understand how gender identities develop and are reinforced through these socializing institutions.
The document discusses how education is a gendered institution that can both positively and negatively influence lives. It explores how teachers' and students' core beliefs and values shape the transmission and acquisition of knowledge. It also examines how public education has historically reinforced stereotypes through hidden curriculums and educational materials. While education also has the potential to challenge cultural stereotypes, the gendering of subjects, sports, and behaviors from a young age influences students' identities and opportunities.
This document discusses gender disparities in philosophy and potential reasons for and remedies to the underrepresentation of women. It notes that while philosophy has slightly more women than fields like physics, the top departments and publications are still majority male. It raises questions about why this matters and who may be responsible. It also discusses how implicit bias, gender schemas and norms could contribute and cautions that different explanations could lead to different views of the problem and solutions. Overall, it analyzes potential factors contributing to the gender gap and obstacles to addressing it.
Presentation multicultural and anti-racist curriculum - jill, corlynn, step...sykeshea
This document summarizes two readings on multicultural and anti-racist curriculum. The first reading discusses tensions between standards-based curriculum and multicultural curriculum. It presents perspectives from a teacher navigating these tensions. The second reading analyzes how Western knowledge is imposed through schooling, marginalizing indigenous knowledges. It advocates for anti-colonial and spiritually-based approaches to disrupt dominant narratives and empower minoritized students. The summary provides high-level insights and conclusions from both readings in under 3 sentences.
This document discusses a lecture on gender and sexuality. It defines sex as biological while gender is socially constructed. It discusses how masculinity and femininity are defined in society and the process of gender socialization where children learn behaviors deemed appropriate for their sex. It explores how schools reproduce gender inequalities through practices, procedures and discourses that position some students as "winners" and others as "losers". It also discusses bullying and how sexuality and gender are intertwined in schools.
This document discusses changes over time in the educational achievement and attainment of boys and girls. In the 1960s-1970s, sociologists were concerned with girls' underachievement but by the 1990s, concern had shifted to boys' underachievement. Data shows that girls now outperform boys in tests, literacy skills, and subject grades at GCSE and A-Level. However, not all boys underachieve and factors like social class have a greater impact than gender. Feminism is discussed as challenging traditional gender roles and stereotypes, empowering girls and creating more positive female role models.
This document provides an overview of the first unit in a sociology course. It includes information about the first day of class procedures and an outline of topics to be covered in Unit 1. The unit will focus on examining social life, the development of sociology, modern sociological perspectives, and conducting sociological research. Students will learn about the origins of sociology, the three major theoretical perspectives (functionalism, conflict theory, and symbolic interactionism), and how sociological research follows the scientific method and ethical guidelines.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
Reflecting on gender as a social construct a qualitative case study of a girl...CPEDInitiative
This dissertation presentation summarizes a qualitative case study of a critical gender group for adolescent girls. The study explored how girls talked about gender in the group and how their discussions changed over time. Key findings showed that through group activities and discussions, the girls developed critical thinking skills to identify and deconstruct gender messages they encounter everywhere. Participating in the group helped girls gain multiple perspectives and friendships while raising their critical consciousness.
Here are some suggestions for encouraging useful cross-race feedback:
- Establish clear norms and expectations around respectful feedback early on. Make it clear that the goal is constructive criticism, not personal attacks.
- Encourage feedback to focus on observable behaviors and ideas, not personal attributes. Stick to specific examples.
- Have students practice giving and receiving feedback in small, low-stakes exercises to build skills and comfort. Provide models of effective feedback.
- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
Dalia, bo & heather—gender & sexuality sykeshea
The document summarizes key aspects of four readings related to gender and sexuality education:
1) The first reading discusses developing anti-homophobia education through coming out stories, analyzing homophobic name-calling, and Pride Week activities. It also examines the limitations of "safe" and "positive" approaches.
2) The second analyzes literature at the intersections of heteronormativity and homonormativity in sex education. It discusses critical literacy and queer nationalism.
3) The third summarizes Judith Butler's theory that gender is performative rather than a fixed identity.
