Cultural Emotions:
Pain, Hate, Fear, Disgust, Shame, Love
Ted Manley, Jr. PhD
Cultural Emotion
PAIN
(Meriam Webster)
1 : punishment ·the pains and penalties of crime
2 a : usually localized physical suffering associated with bodily disorder (such as a disease or an injury) ·the pain of a twisted ankle
also : a basic bodily sensation induced by a noxious stimulus, received by naked nerve endings, characterized by physical discomfort (such as pricking, throbbing, or aching), and typically leading to evasive action ·the pain of bee stings
b : acute mental or emotional distress or suffering : grief
Sociology of Pain
Pain: A Sociological Introduction, Elaine Denny (2016)
Intersection between biology and culture (Medical Model vs Sociology Model of managing pain)
Much pain is experienced as short lived, and self-limiting or easily treated, but for those individuals who live with long term and intractable pain it can cause disruption of life as it is currently lived and alter their expectations of the future.
Sociological research has, for example, shown how men and women approach and experience pain differently, seeking to explain why women more than men report more long term and disabling pain than men. A strength of a sociological understanding of pain is that it encompasses both the interpretive perspective of the person in pain and the structural factors that influence this, offering an explanation of the way that these intersect.
Cultural Emotion
HATE
(Meriam Webster)
Intense hostility and aversion usually deriving from fear, anger, or sense of injury.
b : extreme dislike or disgust : antipathy, loathing.
The Sociology of Hate
Stereotypes
Cognitive
Prejudice
Affective
Discrimination
Behavioral
Gordon Allport (1954?:1958; 1979): The Nature of Prejudice
“Open-mindedness is considered to be a virtue. But, strictly speaking, it cannot occur. A new experience must be redacted into old categories. We cannot handle each even freshly in its own right (Allport, 1954, p. 19)
5
The Big Three
Three main topics in the psychology of racism: Stereotypes, Prejudice, and Discrimination
Stereotypes:
Stereotypes
Stereotypes categorize people according to social factors
Definition: “A cognitive structure that contains the perceiver’s knowledge, beliefs, and expectancies about some human group” (Hamilton & Trolier, 1986, p. 133).
Stereotypes are necessary
The content of stereotypes can be the problem
Outcome
Most insidious stereotypes = create, maintain, or strengthen social hierarchy
Outcomes of racial/ ethnic stereotypes
6
Categorize based on age, gender, social role, physical appearance, or relation to self
Definition: “A cognitive structure that contains the perceiver’s knowledge, beliefs, and expectancies about some human group” (Hamilton & Trolier, 1986, p. 133).
We develop “Naïve theories” of social action (Tajfel & Forgas, 2000)
Used for complex social events that we can’t understand fully
Develop simplistic sy ...
Elements of Cultural EmotionsTheodoric Manley, Jr. PhDEvonCanales257
Elements of Cultural Emotions
Theodoric Manley, Jr. PhD
Explanations for Cultural Emotions
Constructionist
What people feel is conditioned by socialization
Emotions are constrained and channeled by sociocultural contexts
Biology
Emotions are the outcome of physiological changes in the body expressed through the sympathetic nervous system channeled by our brain
Hearing, seeing, touching, feeling, tasteing go through thalamus subcortical region of brian. AMYDGALA--CENTER OF FEAR RESPONSES IN THE SUBCORTEX
Cognition
Emotions are not formed until there is an appraisal of the objects or events in the situation. Once arousal has occurred perception and thought are implicated in the process
When biological cues are activated these biological can be subject to thought and reflection which alter the flow of emotional experience
Biological Emotion and Social Sentiments—Steven Gordon (1981)
Biological emotion (a physiological concept) is a configuration of bodily sensations and gestures in response to stimuli.
Social Sentiment involves “combinations of bodily sensations, gestures, and cultural meanings that we learn in enduring relationships (Gordon, 1981: p. 563).
Gordon argues that biological emotions such as anger and fear, become, shortly after childhood, transformed into cultural meanings that are organized around a relationship to a social object, often another person or group.
Theist's Elements of an Emotion: “Emotional Deviance: Research Agendas” (1990) by P. A. Thoits in Research Agenda’s in the Sociology of Emotions (pp. 180-203)
Interaction of Five Senses with Sixth Sense (Emotions)
Universal
Pain
Hate
Fear
Disgust
Shame
Love
Triggers
Class/Social
Status
Race/Ethnic
Gender
Sexuality
Social
Movements
Sociology of Cultural Emotions (Turner and Stets, 2005: p. 9)
Emotions involve certain elements.
The biological activation of key body systems;
Socially constructed cultural definitions and constraints on what emotions should be experienced and expressed in a situation;
The application of linguistic labels provided by culture to internal sensations;
The overt expression of emotions through facial, voice, and paralinguistic moves; and
Perceptions and appraisals of situational objects or events
Turner and Stets (2005)
Intensity of Primary Emotions
“On the Origins of Human Emotions” (p. 73), Primary Emotions--UniversalLow-IntensityModerate IntensityHigh IntensityHappiness— SatisfactionContent, sanguine, serenity, gratifiedCheerful, buoyant, friendly, amiable, enjoymentJoy, bliss, rapture, jubilant, gaiety, elation, delight, thrilled, exhilaratedFear—Aversion Concern, hesitant, reluctance, shynessMisgivings, trepidations, anxiety, scared, alarmed, unnerved, panicTerror, horror, high anxietyAnger—AssertionAnnoyed, agitated, irritated, vexed, perturbed, nettled, rankled, piquedDispleased, frustrated, belligerent, contentious, hostility, ire, animosity, offended, consternationDislike, loathing, disgus ...
