Culture:
• Culture: definition- pg 35 in Pretoruis.
• Components of culture:
• Cognitive component- pg 36 in Pretoruis.
• Normative component- pg 37 in Pretoruis.
• Symbolic component- pg 39 in Pretoruis.
Cultural concepts:
• Subcultures- pg 44 in Pretoruis.
• Cultural change- pg 44 in Pretoruis.
• Cultural competence (aspects of cultural identity)- pg 47 in Pretoruis.
• Culture shock- pg 37 in Du Toit.
• Cultural lag- pg 37 in Pretoruis.
• Ethnocentrism- pg 39 in Du Toit
• Xenocentrism- pg 39 in Du Toit
• Xenophobia- pg 40 in Du Toit
Culture formation and expansion
Pg’s 40-43 in Du Toit.
Cultural diversity is the term used to describe many different cultures co-existing within one larger culture. The fact that we can eat so many different types of cuisine in the United States is because people from other countries have immigrated to the US and brought aspects of their own cultures with them. This means that under the umbrella of American culture there are actually many different ethnic traditions being practiced in communities around the country.
As an abstract concept, cultural diversity is actually pretty straightforward; however, finding a concrete definition of culture can be a little bit tricky. This is because the definition of culture can change depending on who's using it and the context in which it's being used. For example, some people use the term to describe the creative arts, like dancing or painting, while others use it in a much broader context to refer to all of the traditions, practices, and belief systems of a particular population of people. For the purposes of this lesson, we are going to look at culture as the latter of these two definitions.
Cultural diversity is the term used to describe many different cultures co-existing within one larger culture. The fact that we can eat so many different types of cuisine in the United States is because people from other countries have immigrated to the US and brought aspects of their own cultures with them. This means that under the umbrella of American culture there are actually many different ethnic traditions being practiced in communities around the country.
As an abstract concept, cultural diversity is actually pretty straightforward; however, finding a concrete definition of culture can be a little bit tricky. This is because the definition of culture can change depending on who's using it and the context in which it's being used. For example, some people use the term to describe the creative arts, like dancing or painting, while others use it in a much broader context to refer to all of the traditions, practices, and belief systems of a particular population of people. For the purposes of this lesson, we are going to look at culture as the latter of these two definitions.
Culture defined in one slide, how does it created and how does it change overtime. As we know, culture is part of our daily life, there is no society without culture. It is intergrated. Thus in this slide will provide a basic understanding about culture. Anthropology and Sociology Department of University Malaya.
This includes parameters to define cultural diversity and what is cultural diversity at work places,how to manage it followed by Indian cultural diversity
An introduction to Ethnocentrism & Enculturation from the Cross-cultural Psychology Perspectives. A Presentation summary based on the book from Matsumoto, D. & Juang, L. (2007). Culture and Psychology (4th Ed.). Wadsworth.
Culture defined in one slide, how does it created and how does it change overtime. As we know, culture is part of our daily life, there is no society without culture. It is intergrated. Thus in this slide will provide a basic understanding about culture. Anthropology and Sociology Department of University Malaya.
This includes parameters to define cultural diversity and what is cultural diversity at work places,how to manage it followed by Indian cultural diversity
An introduction to Ethnocentrism & Enculturation from the Cross-cultural Psychology Perspectives. A Presentation summary based on the book from Matsumoto, D. & Juang, L. (2007). Culture and Psychology (4th Ed.). Wadsworth.