4) The fourth introduces questions about incorporating queer pedagogy more broadly in classrooms rather than just for LGBT
Allison & marielle group presentation learners and learning 2016sykeshea
The document summarizes readings and presentations from a "Learners & Learning" course. It discusses several required readings that examine issues relating to learners, including the use of neuroscience in education, biases in educational research, challenging heteronormativity in early childhood education, and constructivist pedagogy. It also summarizes Jane Addams' 1908 work on the difficulties faced by immigrant children in public schools and Bernadette Baker's 2002 work examining disability classification systems and their relationship to eugenics. Key topics covered include the impact of culture on learning, promoting equity in research and practice, developmentally appropriate practices, and historical treatment of immigrant and disabled students.
This document provides an introduction to sociology by outlining what sociology is, its course structure, and some key terms. It defines sociology as the study of society and how social groups and institutions influence human behavior. The GCSE course is described as focusing on topics like education, families, crime and deviance, mass media, and social inequality. Key terms are defined, like culture, laws and norms, roles, and values that shape members of a society. The document emphasizes that sociology is a social science that uses systematic research methods to study social issues and potentially influence social policies.
Allison van hee neoliberalism presentationsykeshea
The document summarizes four articles about neoliberalism and its impact on education. It discusses how neoliberal reforms have led to standardized curriculums, funding cuts, and an increased focus on accountability and standardized testing. This encourages competition but may not motivate all students, especially males who face social pressures to portray masculinity conflicting with academic engagement. The articles also examine teacher experiences under accountability policies and how students privately perceive tensions between neoliberal and social justice values in education.
Kluckhohn and Strodtbeck developed a model for analyzing and comparing cultures based on their underlying values and orientations. The model identifies six key dimensions along which cultures vary: humanity's relationship with nature, concepts of time, views of human activity, social relationships, basic human nature, and orientation towards space. These dimensions provide a framework for understanding differences in how cultures approach issues like social organization, time orientation, and human nature. While useful, the model is limited by its vagueness, difficulty of measurement, and lack of direct focus on business and management issues.
This document discusses the challenges of studying gender in educational institutions. It outlines 12 characteristics of social institutions according to sociologist Patricia Yancey Martin and notes that institutions are complex with contradictory values that influence gender identities. Gender is constructed at both the micro and macro levels simultaneously. Additionally, race, class, and other factors shape learning opportunities. The document advocates for an intersectional approach and emancipatory education to challenge norms and address inequalities.
This document provides an overview of student development theory. It begins by outlining the goals of familiarizing staff and faculty with these theories. It then discusses key concepts like development being a lifelong process of growth. Several foundational theorists are mentioned, including Erikson, Piaget, Perry and Chickering. The document outlines different categories of student development theories, like psychosocial, cognitive, and identity development theories. Examples of well-known theories are also provided, such as Erikson's stages of psychosocial development. The document concludes by noting the importance of applying these theories to better understand students and enhance institutional programs and services.
This article discusses how masculinity vs feminism works. (This article has not been proof read). This work was done due to a curiosity generated through communication studies in my sophomore year of college.
Feminist perspectives focus on exposing gender inequalities in education. From a feminist viewpoint, education has maintained gender inequality by using gendered language, presenting traditional gender roles and stereotypes in textbooks and curriculum, and discriminating against girls in subject choice, exams, and encouragement for further education. While research and feminist perspectives have revealed these issues and led to changes reducing sexism, ongoing issues include the "hidden" presence of women in history and some subjects seen as masculine, as well as current concerns about boys' underachievement.
Black males and the opportunity gaps closing the dividemacheop
This document discusses opportunities and opportunity gaps for black males. It begins with an introduction asking participants to reflect on opportunities they have been afforded or denied and the impact. The document then outlines the following training goals: 1) Frame opportunity gaps for black boys and discuss solutions 2) Develop a shared understanding of what impacts work with black boys 3) Build critical questions to inform continued work with black boys. It goes on to discuss specific opportunity gaps such as discipline, achievement, experience and training, resources, curriculum, and innovation gaps. It discusses causes of disproportionate discipline of black boys and best practices to address these issues.
This document discusses value orientations and generational differences in values. It presents Morris Massey's life style questionnaire to assess one's value orientation across three dimensions: formalistic, sociocentric, and personalistic. The document then profiles the core values of different generations, including Traditionalists, Baby Boomers, Generation X, and Generation Y. It emphasizes that understanding generational differences can help address conflicts in learning and work environments.