Psychology 102: Social processes, society & cultureJames Neill
This lecture provides an overview of several social psychology topics, particularly: what is social psychology, social influence (including conformity, obedience, and resistance), group decision-making, aggression, pro-social behaviour, altruism, conflict, and peace psychology
Elements of Cultural EmotionsTheodoric Manley, Jr. PhDEvonCanales257
Elements of Cultural Emotions
Theodoric Manley, Jr. PhD
Explanations for Cultural Emotions
Constructionist
What people feel is conditioned by socialization
Emotions are constrained and channeled by sociocultural contexts
Biology
Emotions are the outcome of physiological changes in the body expressed through the sympathetic nervous system channeled by our brain
Hearing, seeing, touching, feeling, tasteing go through thalamus subcortical region of brian. AMYDGALA--CENTER OF FEAR RESPONSES IN THE SUBCORTEX
Cognition
Emotions are not formed until there is an appraisal of the objects or events in the situation. Once arousal has occurred perception and thought are implicated in the process
When biological cues are activated these biological can be subject to thought and reflection which alter the flow of emotional experience
Biological Emotion and Social Sentiments—Steven Gordon (1981)
Biological emotion (a physiological concept) is a configuration of bodily sensations and gestures in response to stimuli.
Social Sentiment involves “combinations of bodily sensations, gestures, and cultural meanings that we learn in enduring relationships (Gordon, 1981: p. 563).
Gordon argues that biological emotions such as anger and fear, become, shortly after childhood, transformed into cultural meanings that are organized around a relationship to a social object, often another person or group.
Theist's Elements of an Emotion: “Emotional Deviance: Research Agendas” (1990) by P. A. Thoits in Research Agenda’s in the Sociology of Emotions (pp. 180-203)
Interaction of Five Senses with Sixth Sense (Emotions)
Universal
Pain
Hate
Fear
Disgust
Shame
Love
Triggers
Class/Social
Status
Race/Ethnic
Gender
Sexuality
Social
Movements
Sociology of Cultural Emotions (Turner and Stets, 2005: p. 9)
Emotions involve certain elements.
The biological activation of key body systems;
Socially constructed cultural definitions and constraints on what emotions should be experienced and expressed in a situation;
The application of linguistic labels provided by culture to internal sensations;
The overt expression of emotions through facial, voice, and paralinguistic moves; and
Perceptions and appraisals of situational objects or events
Turner and Stets (2005)
Intensity of Primary Emotions
“On the Origins of Human Emotions” (p. 73), Primary Emotions--UniversalLow-IntensityModerate IntensityHigh IntensityHappiness— SatisfactionContent, sanguine, serenity, gratifiedCheerful, buoyant, friendly, amiable, enjoymentJoy, bliss, rapture, jubilant, gaiety, elation, delight, thrilled, exhilaratedFear—Aversion Concern, hesitant, reluctance, shynessMisgivings, trepidations, anxiety, scared, alarmed, unnerved, panicTerror, horror, high anxietyAnger—AssertionAnnoyed, agitated, irritated, vexed, perturbed, nettled, rankled, piquedDispleased, frustrated, belligerent, contentious, hostility, ire, animosity, offended, consternationDislike, loathing, disgus ...
Psychology 102: Social processes, society & cultureJames Neill
This lecture provides an overview of several social psychology topics, particularly: what is social psychology, social influence (including conformity, obedience, and resistance), group decision-making, aggression, pro-social behaviour, altruism, conflict, and peace psychology
Angie Solis
Jeremy Sullivan
English 1020-25
October 20th, 2015
Tired of Living, and Scared of Dying
The expression self-harm can be defined as a variety of things that individuals do to themselves usually in a hidden and deliberate way (Klonsky, 2007) It includes swallowing harmful substances or objects, cutting, banging, burning or scribbling one’s body, derma till mania, trichotillomania and even breaking bones. Dermatillomania can be defined as the act of interfering with wound healing. Trichotillomania is defined as the act of hair-pulling. In some cases, when individuals self-harm, they intend that they feel to die at some level. Most of the people who commit suicide must have some history of self-harm. Though, the aim is more repeatedly to discipline themselves, express their suffering or release intolerable tension or even a collection of both. Self-harm may also be characterized by homelessness and quest for freedom.
Homelessness is living without a home due to loss of a parent, poor familial relations or general physical distress. Freedom in the context of self-harm is defined as the need to be a self-leader and living in the unrestricted environment (Klonsky, 2007). Self-harm is a common issue, and a lot of people are a strain to solve it. In life, one may feel or already felt the necessity do self-harm, or maybe they have friends, sister, son, daughter or brother who are victims of self-harming. This paper brings a clear understanding of self-harm, reasons for its occurrence, how to solve it victims may recover from the same (Klonsky, 2007). Self-harm is a matter that has been neglected and has not received the seriousness it deserve up to date. Some people treat it as taboo in the community. But this issue requires more seriousness more than people perceive.