This presentation will give you information about Historical overview of african Peoples African arts and crafts Folklore and religion Clothing and CuisineAfrican music and there Languages find more http://www.ghanalive.tv/
ABRA-1.pptx Cordillera heritage in college degreeLimsonbanagyo
Cordillera heritage college subject of the cordillera administrative region that help student to develop and appreciate the culture of our ancestors and preserve the rich heritage in the region. It's is the one requirements in the all the tertiary in the cordillera. Abra is one of the province in cordillera have an rich culture. In this file you will be learn such culture and how it's be at present
S Williams 1Running header An Individual’s Culture.docxjeffsrosalyn
S Williams 1
Running header: An Individual’s Culture
Sociology Assignment Paper
Observation of an Individual’s Culture Different to Mine
Sa’Lerial Williams
College of the Mainland
Professor Sabido
Intro to Sociology
July. 26 2019
Observation of an Individual’s Culture Different to Mine
For this sociology assignment paper, I have selected a group of people to whom I met at an event related to their festival. These people are Nepalese, and their culture is totally different from my culture. One of my friends took me to their event with him; a boy named Bhatt was my friend’s friend, who is from Nepal. Bhatt is an Asian male, I just got amazed at the initial introduction I started observing their culture in detail and was mesmerized. I just loved their culture and that’s why my topic of sociology paper is Nepalese culture. I have observed a lot of things in that event because there was a vast range of Nepalese traditional dresses, food, ways of celebration, etc. and later I also researched a lot about their culture. Individuals of Nepal usually greet others with Namaste as a customary salaam, as they did when I was in that event that is widely practiced in most of the nation. This group is approximately 23 million Nepalese who made 69 diverse linguistic and cultural groups, additionally recognized as ethnic associations existing in various parts of the country (Gopal & Verma, 1977). Essentially every ethnic group has their different clothes, vocalize their dialects or languages, and develop their religious traditions. People live under various distinct environmental and geographic familiarizations, from the low fields near the border of India, northward into the central valleys and hills of Mahabharata Mountain, and up to the tremendous manifest lowlands of the Himalayan region.
Languages: In Nepal commonly, there are a couple of significant groups of people located in high Himalayan range Tibetan font (Bhot Burmese or Tibeto-Burman) and low hill to Indo-Aryan (Bharopeli) mid-hill origin societies. Region of Himalayan villages groups who speak Tibetan origin Gurung of Manang, Tibetan Sherpa, Dolpo, Mustang district and Thakali of high plain of Mustang are observed in subalpine to Tran’s regions of Himalayan. The best recognized are the people of Sherpa who have achieved world fame and attention because of their skills of mountaineering. The word “Sherpa,” in English signified as a mountain leader, and Bhatt my friend's friend is from Sherpa, he had extraordinary skills and strength.
Sub-cultures: In the mid-hill frequently located Chepang, Gurung, Sunwar, Rai, Magar, Tamang, and Limbu groups, as well as different Mongoloid groups, exist in these areas. In towns, Kshetri, Punjabi, and Marbadi where different diverse groups are located. The groups of Magar, Gurung, Limbu, Rai, are popular in the world because of Gurkha solder.
Geography: In Terai Plain Lal (Mithila), Yadav, Jha, Singh, Majhi, Rajput, Kshetri, and many more people .
Essay on Cultural Globalization
Essay My Personal Culture
Essay about Culture Clash
Essay Human Culture
Essay about Understanding Culture
Essay about Cultural Experience
Abortion and other Causes of Early Pregnancy Bleeding.pdfChantal Settley
Describe common causes of bleeding in early pregnancy.
Describe the clinical classifications of abortion, the legal aspects of abortion in Ethiopia, and the safe methods used in health facilities.
Identify the warning signs and the emergency treatment required before referral for early pregnancy bleeding.
Describe the features of woman-friendly comprehensive post-abortion care, including the post-abortion family planning service
List the advantages of regionalised perinatal care.
Describe the functioning of a perinatal-care clinic.
Communicate better with patients and colleagues.
Safely transfer a patient to hospital.
Determine the maternal mortality rate.
Medical problems during pregnancy, labour and the puerperium.pdfChantal Settley
Diagnose and manage cystitis.
Reduce the incidence of acute pyelonephritis in pregnancy.
Diagnose and manage acute pyelonephritis in pregnancy.
Diagnose and manage anaemia during pregnancy.
Identify patients who may possibly have heart valve disease.
Manage a patient with heart valve disease during labour and the puerperium.
Manage a patient with diabetes mellitus.
Explain the wider meaning of family planning.
Give contraceptive counselling.
List the efficiency, contraindications and side effects of the various contraceptive methods.
List the important health benefits of contraception.
Advise a postpartum patient on the most appropriate method of contraception.
Define the puerperium.