This document discusses gender identities and how they are socially constructed through various agents of socialization. It addresses the concepts of sex versus gender and outlines different types of femininities and masculinities. Several agents that influence gender socialization are explored, including family, media, peers, education, religion, and workplace. Learners are provided discussion questions and activities to better understand how gender identities develop and are reinforced through these socializing institutions.
The document discusses how education is a gendered institution that can both positively and negatively influence lives. It explores how teachers' and students' core beliefs and values shape the transmission and acquisition of knowledge. It also examines how public education has historically reinforced stereotypes through hidden curriculums and educational materials. While education also has the potential to challenge cultural stereotypes, the gendering of subjects, sports, and behaviors from a young age influences students' identities and opportunities.
This document discusses gender disparities in philosophy and potential reasons for and remedies to the underrepresentation of women. It notes that while philosophy has slightly more women than fields like physics, the top departments and publications are still majority male. It raises questions about why this matters and who may be responsible. It also discusses how implicit bias, gender schemas and norms could contribute and cautions that different explanations could lead to different views of the problem and solutions. Overall, it analyzes potential factors contributing to the gender gap and obstacles to addressing it.
Presentation multicultural and anti-racist curriculum - jill, corlynn, step...sykeshea
This document summarizes two readings on multicultural and anti-racist curriculum. The first reading discusses tensions between standards-based curriculum and multicultural curriculum. It presents perspectives from a teacher navigating these tensions. The second reading analyzes how Western knowledge is imposed through schooling, marginalizing indigenous knowledges. It advocates for anti-colonial and spiritually-based approaches to disrupt dominant narratives and empower minoritized students. The summary provides high-level insights and conclusions from both readings in under 3 sentences.
This document discusses a lecture on gender and sexuality. It defines sex as biological while gender is socially constructed. It discusses how masculinity and femininity are defined in society and the process of gender socialization where children learn behaviors deemed appropriate for their sex. It explores how schools reproduce gender inequalities through practices, procedures and discourses that position some students as "winners" and others as "losers". It also discusses bullying and how sexuality and gender are intertwined in schools.
This document discusses changes over time in the educational achievement and attainment of boys and girls. In the 1960s-1970s, sociologists were concerned with girls' underachievement but by the 1990s, concern had shifted to boys' underachievement. Data shows that girls now outperform boys in tests, literacy skills, and subject grades at GCSE and A-Level. However, not all boys underachieve and factors like social class have a greater impact than gender. Feminism is discussed as challenging traditional gender roles and stereotypes, empowering girls and creating more positive female role models.
This document provides an overview of the first unit in a sociology course. It includes information about the first day of class procedures and an outline of topics to be covered in Unit 1. The unit will focus on examining social life, the development of sociology, modern sociological perspectives, and conducting sociological research. Students will learn about the origins of sociology, the three major theoretical perspectives (functionalism, conflict theory, and symbolic interactionism), and how sociological research follows the scientific method and ethical guidelines.
This document discusses teachers reflecting on their practice and using socially just pedagogies. It emphasizes reflecting on teaching identity and position of privilege to work for social change. Socially just pedagogies aim to bridge gaps for students and make the education system more equitable. The document provides examples of reflective practices, socially just pedagogies, and how theory can inform reflection to help address social inequalities students may face.
Reflecting on gender as a social construct a qualitative case study of a girl...CPEDInitiative
This dissertation presentation summarizes a qualitative case study of a critical gender group for adolescent girls. The study explored how girls talked about gender in the group and how their discussions changed over time. Key findings showed that through group activities and discussions, the girls developed critical thinking skills to identify and deconstruct gender messages they encounter everywhere. Participating in the group helped girls gain multiple perspectives and friendships while raising their critical consciousness.
Here are some suggestions for encouraging useful cross-race feedback:
- Establish clear norms and expectations around respectful feedback early on. Make it clear that the goal is constructive criticism, not personal attacks.
- Encourage feedback to focus on observable behaviors and ideas, not personal attributes. Stick to specific examples.
- Have students practice giving and receiving feedback in small, low-stakes exercises to build skills and comfort. Provide models of effective feedback.
- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
Dalia, bo & heather—gender & sexuality sykeshea
The document summarizes key aspects of four readings related to gender and sexuality education:
1) The first reading discusses developing anti-homophobia education through coming out stories, analyzing homophobic name-calling, and Pride Week activities. It also examines the limitations of "safe" and "positive" approaches.
2) The second analyzes literature at the intersections of heteronormativity and homonormativity in sex education. It discusses critical literacy and queer nationalism.
3) The third summarizes Judith Butler's theory that gender is performative rather than a fixed identity.
4) The fourth introduces questions about incorporating queer pedagogy more broadly in classrooms rather than just for LGBT
Allison & marielle group presentation learners and learning 2016sykeshea
The document summarizes readings and presentations from a "Learners & Learning" course. It discusses several required readings that examine issues relating to learners, including the use of neuroscience in education, biases in educational research, challenging heteronormativity in early childhood education, and constructivist pedagogy. It also summarizes Jane Addams' 1908 work on the difficulties faced by immigrant children in public schools and Bernadette Baker's 2002 work examining disability classification systems and their relationship to eugenics. Key topics covered include the impact of culture on learning, promoting equity in research and practice, developmentally appropriate practices, and historical treatment of immigrant and disabled students.
This document provides an introduction to sociology by outlining what sociology is, its course structure, and some key terms. It defines sociology as the study of society and how social groups and institutions influence human behavior. The GCSE course is described as focusing on topics like education, families, crime and deviance, mass media, and social inequality. Key terms are defined, like culture, laws and norms, roles, and values that shape members of a society. The document emphasizes that sociology is a social science that uses systematic research methods to study social issues and potentially influence social policies.
Allison van hee neoliberalism presentationsykeshea
The document summarizes four articles about neoliberalism and its impact on education. It discusses how neoliberal reforms have led to standardized curriculums, funding cuts, and an increased focus on accountability and standardized testing. This encourages competition but may not motivate all students, especially males who face social pressures to portray masculinity conflicting with academic engagement. The articles also examine teacher experiences under accountability policies and how students privately perceive tensions between neoliberal and social justice values in education.
Kluckhohn and Strodtbeck developed a model for analyzing and comparing cultures based on their underlying values and orientations. The model identifies six key dimensions along which cultures vary: humanity's relationship with nature, concepts of time, views of human activity, social relationships, basic human nature, and orientation towards space. These dimensions provide a framework for understanding differences in how cultures approach issues like social organization, time orientation, and human nature. While useful, the model is limited by its vagueness, difficulty of measurement, and lack of direct focus on business and management issues.
Similar to First Year Programming & An Introduction to Men & Masculinities Research, August 19th, 2013. Boston College Peer Minister Training Presentation
This document discusses the challenges of studying gender in educational institutions. It outlines 12 characteristics of social institutions according to sociologist Patricia Yancey Martin and notes that institutions are complex with contradictory values that influence gender identities. Gender is constructed at both the micro and macro levels simultaneously. Additionally, race, class, and other factors shape learning opportunities. The document advocates for an intersectional approach and emancipatory education to challenge norms and address inequalities.
This document provides an overview of student development theory. It begins by outlining the goals of familiarizing staff and faculty with these theories. It then discusses key concepts like development being a lifelong process of growth. Several foundational theorists are mentioned, including Erikson, Piaget, Perry and Chickering. The document outlines different categories of student development theories, like psychosocial, cognitive, and identity development theories. Examples of well-known theories are also provided, such as Erikson's stages of psychosocial development. The document concludes by noting the importance of applying these theories to better understand students and enhance institutional programs and services.
This document discusses resilience and promoting emotional and social competence in children. It provides definitions of key concepts like resilience, protective factors, and emotional literacy. It also outlines a whole-school approach to developing these competencies in children through early childhood education, effective school policies, and multi-professional collaboration between schools and other organizations.
This document provides information about a Human Behavior and the Social Environment course at the University of Illinois. The course examines major theories of human development across the lifespan within social contexts. It will use an ecological systems framework and developmental approach. Issues of diversity will also be discussed. Students will gain understanding of development theories and their implications for social work practice and policy. The course involves readings, group presentations on development stages, and assignments including a book review and oral history project.
This document discusses the sociological foundations of education. It begins by defining sociology of education as the field that examines how social factors influence educational experiences and outcomes. It then provides background on the origins of sociology and discusses major social problems societies aim to address through education. Finally, it outlines different theoretical perspectives on education, including how education relates to and is influenced by society, social structures, and group interactions.