By intentionally harming their bodies, people normally argue that they can influence the state of mind to handle better the ‘other’ trouble or pain they feel. People use fleshly pain as a method of diverting themselves from painful emotional feeling. For others, particularly those who are emotionally disfigured, it can be a method to ‘wake up’ in circumstances where they feel so numb that they do not have a sense of feeling. Self-harm is a technique of handling intense emotional pain (Kerr and Turner, 2010). The ignorance of self-harm is unaware of the huge effect on the daily life of an individual. They will always strive to hide what they do include the bruises and scars. However, the emotional secrecy and guilt is indeed very difficult to bear. Self-harm is serious to the extent that it can disturb everything including clothes they put on, the types of activities and sports they participate, sexual and physical relationships. Eventually, because people who do self-harm are aware of the humiliation that comes with it, it may distress their relationships with family and friends and even the inner sense of self-worth. People do self-harming in a bid to solve their feelings .
WATCH this presentation here: https://www.youtube.com/watch?v=HLBoiSbl9GM
This hour will include a definition of Extreme Abuse (EA) with examples divided into three categories: Pedophile-Porn Rings (PPR’s), Occult-Themed Abuse (commonly called “Ritual” or “Ritualized” Abuse), and Deliberate Trauma or Technical-Based Dissociation (DT-TBD), sometimes referred to as “Mind Control.” Practitioners will be given a tool for self-care when working with these extraordinary, yet often intense, clients.
Participants will be able to:
Define the four characteristics of Extreme Abuse (EA).
Name three categories of Extreme Abuse (EA).
Identify five strategies for practitioner self-care when working with EA survivors.
This document was adopted from the Resource Center Team within the Office of Diversity & Inclusion of Amherst College as a guide to common, shared language around identity.
This project emerged out of a need to come to a common and shared understanding of language in order to foster opportunities for community building and effective communication within and across difference.
This is a list of carefully researched and thoughtfully discussed definitions for key diversity and inclusion terms. It is by no means a comprehensive list, but it is a good place for us to start. We understand that language around identity, privilege, oppression and inclusion is always changing, evolving and expanding.
If there is a term that you feel should be included here, or possibly redefined, please let us know. You can email The Office of Equity & Inclusion (OSEI), at osei@georgetown.edu.
Earle Waugh Evil As A Treatable DiseaseKim Solez ,
Dr. Earle Waugh's presentation on Evil As A Treatable Disease for January 24th, 2013 in the Technology and Future of Medicine course LABMP 590 http://www.singularitycourse.com at the University of Alberta in Edmonton Canada
this assignment is about Mesopotamia and Egypt. Some of these cu.docxOllieShoresna
this assignment is about
Mesopotamia and Egyp
t. Some of these cultures lasted centuries, others such as Egypt lasted millennia. The goal of this prompt is to dig deeper into the power of religion and visual representations of power from rulers on human culture.
The themes of religion and power dominate artwork from this era of art history. What is the importance of these themes relative to the civilizations at the time? How do these themes manifest themselves in works of art? Choose one culture (Sumerian, Babylonian, Assyrian, Egyptian, etc) and support your answer to that one culture describing specific artifacts.
The goal here is an analysis of a single artifact in support of the theme. Be sure to review week 1's material on writing about art to help you with structuring a response.
Please remember to use MLA format when organizing your response. This means proper in-text citations, captions for images, and references for any work that is cited in-text.
.
This assignment has two goals 1) have students increase their under.docxOllieShoresna
This assignment has two goals: 1) have students increase their understanding of the concept of Protecting Personal Information (PPI) and other ethical issues related to the use of information technology through research, and 2) learn to correctly use the tools and techniques within Word to format a research paper, including use of available References and citation tools. These skills will be valuable throughout a student’s academic career. The paper will require a title page, NO abstract, three to four full pages of content with incorporation of a minimum of 3 external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the paper may be in the form of a direct citation from an external source.
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Tired of Living, and Scared of Dying
The expression self-harm can be defined as a variety of things that individuals do to themselves usually in a hidden and deliberate way (Klonsky, 2007) It includes swallowing harmful substances or objects, cutting, banging, burning or scribbling one’s body, derma till mania, trichotillomania and even breaking bones. Dermatillomania can be defined as the act of interfering with wound healing. Trichotillomania is defined as the act of hair-pulling. In some cases, when individuals self-harm, they intend that they feel to die at some level. Most of the people who commit suicide must have some history of self-harm. Though, the aim is more repeatedly to discipline themselves, express their suffering or release intolerable tension or even a collection of both. Self-harm may also be characterized by homelessness and quest for freedom.