List the physical changes which occur during the puerperium.
Manage the normal puerperium.
Assess a patient at the 6-week postnatal visit.
Diagnose and manage the various causes of puerperal pyrexia.
Recognise the puerperal psychiatric disorders.
Diagnose and manage secondary postpartum haemorrhage.
Teach the patient the concept of ‘the mother as a monitor’.
Uterine contractions continue, although less frequently than in the second stage.
The uterus contracts and becomes smaller and, as a result, the placenta separates.
The placenta is squeezed out of the upper uterine segment into the lower uterine segment and vagina. The placenta is then delivered.
The contraction of the uterine muscle compresses the uterine blood vessels and this prevents bleeding. Thereafter, clotting (coagulation) takes place in the uterine blood vessels due to the normal clotting mechanism.
Identify the onset of the second stage of labour.
Decide when the patient should start to bear down.
Communicate effectively with the patient during labour.
Use the maternal effort to the best advantage when the patient bears down.
Make careful observations during the second stage of labour.
Assess the fetal condition during the time the patient bears down.
Accurately evaluate progress in the second stage of labour.
Manage a patient with a prolonged second stage of labour.
Diagnose and manage impacted shoulders.
Monitoring the condition of the fetus during the first stage of labour.pdfChantal Settley
Monitor the condition of the fetus during labour.
Record the findings on the partogram.
Understand the significance of the findings.
Understand the causes and signs of fetal distress.
Interpret the significance of different fetal heart rate patterns and meconium-stained liquor.
Manage any abnormalities which are detected.
1.1 Define and use correctly all of the key terms
1.2 Describe the signs of true labour and distinguish between true and false labour
1.3 Explain to the mother how to recognise the onset of true labour
1.4 Describe the characteristic features and mechanisms of the four stages of labour
1.5 Describe the seven cardinal movements made by the baby as it descends the birth canal in a normal labour
10.2 Preterm labour and preterm rupture of the membranes.pdfChantal Settley
Define preterm labour and preterm rupture of the membranes.
Understand why these conditions are very important.
Understand the role of infection in causing preterm labour and preterm rupture of the membranes.
List which patients are at increased risk of these conditions.
Understand what preventive measures should be taken.
Diagnose preterm labour and preterm rupture of the membranes.
Manage these conditions.
Understand why an antepartum haemorrhage should always be regarded as serious.
Provide the initial management of a patient presenting with an antepartum haemorrhage.
Understand that it is sometimes necessary to deliver the fetus as soon as possible, in order to save the life of the mother or infant.
Diagnose the cause of the bleeding from the history and examination of the patient.
Correctly manage each of the causes of antepartum haemorrhage.
Diagnose the cause of a blood-stained vaginal discharge and administer appropriate treatment.
Define hypertension in pregnancy.
Give a simple classification of the hypertensive disorders of pregnancy.
Diagnose pre-eclampsia and chronic hypertension.
Explain why the hypertensive disorders of pregnancy must always be regarded as serious.
List which patients are at risk of developing pre-eclampsia.
List the complications of pre-eclampsia.
Differentiate pre-eclampsia from pre-eclampsia with severe features.
Give a practical guide to the management of pre-eclampsia.
Provide emergency management for eclampsia.
Manage gestational hypertension and chronic hypertension during pregnancy.
7.2 New Microsoft PowerPoint Presentation (2).pdfChantal Settley
Welcome the woman and ask her to sit near you and facing you.
Smile and make good eye contact with her.
Reassure her that you will always maintain her privacy and confidentiality
Without her permission, do not include a third person in the meeting.
Use simple non-medical language and terminologies throughout that she can understand, and check frequently that she has really understood.
Actively listen to her, using gestures and verbal communication to show her that you are paying attention to what she says.
Encourage her to ask questions, express her needs and concerns, and seek clarification of any information that she does not understand.
6.4 Assessment of fetal growth and condition during pregnancy.pdfChantal Settley
When you have completed this unit you should be able to:
• Assess normal fetal growth.
• List the causes of intra-uterine growth restriction.
• Understand the importance of measuring the symphysis-fundus height.