This document discusses the sociological foundations of education. It begins by defining sociology of education as the field that examines how social factors influence educational experiences and outcomes. It then provides background on the origins of sociology and discusses major social problems societies aim to address through education. Finally, it outlines different theoretical perspectives on education, including how structural functionalism, symbolic interactionism, and conflict theory view the relationship between education and society.
Foundational Theories and Perspectives edited2.pptxJessaAustria2
The document discusses foundational theories and perspectives in social work. It defines theory and explains why theories are important for social work practice. Several theories are described, including general systems theory, ecological systems theory, cognitive theories, behavioral theories, attachment theory, and Sikolohiyang Pilipino. Key concepts and assumptions of each theory are provided. The document also discusses right-based, strength-based, and gender-based perspectives in social work and how they frame client issues.
Foundational Theories and Perspectives edited2.pptxJessaAustria2
The document discusses foundational theories and perspectives in social work. It defines theory and explains why theories are important for social work practice. Several theories are described, including general systems theory, ecological systems theory, cognitive theories, behavioral theories, attachment theory, and Sikolohiyang Pilipino. Key concepts and assumptions of each theory are provided. The document also discusses right-based, strength-based, and gender-based perspectives in social work and how they frame client issues.
Tati Mo Class Presentation about Megan MitchellMegan Mitchell
The document examines how student involvement affects a student's presentation of self and sense of belonging. It analyzes how a student, referred to as Subject X, integrates different roles from various extracurricular groups into a single confident front. Subject X disregards keeping different audiences separate. The document assumes Subject X feels a strong sense of belonging due to over-involvement in student organizations, which leads to popularity, confidence interacting with peers, and engagement with the school community.
This document discusses several theories related to understanding students' basic psychological needs. It covers Maslow's hierarchy of needs, Dreikurs' four goals of misbehavior, Glasser's five basic needs, and Coopersmith's needs for significance, competence and power. Erikson's stages of psychosocial development and the work of Elkind and Lipsitz on social factors are also summarized. The document concludes by listing factors that can put students at risk for school failure if their needs are not adequately met.
Dr. Clement Glenn, Featured Author, NATIONAL FORUM JOURNALSWilliam Kritsonis
Dr. Clement Glenn, Featured Author, NATIONAL FORUM JOURNALS
www.nationalforum.com. NATIONAL FORUM JOURNALS, Founded in 1983 - over 5,000 professors published. Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS, Houston, TEXAS
This document provides an overview of a sociology of education class presentation. It discusses key topics that will be covered, including why sociology of education is important, major theories in the field like functionalism and conflict theory, and concepts like norms, values and beliefs. The presentation introduces positivist and constructivist perspectives and outlines four major sociological theories - functionalism, conflict theory, institutionalism, and postmodernism. It also discusses how schools socialize children and reproduce societal norms and values.
This document discusses academic dishonesty among high school students. It reports that according to the Educational Testing Service (ETS), cheating among high school students has risen dramatically over the past 50 years, from 20% of college students admitting to cheating in high school in the 1940s to between 75-98% today. The document explores reasons for this increase, such as less stigma around cheating and increased competition for college admissions. It also examines ways to address academic dishonesty, such as teaching students about academic integrity and making coursework more relevant.
This document discusses understanding exceptional Black college students and the classroom and support issues they may face, such as irregular attendance or test anxiety. It outlines various disabilities and diversity categories that students may have and the support services available on campus. Recommendations are provided for exceptional Black students to utilize support services and develop self-determination skills to overcome challenges and have a successful college experience.
This document summarizes key aspects of education as a gendered institution. It discusses how education historically taught different gender roles, with schools preparing boys for leadership and girls for domestic skills. While access to education has expanded, certain subjects remain gender-typed. The hidden curriculum and classroom practices can still subtly reinforce stereotypes. Single-sex education proposals aim to address issues like underachievement but have limitations and risks essentializing gender differences. Bullying and harassment in schools normalize harmful behaviors and negatively impact many students.