Homelessness is living without a home due to loss of a parent, poor familial relations or general physical distress. Freedom in the context of self-harm is defined as the need to be a self-leader and living in the unrestricted environment (Klonsky, 2007). Self-harm is a common issue, and a lot of people are a strain to solve it. In life, one may feel or already felt the necessity do self-harm, or maybe they have friends, sister, son, daughter or brother who are victims of self-harming. This paper brings a clear understanding of self-harm, reasons for its occurrence, how to solve it victims may recover from the same (Klonsky, 2007). Self-harm is a matter that has been neglected and has not received the seriousness it deserve up to date. Some people treat it as taboo in the community. But this issue requires more seriousness more than people perceive.
By intentionally harming their bodies, people normally argue that they can influence the state of mind to handle better the ‘other’ trouble or pain they feel. People use fleshly pain as a method of diverting themselves from painful emotional feeling. For others, particularly those who are emotionally disfigured, it can be a method to ‘wake up’ in circumstances where they feel so numb that they do not have a sense of feeling. Self-harm is a technique of handling intense emotional pain (Kerr and Turner, 2010). The ignorance of self-harm is unaware of the huge effect on the daily life of an individual. They will always strive to hide what they do include the bruises and scars. However, the emotional secrecy and guilt is indeed very difficult to bear. Self-harm is serious to the extent that it can disturb everything including clothes they put on, the types of activities and sports they participate, sexual and physical relationships. Eventually, because people who do self-harm are aware of the humiliation that comes with it, it may distress their relationships with family and friends and even the inner sense of self-worth. People do self-harming in a bid to solve their feelings .
WATCH this presentation here: https://www.youtube.com/watch?v=HLBoiSbl9GM
This hour will include a definition of Extreme Abuse (EA) with examples divided into three categories: Pedophile-Porn Rings (PPR’s), Occult-Themed Abuse (commonly called “Ritual” or “Ritualized” Abuse), and Deliberate Trauma or Technical-Based Dissociation (DT-TBD), sometimes referred to as “Mind Control.” Practitioners will be given a tool for self-care when working with these extraordinary, yet often intense, clients.
Participants will be able to:
Define the four characteristics of Extreme Abuse (EA).
Name three categories of Extreme Abuse (EA).
Identify five strategies for practitioner self-care when working with EA survivors.
This document was adopted from the Resource Center Team within the Office of Diversity & Inclusion of Amherst College as a guide to common, shared language around identity.
This project emerged out of a need to come to a common and shared understanding of language in order to foster opportunities for community building and effective communication within and across difference.
This is a list of carefully researched and thoughtfully discussed definitions for key diversity and inclusion terms. It is by no means a comprehensive list, but it is a good place for us to start. We understand that language around identity, privilege, oppression and inclusion is always changing, evolving and expanding.
If there is a term that you feel should be included here, or possibly redefined, please let us know. You can email The Office of Equity & Inclusion (OSEI), at osei@georgetown.edu.
Earle Waugh Evil As A Treatable DiseaseKim Solez ,
Dr. Earle Waugh's presentation on Evil As A Treatable Disease for January 24th, 2013 in the Technology and Future of Medicine course LABMP 590 http://www.singularitycourse.com at the University of Alberta in Edmonton Canada
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The goal here is an analysis of a single artifact in support of the theme. Be sure to review week 1's material on writing about art to help you with structuring a response.
Please remember to use MLA format when organizing your response. This means proper in-text citations, captions for images, and references for any work that is cited in-text.
.
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Identify who was in the radius of significant others that shaped your development through your toddler, child, and adolescent years.
·
Identify verbal messages you recall that suggested situational or dispositional attributions about you.
·
Describe how you developed your current attitudes toward authority, competitors, subordinates, the opposite sex, or another generation.
·
Explore the effects your social world has had on your developing professional identity.
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Format
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Part 1
Complete
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Write
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A summary of the life and importance of one key person in Jewish history
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A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
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4 Paragraph minimum.
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Importance of Vaccination
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Place yourself in the role of a health care worker, submit to the discussion area your plan to validate the importance of vaccination by addressing the following questions:
Why are vaccinations necessary components of the healthcare programs?
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NEED TO BE VERY SPECIFIC VERY DETAILED IS EXTREMLY IMORTANT THIS ONE
.
Thinks for both only 50 words as much for each one1-xxxxd, unf.docxOllieShoresna
Thinks for both only 50 words as much for each one
1
-xxxxd, unfortunately there isn’t any Ethical Code of Conduct that all countries follow to the letter. “When in Rome, you act as the Romans does.” Therefore, Chiquita did what they thought was right under the circumstances. Rather it was for profit or to save the lives of its employees. Their decision may have been considered unethical by the United States standards. But, to them it was the right thing to do to eliminate human causality. A lot of these atrocities stem from the wide gap in wealth distribution, corruption, and greed at the highest level in the government infrastructure. Not too long ago in the distant past in the United States, the government, politicians, influential business men and part of society partake in various atrocities as well against several groups of people all in the name of greed, profit, and racism. At the time, they felt their actions was justified, and continued the course without deviation.
2
-I enjoyed reading your response to question 6 on the civil death policy legal terminology persay. It helped me to understand more clearly that they would be denied rights such as voting, holding public office etc. It is truly not a black or white answer, but a very gray area. I know in some instances yes I could see businesses get that but due to the circumstances they were truly put into a no win situation. Even if they went to the authorities they would probably have been found out and then they would end up still tortured and killed.
this is about the chiquita case.