• Understand the clinical significance of fetal movements.
• Use a fetal-movement chart.
• Manage a patient with decreased fetal movements.
• Understand the value of antenatal fetal heart rate monitoring.
What possible complications to look for:
Antepartum haemorrhage
Pre-eclampsia
proteinuria and a rise in the blood pressure.
Cervical changes
Symphysis-fundus height measurement
below the 10th centile?
above the 90th centile?
To review and act on the results of the screening or special investigations done at the booking visit.
2. To perform the second assessment for risk factors.
If possible, all the results of the screening tests should be obtained at the first visit.
Assess normal fetal growth.
List the causes of intra-uterine growth restriction.
Understand the importance of measuring the symphysis-fundus height.
Understand the clinical significance of fetal movements.
Use a fetal-movement chart.
Manage a patient with decreased fetal movements.
Understand the value of antenatal fetal heart rate monitoring.
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
Cancer cell metabolism: special Reference to Lactate PathwayAADYARAJPANDEY1
Normal Cell Metabolism:
Cellular respiration describes the series of steps that cells use to break down sugar and other chemicals to get the energy we need to function.
Energy is stored in the bonds of glucose and when glucose is broken down, much of that energy is released.
Cell utilize energy in the form of ATP.
The first step of respiration is called glycolysis. In a series of steps, glycolysis breaks glucose into two smaller molecules - a chemical called pyruvate. A small amount of ATP is formed during this process.
Most healthy cells continue the breakdown in a second process, called the Kreb's cycle. The Kreb's cycle allows cells to “burn” the pyruvates made in glycolysis to get more ATP.
The last step in the breakdown of glucose is called oxidative phosphorylation (Ox-Phos).
It takes place in specialized cell structures called mitochondria. This process produces a large amount of ATP. Importantly, cells need oxygen to complete oxidative phosphorylation.
If a cell completes only glycolysis, only 2 molecules of ATP are made per glucose. However, if the cell completes the entire respiration process (glycolysis - Kreb's - oxidative phosphorylation), about 36 molecules of ATP are created, giving it much more energy to use.
IN CANCER CELL:
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
introduction to WARBERG PHENOMENA:
WARBURG EFFECT Usually, cancer cells are highly glycolytic (glucose addiction) and take up more glucose than do normal cells from outside.
Otto Heinrich Warburg (; 8 October 1883 – 1 August 1970) In 1931 was awarded the Nobel Prize in Physiology for his "discovery of the nature and mode of action of the respiratory enzyme.
WARNBURG EFFECT : cancer cells under aerobic (well-oxygenated) conditions to metabolize glucose to lactate (aerobic glycolysis) is known as the Warburg effect. Warburg made the observation that tumor slices consume glucose and secrete lactate at a higher rate than normal tissues.
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
This presentation explores a brief idea about the structural and functional attributes of nucleotides, the structure and function of genetic materials along with the impact of UV rays and pH upon them.
Multi-source connectivity as the driver of solar wind variability in the heli...Sérgio Sacani
The ambient solar wind that flls the heliosphere originates from multiple
sources in the solar corona and is highly structured. It is often described
as high-speed, relatively homogeneous, plasma streams from coronal
holes and slow-speed, highly variable, streams whose source regions are
under debate. A key goal of ESA/NASA’s Solar Orbiter mission is to identify
solar wind sources and understand what drives the complexity seen in the
heliosphere. By combining magnetic feld modelling and spectroscopic
techniques with high-resolution observations and measurements, we show
that the solar wind variability detected in situ by Solar Orbiter in March
2022 is driven by spatio-temporal changes in the magnetic connectivity to
multiple sources in the solar atmosphere. The magnetic feld footpoints
connected to the spacecraft moved from the boundaries of a coronal hole
to one active region (12961) and then across to another region (12957). This
is refected in the in situ measurements, which show the transition from fast
to highly Alfvénic then to slow solar wind that is disrupted by the arrival of
a coronal mass ejection. Our results describe solar wind variability at 0.5 au
but are applicable to near-Earth observatories.
