This slide will be helpful to some students who are studying social sciences, and they will recognize the essential characteristics of communities in terms of elements and structures. They can also analyze the functions of communities in terms of structures.
This will help you know the different types of communities, especially for the senior high school students who took humanities and social sciences as their preparation for tertiary level.
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
This will help you know the different types of communities, especially for the senior high school students who took humanities and social sciences as their preparation for tertiary level.
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
This course focuses on the application of ideas and methods of the social sciences to understand, investigate, and examine challenges of contemporary community life. It focuses on community-action initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and advocacy, gender equality, and
participatory development. It aims at enhancing students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community. It enables students to integrate applied social sciences into community-action initiatives.
Reference:
Book of Ava Ann P. Semorlan, PhD & Adrian P. Semorlan, MPA, MHSS, Ed.D. entitled Community Engagement, Solidarity, and Citizenship for Senior High School
This course focuses on the application of ideas and methods of the social sciences to understand, investigate, and examine challenges of contemporary community life. It focuses on community-action initiatives such as community engagement, solidarity, and citizenship as guided by the core values of human rights, social justice, empowerment and advocacy, gender equality, and
participatory development. It aims at enhancing students’ sense of shared identity and willingness to contribute to the pursuit of the common good of the community. It enables students to integrate applied social sciences into community-action initiatives.
In recent years, there has been increased interest in the application of behaviour change theories in the areas of health, education, criminology, energy and international development with the hope that understanding behavioural change will improve the services offered in these areas.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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2. Recognize essential characteristics
of communities in terms of elements
and structures.
Analyze the functions of communities
in terms of structures.
1.
2.
Learning Targets:
8. -Based on the pictures being presented, what are
the different classifications of social groups in a
community?
GUIDE QUESTIONS
9. A community consists of:
SOCIAL, CULTURAL, POLITICAL and ECONOMIC
structures
COMMUNITY STRUCTURES
10. -refers to the rules and expectations that people
develop in the community over time to help regulate
and manage their interaction with one another.
ELEMENTS
-social institutions
-social groups
-statuses
-roles
COMMUNITY SOCIAL STRUCTURE
11. Social Institutions
-established patterns of belief and behavior that are
centered on addressing basic social needs of people
in the community.
-family, religion, economy, education,
government, and health care
COMMUNITY SOCIAL STRUCTURE
12. Social Groups
-Primary/Secondary Group - family, peers and
neighborhood/political parties, clubs
-Informal/Formal Groups - groups bonded by
common likes, interests, attitudes/created by an
organization to fullfil task
-In-groups/Out-groups
COMMUNITY SOCIAL STRUCTURE
13. Status
-the position or rank a person holds,
-It can be ascribed status or achieved status.
ASCRIBED
- which is assigned at birth
ACHIEVED
- acquired based on merit or accomplishment
COMMUNITY SOCIAL STRUCTURE
14. Role
-the obligations or behaviors expected from an
individual based on his/her status in life.
COMMUNITY SOCIAL STRUCTURE
15. -refers to the institutionalized patterns of ways of
life that are shared, learned, developed, and
accepted by people in the community.
It consists Symbols and Languages, Norms, Values
and Beliefs, Rituals, and Artifacts
COMMUNITY CULTURAL STRUCTURE
16. Symbols and Languages
Symbols are the shared words, gestures, objects, or
signals that people in a community use to convey and
develop recognizable meanings.
Language is a symbolic system that allows people to
develop complex thoughts and record and explain
new ideas either verbal or nonverbal means.
COMMUNITY CULTURAL STRUCTURE
17. Norms
-refer to specific cultural expectations on how to
behave in a given situation.
-it further divided into folkways, mores and laws.
-Folkways-are general standards of behavior that
people in the community adhere to.
-Mores-the strict norms that control moral and
ethical behavior
COMMUNITY CULTURAL STRUCTURE
18. Norms
-Laws-the proscriptive and prescriptive norms
written in a legal code.
Values and Beliefs
-values-the abstract standards in a community that
define the ideal principles of what is good, just and
desirable.
COMMUNITY CULTURAL STRUCTURE
19. -beliefs-refers to the shared ideas of what people in
a community hold collectively as true.
Rituals-established sacred or secular procedures
and ceremonies that people in the community
regularly perform.
COMMUNITY CULTURAL STRUCTURE
20. -Artifacts-any objects or things that have special
meaning for people in the community. They may even
serve as relics that can be considered sacred, lucky,
mystical, and culturally or historically significant.
COMMUNITY CULTURAL STRUCTURE
21. refers to the people's established ways of allocating
power and making decisions in running and managing
community affairs.
-Political Organizations
-Citizenship Norms
-Power Relations
-Leadership Structure
COMMUNITY POLITICAL STRUCTURE
22. pertains to various organized ways and means
through which the people in the community produce
goods and services, allocate limited resources, and
generate wealth in order to satisfy their needs and
wants.
COMMUNITY ECONOMIC STRUCTURE
23. Capital Assets - refer to a property or anything that
is owned and has an economic value, which is
exected to generate profit for a long period of time.
-Human Capital
-Social Capital
-Natural Capital
-Physical Capital
-Financial Capital
COMMUNITY ECONOMIC STRUCTURE
24. Vulnerability Context-pertains to the insecurity in
the well-being of individuals and households in the
community
Business Climate-refers to the attitudes, laws,
regulations, and policies of the government and
lending institutions toward businesses, enterprises,
and business activities.
COMMUNITY ECONOMIC STRUCTURE
25. Trade-pertains to small-, medium-, and even large-
scale enterprises and business activities involving the
sale and purchase of goods, services, and
information.
COMMUNITY ECONOMIC STRUCTURE