.
Think of a specific change you would like to bring to your organizat.docxOllieShoresna
Think of a specific change you would like to bring to your organization. Describe the change, the value that you believe the change would bring to the organization, and the methodology that you would use (top-down or bottom-up) in order to implement the change.
I would have mangement work with the employees who would be affected rather than managers making a change and it being a total nightmare. So I would do bottom up.
.
Think of a possible change initiative in your selected organization..docxOllieShoresna
Think of a possible change initiative in your selected organization.
This could be the one you identified in Unit 3. Briefly describe the initiative.
Identify the possible stakeholders – those people or organizations that would positively or negatively affect a successful outcome.
Identify two key stakeholders who would be supportive of the initiative and two who would resist it. Provide recommendations for
PLEASE SEE and FOLLOW the instructions on the Attached Rubric
.
Thinking About Research PaperConsider the research question and .docxOllieShoresna
Thinking About Research Paper
Consider
the research question and hypothesis you created in Week 3, as well as the information you summarized in your literature review in Week 2.
Write
a 4- to 6-page paper that explains the most appropriate research methods for your chosen topic. Keep in mind the following guidelines:
Identify at least two different research methods that could be used to investigate whether your hypothesis is accurate. You may wish to consider quantitative research, secondary data analysis, ethnographic studies, participant observation, or in-depth interviews.
Evaluate the appropriateness of each by explaining their advantages and disadvantages.
Explain which of the two methods you believe is the most appropriate.
Explain specifically how you could use this method to study your research question.
Use
APA writing style guidelines.
Include
an APA-style formatted references page listing the articles you selected.
Hypothesis: Police departments nationwide need to change their mindsets and policies to attract the modern millennial police recruits today.
Must receive by 2/2/2017 by 2000
.
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
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Cultural Emotions Pain, Hate, Fear, Disgust, Shame, Love
1. Cultural Emotions:
Pain, Hate, Fear, Disgust, Shame, Love
Ted Manley, Jr. PhD
Cultural Emotion
PAIN
(Meriam Webster)
1 : punishment ·the pains and penalties of crime
2 a : usually localized physical suffering associated with bodily
disorder (such as a disease or an injury) ·the pain of a twisted
ankle
also : a basic bodily sensation induced by a noxious stimulus,
received by naked nerve endings, characterized by physical
discomfort (such as pricking, throbbing, or aching), and
typically leading to evasive action ·the pain of bee stings
b : acute mental or emotional distress or suffering : grief
2. Sociology of Pain
Pain: A Sociological Introduction, Elaine Denny (2016)
Intersection between biology and culture (Medical Model vs
Sociology Model of managing pain)
Much pain is experienced as short lived, and self-limiting or
easily treated, but for those individuals who live with long term
and intractable pain it can cause disruption of life as it is
currently lived and alter their expectations of the future.
Sociological research has, for example, shown how men and
women approach and experience pain differently, seeking to
explain why women more than men report more long term and
disabling pain than men. A strength of a sociological
understanding of pain is that it encompasses both the
interpretive perspective of the person in pain and the structural
factors that influence this, offering an explanation of the way
that these intersect.
Cultural Emotion
HATE
(Meriam Webster)
Intense hostility and aversion usually deriving from fear, anger,
or sense of injury.
b : extreme dislike or disgust : antipathy, loathing.
The Sociology of Hate
Stereotypes
Cognitive
3. Prejudice
Affective
Discrimination
Behavioral
Gordon Allport (1954?:1958; 1979): The Nature of Prejudice
“Open-mindedness is considered to be a virtue. But, strictly
speaking, it cannot occur. A new experience must be redacted
into old categories. We cannot handle each even freshly in its
own right (Allport, 1954, p. 19)
5
The Big Three
Three main topics in the psychology of racism: Stereotypes,
Prejudice, and Discrimination
Stereotypes:
Stereotypes
Stereotypes categorize people according to social factors
Definition: “A cognitive structure that contains the perceiver’s
knowledge, beliefs, and expectancies about some human group”
(Hamilton & Trolier, 1986, p. 133).
Stereotypes are necessary
The content of stereotypes can be the problem
Outcome
Most insidious stereotypes = create, maintain, or strengthen
social hierarchy
Outcomes of racial/ ethnic stereotypes
4. 6
Categorize based on age, gender, social role, physical
appearance, or relation to self
Definition: “A cognitive structure that contains the perceiver’s
knowledge, beliefs, and expectancies about some human group”
(Hamilton & Trolier, 1986, p. 133).
We develop “Naïve theories” of social action (Tajfel & Forgas,
2000)
Used for complex social events that we can’t understand fully
Develop simplistic systems for understanding
Attribute generalized and supposed collective traits and
intentions to social groups, and then use these attributions to
explain complex phenomenon that we can’t otherwise
understand
A social phenomenon, collective (ie., media)
Examples?
Lawyers
Professors
Psychologists
Athletes
Cognitive Perspective-
Stereotypes operate as schemas- cognitive frameworks for
organizing interpreting, and recalling information
Literally process information differently based on schema
Information consistent with schema gets more attention, is
rehearsed more frequently, and remembered more accurately
than inconsistent information.