(May 29th, 2024) Advancements in Intravital Microscopy- Insights for Preclini...Scintica Instrumentation
Intravital microscopy (IVM) is a powerful tool utilized to study cellular behavior over time and space in vivo. Much of our understanding of cell biology has been accomplished using various in vitro and ex vivo methods; however, these studies do not necessarily reflect the natural dynamics of biological processes. Unlike traditional cell culture or fixed tissue imaging, IVM allows for the ultra-fast high-resolution imaging of cellular processes over time and space and were studied in its natural environment. Real-time visualization of biological processes in the context of an intact organism helps maintain physiological relevance and provide insights into the progression of disease, response to treatments or developmental processes.
In this webinar we give an overview of advanced applications of the IVM system in preclinical research. IVIM technology is a provider of all-in-one intravital microscopy systems and solutions optimized for in vivo imaging of live animal models at sub-micron resolution. The system’s unique features and user-friendly software enables researchers to probe fast dynamic biological processes such as immune cell tracking, cell-cell interaction as well as vascularization and tumor metastasis with exceptional detail. This webinar will also give an overview of IVM being utilized in drug development, offering a view into the intricate interaction between drugs/nanoparticles and tissues in vivo and allows for the evaluation of therapeutic intervention in a variety of tissues and organs. This interdisciplinary collaboration continues to drive the advancements of novel therapeutic strategies.
2. Definition of culture- pg 54 in Du Toit
The total of the man-made
environment and products,
material and non-material, which
is carried forward from generation
to generation.
3. Culture
1. Culture is being seen as a state of mind.
2. Culture is related to the idea of civilization.
3. Culture is the collective body of arts and intellectual work within any
society.
4. Culture is a whole way of life (as a social Heritage)
4. Culture in SA
Diverse
Languages
Values
Effective nursing care- tolerance
5. South African cultures
South Africa’s culture is one of the most diverse in the world and has given
rise to the term “Rainbow Nation”.
With 11 official languages and 8 other recognised languages, the rich culture
of each of these groups brings its own vibrancy to our diversity.
6. How did we get so many different
cultures in one country?
The original South African individuals- KhoiKhoi
and San.
They were joined by two main migrations – that of
the Bantu peoples from the north in Africa and
the colonisation by the Europeans from the south,
all bringing their own cultures, skills, arts and
farming methods with them.
7. How did we get so many different
cultures in one country?
KhoiKhoi and San culture in South Africa
The indigenous KhoiKhoi and San were the early artists of South Africa
as can be seen in the wonderful rock art across the country. The San,
known as “Bushmen” were extraordinary hunters and trackers, and
their tracking skills are still invaluable in the fight against poachers.
Today, their language is under threat, as is their nomadic way of life
in the desert regions of the country. Organisations are at work to try
and preserve this special culture with projects like bringing the
language back into the school curriculum.
8. How did we get so many different
cultures in one country?
The Bantu migrants were not all of the same culture; there were the
Zulu, Xhosa, Sotho, Ndebele, Shangaan and Venda to name a few,
each with their own colourful and interesting way of life.
It is a popular tourist attraction to see these traditional cultures with
their interesting homes, dress, wonderful beadwork, pottery, arts &
crafts and cultural events in the rural areas.
9. How did we get so many different
cultures in one country?
Zulu culture in South Africa
The Zulu traditional culture was well known for the ferocity of its shield
bearing warriors, especially under Shaka; for its beadwork and basketry and
the beehive grass huts that pepper the KwaZulu-Natal hills.
10. How did we get so many different
cultures in one country?
Zulu beliefs are based on the presence of ancestral
spirits, which often appear in dreams, and a supreme
being who is seldom involved in the affairs of mortals.
Magic is used and many cases of illness or bad luck are
considered to be caused by an evil spirit.
A diviner will communicate with the spirits or use
natural herbs and prayers to get rid of the problem.
11. How did we get so many different
cultures in one country?
12. How did we get so many different
cultures in one country?
Xhosa culture in South Africa
The Xhosa culture is well known for the complex dress
code that indicates a person’s social standing. How
senior they are, if they are married or single, if they are
the new wife or have had a baby – all shown in the
headdress and dress of the wearer. A combination of a
long skirt with no slit in front, together with a marriage
bib and two beaded aprons means the wearer is a
widow.