This document examines how gender inequalities are portrayed in media and their effect on students' educational opportunities. It discusses how gender is a social construct that influences norms through media portrayal. Gender stereotypes shape and limit educational opportunities by emphasizing different futures for boys and girls. While efforts have been made to appeal to male students, they often alienate others and have little impact. The mass media now educates youth through constant access, influencing their developing values and expectations within education systems. Further work is still needed to change social attitudes and norms influenced by media portrayals of gender.
Dr. Pedro Albizu Campos Puerto Rican High School aims to empower students through critical thinking and social transformation based on self-determination. Most students come from low-income families and experience difficulties outside of school. The school works to support students' social and emotional learning through addressing issues like colonialism, identity development, and engaging students in discussions about community problems and solutions. Evaluations found that connecting personal experiences to larger socio-political contexts through community engagement can aid students' emotional development and support their well-being.
The document discusses how social relationships are an important but overlooked factor in research on higher education for students with disabilities. It notes that having strong social support from mentors, friends, and family is critical for college success but that students with disabilities tend to have smaller social networks. The document calls for more research that examines the links between social relationships and academic outcomes for students with disabilities.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Similar to First Year Programming & An Introduction to Men & Masculinities Research, August 19th, 2013. Boston College Peer Minister Training Presentation (20)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Theoretical Understanding of
First-Year (Keys to Persistence)
! Tinto’s Student Departure Theory
! Academic integration (academic performance)
! Social integration (participation in college life)
! Students who are unable to connect with either
academic or social subsystems are more likely to leave
! Astin’s “I-E-O” (Input-Environment-Output) or Student
Integration Model
! Assesses the impact of the various institutional
environments and experiences by determining whether
students grow or change
3. Theoretical Understanding of
First-Year (Keys to Persistence)
! Pascarella and Terenzini’s focus of the institutions quality of
effort to involve students with the resources of the
institution
! Bean and Eaton’s Psychological Model of college student
retention on four psychological theories: Attitude-behavior,
coping behavior (approach-avoidance), self-efficacy, and
attribution (locus of control)
! Factors affecting retention are ultimately individual and form
the foundation for retention decisions
! Given the understanding of these processes involved in
developing academic and social integration, an institution can
create programs and environments that increase academic and
social integration and increase student success
7. 48HOURS Talk Themes
! Freedom & Responsibility
! Challenge of Academics
! Importance of Co-Curriculars
! Unexpected Social Pressures
! Friends & Relationships
8. 48HOURS Outcomes
! The “oh, you too” moment
! Builds self-reliance
! Builds comfort and confidence in articulating feelings
! Builds listening skills and reflective capabilities
! Chance to verbalize goals and receive feedback
! Aids in branching out
! Breaks down façade and superficiality of relationships
! 48HOURS = subtle but powerful impact
9. Model Gender Majority Myth
(Harper & Harris, 2010)
! Five flawed assumptions about college men:
! 1) Every male student benefits similarly from gender privilege
! 2) Gender initiatives need not include men unless they are
focused on reducing violence and sexual assault against
women
! 3) Undergraduate men do not encounter harmful stereotypes,
social and academic challenges, and differential treatment in
college environments because of their gender
! 4) Male students do not require gender-specific resources and
support
! 5) Historical dominance and structural determinism ensure
success for the overwhelming majority of contemporary
college men
10. Men’s Issues
! “If I was to say what is the major emotion of American
masculinity, it is anxiety. Why? Because you have to
prove your masculinity all the time.” – Michael Kimmel
! The Mask You Live In
12. Relevant Themes
! Gender as social construction
! Gender as performative
! Rooted in insecurity
! In opposition to femininity
! The Mask of Masculinity
! Devalues relational desires, caring, empathy, etc.
! Importance of Permission
! To show wide range of feelings and emotion
! To be genuine and authentic
13. A Conceptual Model of the Meanings College
Men Make of Masculinities (Harris, 2010)
14. Grounded Theory of College Men’s Gender
Identity Development (Edwards, 2009)
! Social Context: External Expectations of What It Means To
Be a Man
! Dominant society’s expectations
! Subordinated cultural group expectations
! Performing Masculinity According to External Expectations
! Phase 1: Feeling a Need to Put On a Mask
! Phase 2: Wearing a Mask
! Phase 3: Experiencing and Recognizing Consequences of
Wearing a Mask
! Beginning to Transcend External Expectations