Becomes a closed cognitive loop
Stereotypes are necessary for cognitive functioning
Stereotypes are not inherently bad or negative
Used to understand people, objective, and stimuli in
environment
Necessary to simplify the complex, confusing, social world.
(Lippmann, 1922)
Gather just enough info to understand, predict, and structure the
environment
5. Without Stereotypes: Have to evaluate every aspect of someone-
appearance, mood, personality traits, s[eecj qualities, social
setting, etc…
GUN EXAMPLE NEXT THREE SLIDES
Prejudice- Affective factors
Praejudicium
Definitions of Prejudice
Allport (2000): Antipathy based upon a faulty and inflexible
generalization. It may be felt or expressed. It may be directed
toward a group as a whole, or toward an individual because he
is a member of that group.
Minimal Group Paradigm
The basic requirements for prejudice
Ingroup vs. outgroup
Stereotyped cognitions are not necessary
Social Categorization and Identity Theory
Social Categorization: Us vs. Them
Us = Good, Them = Bad
Why do we do this?
Self-Esteem
Social Competition
7
Praejudicium- Latin noun
Ancient meaning = precedent- judgment based on previous
decisions and experiences
English = judgment formed before an examination and
consideration of facts
Hasty and premature judgment
Present = Emotional sense of favorabeleness or unfavorableness
that acoompanies such a prior and unsupported judgment
6. Allport (2000) = Negative Ethnic Prejudice = Antipathy based
upon a faulty and inflexible generalization. It may be felt or
expressed. It may be directed toward a group as a whole, or
toward an individual because he is a member of that group.
But can be positive or negative valence
Stereotypes are cognitive processes, prejudice is affective/
emotional
Cognitive and affective processes are connected, but not
entirely overlapping
Feelings and cognitions can often be in conflict
Minimal Group Paradigm (Hogg & Abrams, 1988; Brewer &
Brown, 1998)- the mere existence of social groups, even
meaningless and arbitrary groups, leads to prejudice based on
group membership.
In-group favoritism occurs automatically and unconsciously-
they display bias towards ingroup without even knowing it
Evaluate ingroup more positively, provide more resources to
them, and evaluate performance better.
Minimal requirements- divide group into us vs. them
Don’t need cognitions for the gut-level emotional reaction of
prejudice
Racial prejudice – much more complex interaction of history
and power to create prejudicial feelings
Much more than can be created in the laboratory
The universal tendency to favor the ingroup only provides a
basis for racism
Societal variables turn it into a more systemic, insidious
phenomenon
Discrimination
Types of Discrimination
7. Antilocution
Avoidance
Discrimination
Physical Attack
Extermination
Bark vs. Bite?
What about today?
Overt to the Covert
Conscious to Unconscious
Explicit to Implicit
8
Behavior
Any negative attitude will likely express itself as a behavior in
some way.
The more intense the attitude, the more likely to be hostile
action
Types of Overt Discrimination (Allport, 2000)
Antilocution: Talk about prejudices with friends, sometimes
strangers
Avoidance: Avoid members of disliked groups
Discrimination: actively excludes someone- housing,
employment, rights, opportunities, churches, hospitals, social
privileges.
semiviolence (property destruction)
Extermination: lynchings, pogroms, massacres, genocide
Bark is often worse than Bite:
La Piere (1934)- traveled US with Chinese couple, stopped at 66
sleeping places, 184 eating placed and were refused service
only once.
8. Afterwords, in a questionnaire, 93% of restaurants and 92% of
the hotels said they would not serve Chinese people (control
group had similar responses).
Confirmed by Kutner, Wilkins, and Yarrow (1952).
Allport’s conclusion: “Where clear conflicts exists, with law
and conscience on the one side, and with custom and prejudice
on the other, discrimination is practiced chiefly in covert and
indirect ways, and not primarily in face-to-face situations where
embarassment would result.
Cultural Emotion
FEAR
(Meriam Webster)
1 a : an unpleasant often strong emotion caused by anticipation
or awareness of danger
b (1) : an instance of this emotion
(2) : a state marked by this emotion
2 : anxious concern : solicitude
3 : profound reverence and awe especially toward God
4 : reason for alarm : danger
Sociology of Fear: Chapman University Study
Survey on American Fears, Chapman University has tried to
identify what Americans fear the most.
Nobody has ever cracked the code of human emotions. Our
9. feelings are rooted within the depths of our physiology, but our
cheers and screams are also products of our environment. Put
in sociological terms, “fearfulness in varying degrees is part of
the very fabric of everyday social relations”.
The survey explored four categories of fear: personal fears,
natural disasters, paranormal fears, and drivers of fear behavior.
The top American domains of fear averaged to be man-made
disasters, technology, and government. Given the political
transformations and technological developments taking place
today, the results seem spot on.
Sociology of Fear
Do the right thing: What’s the Cultural Emotion in this scene—
define and discuss intersections
https://www.youtube.com/watch?v=HbA1YOueC_A
Work in small groups around your class seat/table and do the
following:
Describe the cultural emotions for each character in the scene:
Sal, Buggin’-out, Vito, Pino, Mookie.