13. How did we get so many different
cultures in one country?
The more elaborate the hat, the more senior the
wearer. Only young girls may go around bare-breasted.
The pipe smoking of Xhosa women is also well known
and a huge variety of beaded pipes
abound. Traditionalists were described as ‘Red’ because
of their practice of daubing (ukuqaba) red clay on their
faces and bodies. Women and men also use cosmetic
white clay on their faces.
14. How did we get so many different
cultures in one country?
15. How did we get so many different
cultures in one country?
Ndebele culture in South Africa
The Ndebele culture is renowned for the skill of the
women who decorate their homes in vibrant geometric
designs. Skills are passed from mother to daughter and
the shapes used are often inspired by their intricately
fashioned beadwork. Ndebele woman wear neck rings
and traditional blankets of striking colours.
16. How did we get so many different
cultures in one country?
17. How did we get so many different
cultures in one country?
Sotho culture in South Africa and Lesotho
The Sotho groups of the South Sotho, Pedi and Tswana have
some major cultural differences from the Nguni group (Zulu,
Xhosa, Ndebele and Swazi), especially with respect to how
they organise their villages and their marriages. The Sotho
peoples tend to organise their homes into villages, rather
than scattered settlements. In Nguni society, marriages to
kin is frowned on while the Sotho will seek brides from kin,
notably cousins on the maternal side.
18. How did we get so many different
cultures in one country?
19. How did we get so many different
cultures in one country?
The Shangaan culture in South Africa
The Shangaan people are located mainly in the area of
the Kruger Park in Mpumalanga. Their culture is of
mixed ancestry and was brought about due to the
military actions of Soshangane, one of Shaka’s generals
who fell into disfavour. To escape Shaka, Soshangane
fled north, through Swaziland, finally settling in
Mozambique. His men found wives among the locals –
among them Tsongas – and thus the Shangaan people
were established.
20. How did we get so many different
cultures in one country?
21. How did we get so many different
cultures in one country?
The Venda culture in South Africa
The Soutpansberg Mountains of the Limpopo Province in South Africa is the
home of the Venda people, the smallest of the South Africa cultures.
22. How did we get so many different
cultures in one country?
The Venda culture is built on a vibrant mythical belief
system, and water is an import theme, believing lakes
and rivers to be sacred, and that rains are controlled by
the Python God. One of the most sacred sites of the
Venda is Lake Fundudzi where annual rites are held.
This is where the famous Domba Python Dance is held
and young maidens, as the final stage of their initiation
into womanhood, line up in single file and dance in long
winding lines, like a snake. The Domba is also important
to secure good rains for the following season.
23. How did we get so many different
cultures in one country?
24. How did we get so many different
cultures in one country?
The culture brought to South Africa by the European settlers
The European settlers were also from different cultures of which the Dutch
were the most influential. They were joined by the French Huguenots, British
and German Settlers, each bringing their own flavour to the mix.
25. How did we get so many different
cultures in one country?
26. How did we get so many different
cultures in one country?
Indian, Chinese and Cape Malay culture in South Africa
As South Africa developed, more labour was required and Indian and Chinese
indentured labourers were brought in, as were slaves from Madagascar, East
Africa and the East Indies.
27. How did we get so many different
cultures in one country?
Today, many of the younger generation from all cultures have moved to the
city where they lead a Westernised lifestyle and speak either English or
Afrikaans in addition to their home language. Many live in the “Township”
areas where township tours are a must for visitors.
Over time, the townships developed a unique fusion of culture which has its
expression in the music, art and food. The very interesting art forms, using
everything from plastic strips to bicycle spokes will keep you enthralled. Local
music is vibrant and a visit to a shebeen, the local pub, is always a hit.
28. The Components of Culture: Symbols,
Language, Values and Norms
All cultures include symbols which confer meanings to
things and events.
These symbols are expressed through what we call
language. Language conveys the beliefs and values of
a culture.
Values are ideas. These ideas are translated into
norms which give us in concrete terms how we should
behave.