Explain how the cultural emotions captured in this scene go
from low, moderate to high intensity?
10. Analytical FrameworkElements of an Emotion SalBuggin-
OutPinoMookieVitoPhysiological Changes—Emotion
arousalExpressive GesturesEmotion LabelSituational Cues
Intensity of Cultural EmotionsIdentity and Social RelationsLow
ModerateHighSalBuggin-out
Identity and Social Relations
Identity/Social RelationsSalBuggin-outClass/Social
StatusRacial/Ethnic Gender/TransgenderSexualitySocial
Movement
Cultural Emotion
DISGUST
(Meriam Webster)
1: a strong feeling of dislike for something that has a very
unpleasant appearance, taste, smell, etc.
2 : annoyance and anger that you feel toward something because
it is not good, fair, appropriate, etc.
Sociology of Disgust—The Disgust Scale
11. Disgust is a fascinating emotion. Its elicitors are a puzzle: it
makes sense that we are disgusted by things that can
contaminate our food, but why does this food-related emotion
extend itself so deeply into our social world, so that people feel
disgusted by certain ethnic groups (or by racism), by
homosexuality (or by homophobia), and by a variety of social
and moral violations that don't involve anything physically
contaminating?
Disgust appears to play a role in moral judgment, moral
conflict, and ethno-political violence. (For the best work on
disgust and politics, see David Pizarro.) Disgust has clinical
ramifications, for it seems to be involved in obsessive-
compulsive disorder and in a variety of phobias. (For the best
work on clinical implications, see Bunmi Olatunji.) Disgust
even has religious ramifications, for it appears to be part of the
psychological foundation of culturally widespread ideas of
purity and pollution. Many religions (e.g., Judaism, Islam, and
Hinduism) have extensive rules for regulating human bodily
processes and keeping them separated from sacred objects and
practices. Disgust appears to provide part of the structure of
these rules and practices.
The Disgust Scale is a self-report personality scale that was
developed by Jonathan Haidt, Clark McCauley, and Paul Rozin
as a general tool for the study of disgust. It is used to measure
individual differences in sensitivity to disgust, and to examine
the relationships among different kinds of disgust.
To take the disgust scale online and see your score and how it
compares to others, please go to www.YourMorals.org and
register. Then, on the "explore your morals" page, take the
"disgust scale"
Cultural Emotion
SHAME
12. (Meriam Webster)
1 a : a painful emotion caused by consciousness of guilt,
shortcoming, or impropriety
b : the susceptibility to such emotion have you no shame?
2 : a condition of humiliating disgrace or disrepute : ignominy
the shame of being arrested
3 a : something that brings censure or reproach; also :
something to be regretted : pity it's a shame you can't go
Sociology of Shame: The Overdose of Shame: A Sociological
and Historical Self-Exploration Haing Kao (2004)
Shame is best defined through its contrast and comparison with
guilt, an emotion that is often confused with shame. This is
detailed in a paper entitled, “Shame and Guilt and Their
Relationship to Positive Expectations and Anger
Expressiveness”:
In contrast, shame typically involves an acutely painful
experience that is overwhelmingly self-focused and more
diffuse than guilt ... Individuals experiencing shame might feel
a sense of worthlessness, incompetence, or a generalized feeling
of contempt for themselves, thereby demonstrating a reflection
of overly harsh self-evaluations.
Consequently, repeated experiences of shame have been found
to be associated with a number of negative cognitive behavioral
13. experiences, including depression, selfderogation, shyness,
interpersonal anxiety, perfectionism, and a diffuse-oriented
identity (Lutwak et al., 2001)
Social Relations of Shame
FAMILY AND CULTURAL SHAME
INTERGENERATIONAL VARIANCES, AND CYCLES OF
SHAME
CLASS, RACE, GENDER, COMPARATIVE HISTORIES, AND
SHAME
SHAME AND SOCIAL RESPONSIBILITY
Do the right thing: What’s the Cultural Emotion in this scene—
define and discuss intersections
https://www.youtube.com/watch?v=467jwrMlWNc
Work in small groups around your class seat/table and do the
following:
Describe the cultural emotions for each character in the scene:
De Mayor and the Male Youth
Explain how the cultural emotions captured in this scene go
from low, moderate to high intensity?