29. Culture
In sociological sense: Includes the total way of life of a group of
people. This way of life is shared, it comprises some
learning/teaching, and is based on symbols.
The social grouping sharing a way of life can be a nation, a region or
even an occupation.
Within a group in which most members share what we call the
dominant culture- these being subcultures
We are all born cultureless- and have to be taught our culture by
various individuals, such as our parents
This process is called socialisation
All new parents are actively involved in socialisation when they teach
their children to talk, walk and behave
30. Culture
Culture is an element of society- the most extensive element
It can be described as society’s ‘personality’ and comprises the
following aspects of social life: behaviors, norms, values, beliefs and
the physical artefacts, i.e. all the objects made by the members of a
society.
The latter, tangible products of human society are what we call
material culture e.g. cars, televisions, beds, homes, churches,
technology, paintings, etc.
Intangible creations or objects of human society (non-material
culture), includes knowledge, beliefs, norms, values, symbols and
language.
31. Material Culture and
Non-material Culture
Material culture
Physical features that define a
particular culture, society, or
group, such as jewelry, art,
buildings, weapons, machines,
clothing, hairstyles, etc.
Non-material Culture
Non-physical aspects like a group’s
ways of thinking (beliefs, values,
and assumptions) and common
patterns of behavior (language,
gestures, and other forms of
interaction).
32. Components of Culture
1) Knowledge and beliefs- the
Cognitive Component
2) Value and Norms- the Normative
Component
3) Symbols and Language- the
Symbolic Component
33. Components of Culture
The Cognitive Component:
Knowledge & Beliefs
Knowledge forms the foundation for social behaviour
Knowledge is a collection of relatively objective ideas and
facts about our physical and social worlds
Beliefs are ideas that are relatively subjective, unreliable
or not linked to evidence
We acquire our beliefs through the process of
socialisation; they help shape how we perceive our
surroundings and our personality development
34. Knowledge now is considered as a storage of information fact or assumption, and
these knowledge can be passed down from one generation to another.
Every culture has beliefs about health, disease, treatment, and health care providers. Not
scientifically based. FILLIPINOS: Children sometimes use the words "mama," "opo," "po" and "papa"
to show respect to their elders, and they may often take care of their parents when they age.
Some other folk beliefs are that paying debts at night will lead to poverty, having an itchy palm
means money is coming and using a coin found on the road leads to a shortage of money. It's also
common for women to not use medications during childbirth due to a belief that pain comes from
god, and for the father to take care of both mother and child for a month after delivery.
&
Seeing a black cat will bring bad luck . Avoid joining a meal of 13 people In Friday, do not clip
your nails
&
Roman Catholics belief that God’s Ten Commandments provide a moral compass — an ethical standard to live by.
35. Components of Culture
The Normative Component:
Values, Norms and sanctions
Comprises elements necessary for the maintenance of integration and
conformity in society
This component specifies the correct ways of thinking and behaving
and of defining morality
Values are defined as socially shared ideas or standards about what is
good, desirable or important
They represent general criteria for evaluating our own views and
actions or those of others
The social rules that determine how we ought to behave arise from
the values
Thus, laws against murder clearly reflect the value we place on
human life.
36. Components of Culture
The Normative Component:
Value, Norms and Sanctions (continued)
Sometimes the values within a society conflict
Most human populations, no matter how diverse, share at least some
consensus over values such as what is good or bad, appropriate or
inappropriate
The consensus is often not perfect, but without some degree of value
consensus, societies will be characterized by conflict and tension. Some
general values respected by most globally:
37. Values are defined as culturally defined standards of desirability, goodness and
beauty, which serve as broad guidelines for social living.
American values Japanese values European values
• Equality
• Individuality
• work hard, play hard
= success
• the sky is the limit
• Freedom
• Mobility
• Safety
• Competition
• efficiency
• obligation to the
group
• behaving according
to status
• Harmony
• Effort
• self-improvement
• self-criticism
• Aesthetics
• Intellectualism
• Socialism
• Tradition
• Leisure
• Sensuality
• Family and friendship
39. South African values……
Greeting- hellos and handshakes
Respect for elders
Pointing at things
Eat with the Right Hand
Time – A Little Less Important
Use Flexibility
Do NOT Publicly Show Anger, Frustration, or Impatience
Positive Communication
Relationships Matter
Don’t Talk Too Much During a Meal
Receive a Gift With Both Hands
The Un-Stated – “Sorry We’re Out”
https://migrationology.com/african-cultural-values-travel-africa-17/.