Analytical FrameworkElement of an EmotionDe MayorMale
Youth #1Male Youth #2Female YouthMale Youth
#3Physiological Changes—Emotion arousalExpressive
GesturesEmotion LabelSituational Cues
14. Intensity of Cultural EmotionsIdentity and Social RelationsLow
ModerateHighDe MayorMale Youth #1
Identity and Social RelationsIdentity/Social RelationsDe
MayorMale Youth #1Class/Social StatusRacial/Eth nic
Gender/TransgenderSexualitySocial Movement
Cultural Emotion LOVE (Meriam Webster)
1 a (1) : strong affection for another arising out of kinship or
personal ties maternal love for a child (2) : attraction based on
sexual desire : affection and tenderness felt by lovers After all
these years, they are still very much in love. (3) : affection
based on admiration, benevolence, or common interests love for
his old schoolmates b : an assurance of affection give her my
love
2 : warm attachment, enthusiasm, or devotion love of the sea
3 a : the object of attachment, devotion, or admiration baseball
was his first love b (1) : a beloved person : darling —often used
as a term of endearment (2) British —used as an informal term
of address
4 a : unselfish loyal and benevolent (see benevolent 1a) concern
for the good of another: such as (1) : the fatherly concern of
God for humankind (2) : brotherly concern for others b : a
person's adoration of God
5 : a god (such as Cupid or Eros) or personification of love
6 : an amorous episode : love affair
7 : the sexual embrace : copulation
8 : a score of zero (as in tennis)
9 capitalized, Christian Science : god
15. Sociology of Love
Love and intimacy go hand in hand. Love is the physical,
emotional, sexual, intellectual, or social affection one person
holds for another. Concepts related to love include: adore,
desire, prefer, possess, care for, serve, and even worship.
Intimacy, on the other hand, is a close relationship where
mutual acceptance, nurturance, and trust are shared at some
level. In order to understand love in human relationships, you
must first understand how the socialized self either enhances or
inhibits your capacity to love.
Your socialized self develops under the supervision of your
caregiver or parent(s). When you were a newborn, you were
totally dependent upon the adults in your life to take care of
your needs and raise you in a safe environment. You had to be
fed and clothed, bathed and held, and loved and appreciated.
Your caregivers provided these basic needs in your early
development, and during this time, attachments were formed.
An attachment is an emotional and social bond that forms
between one person and another. Humans are considered highly
motivated to form attachments throughout their lives.
https://www.youtube.com/watch?v=apzXGEbZht0
Zones of Vulnerability: White Heteronormative Example
Some Conceptual Types of Love
16. Unconditional love is the sincere love that does not vary
regardless of the actions of the person who is loved.
Romantic love is based on continual courtship and physical
intimacy.
Infatuation is a temporary state of love where the other person
is overly idealized and seen in narrow and extremely positive
terms.
Committed love is a love that is loyal and devoted.
Altruism is a selfless type of love that serves others while not
serving the one who is altruistic.
Sexual or passionate lovers are focused on the intensely sensual
pleasures that are found with the senses of taste, smell, touch,
feel, hear, and sight.
Friendship love includes intimacy and trust among close
friends.
Criteria or realistic love is the love feelings you have when your
list of a potential mate’s personal traits is met in the other
person.
Obsessive love is an unhealthy love type where conflict and
dramatic extremes in the relationship are both the goal and the
17. theme of the couple’s love.
Deceptive love is formed when one or both partners either
consciously or unconsciously mislead the other in an effort to
dishonestly establish trust and intimacy
Catch and release mode one partner lures the other in by
pretending to experience all the romance and trappings of
falling in love when in reality he or she is tricking the other
person.
Black widow/widower mode there is calculated and precise
deception designed to lure the other into a relationship for
ulterior motives.
Conclusion: Cultural Emotions
Fluid
Flexible
Dynamic
Interactional
18. Relational
Intersectional
Table One. —Matrix of Cultural Emotions by Identities and
Relations of Selected Sociological DOMAINSCultural
EmotionsClass/Social Status (SES)Gendered/
TransgenderedRace and Ethnicity
RacializationSexuality/
Transsexuality/
QueerSocial MovementsPainHateFearDisgustShameLove
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Running head: TEAM MANAGEMENT 1
1
Team Management in Organizational Decision Making
Student’s Name
Institutional Affiliation
Course Title
Submission Date
Team Management in Organizational Decision Making
The effectiveness of decision making depends on the reason for
making that decision and the people who will be directly
affected by it. However, I believe that groups are better
decision-makers since many views will be combined to establish
more effective decisions than the individual one, which may be
solely based on errors from one individual making it
(Macgowan, 2013). Group decision making is effective when
the decision will affect a group, and there is a long time to
debate various decisions presented to arrive at the most
appropriate one while individual decision making is appropriate
20. when there is no much time to deliberate on the issues at hand
and when the decision made will impact only one person.
The possible biases and erratic points that are likely to arise in
team communication include ethnic differences, disruption by
one or more parties, unstructured hierarchy, and issued based on
gender issues (Adams, 2014). The complexity of duty can also
determine the possibility of experiencing an error in
communication systems with a team. One key example of how
an error in communication can lead to disaster is using it in an
ethnically and culturally diverse team, which implies that other
members’ cultural provisions will be jeopardized.
The key symptoms of groupthink include belief in inherent
morality, having an illusion that the group is not vulnerable,
stereotypical views among members, and the illusion of
unanimity (Macgowan, 2013). Hence, these symptoms pose
problems in decision making since every member believes that
they are entitled to their stereotypes and views regardless of
whether other group members take them negatively or not. Also,
group members ignore potential risks, which may consequently
affect the entire group processes.
References
Adams, K. (2014). Communicating in Groups: Applications and
Skills. New York, NY: McGraw-Hill Higher Education.
Macgowan, M. J. (2013). Group Dynamics. Encyclopedia of
Social Work. doi:10.1093/acrefore/9780199975839.013.166