40. Components of Culture
The Normative Component:
Value, Norms and Sanctions (continued)
Norms are the social rules that specify how people should
behave
They serve to guide people’s actions in particular
situations and within particular roles, groups,
organizations and institutions
Eg tell us how to act in elevators, how to address our
parents, teachers and how to greet people
Norms can be prescriptive: defining how one ought to
behave in given situations OR
Norms can be proscriptive: defining how one ought not to
behave.
41. Cultural norms are the standards we live by. They are the shared expectations and rules
that guide behavior of people within social groups. Cultural norms are learned and
reinforced from parents, friends, teachers and others while growing up in a society. Norms
often differ across cultures. Eg: values regarding public behavior:
- Shake hands when you meet someone.
- Have direct eye contact with the person you are speaking with.
- Consume alcohol in moderation.
- Do not pick your nose.
- Say please and thank you.
- Be kind to the elderly, like opening a door or giving up your seat.
- When at someone’s home, ask permission, such as turning on the television or using the
bathroom.
- Stop at a red light.
- Go at a green light.
- Pull over for emergency vehicles.
- Drive on the right side of the road in the United States.
- Try to avoid burping or farting in public.
- Flush the toilet.
- Say "please" when asking for something.
- Say "thank you" when someone does something for you.
- Call to let someone know you will be late.
42. Components of Culture
The Normative Component:
Value, Norms and Sanctions (continued)
Folkways are norms that designate a society’s
customs for routine and casual interaction and for
distinguishing between right and rude.
They are weak norms that specify expectations
about proper behaviour
Violating folkways are not considered serious-
may be considered impolite and inappropriate
Will not be arrested for it
43. A Folkway is the traditional behaviour or way of life of a particular community or
group of people. Eg:
For example, the practice of waiting in (or on) line in many societies is an
example of a folkway. This practice creates order in the process of buying things
or receiving services, which smooths and expedites the tasks of our daily lives.
44. Components of Culture
The Normative Component:
Value, Norms and Sanctions (continued)
Mores (pronounced mo-rays)
Refers to strongly held norms that specify normal behavior and constitute
demands, not just expectations
Violation of mores involves a strong negative societal reaction
In many societies, some such norms are considered so important that they are
called laws
Some categories of people are put in charge of enforcing such laws and
specific punishment is imposed on violators
E.g. committing murder- brought to justice by laws and police, severely
punished by a judge
45. The term "mores" refers to the norms set by society, largely for behavior and
appearance. Individuals who do not follow social mores are often considered
social deviants. EG:
- It is not considered acceptable or mainstream to abuse drugs, particularly those
such as heroine and cocaine.
- It is expected that one would hold the door for a person behind him or her
when entering a building.
- It is expected that alcohol consumption in public will be in moderation.
- Talking to oneself in public is not considered a normal behavior.
- Adults are expected to work in order to support themselves.
- People are expected to be honest.
- If a promise is made, it is expected it will be kept.
Chewing with one's mouth closed is expected.
46. Components of Culture
The Normative Component:
Value, Norms and Sanctions (continued)
Norms guide behavior
How does society force people to obey the norms of a society?
Via Sanctions:
Can be positive (reward) or negative (punishment)
Can be informal (enacted by friends/family) or formal (enacted by formal
institution)
The process by which are used to make people conform is called social control
Socialization causes us to internalize cultural norms and impose constraints on
our own behavior
When we disregard an internalized norm, it results in our experiencing guilt
and shame
47. Sanctions are mechanisms of social control. Sanctions can either be positive
(rewards) or negative (punishment), and can arise from either formal or informal
control.
Positive sanctions:– an action that rewards a
particular kind of behavior!
Eg: Teachers give good grades for good work
Negative Sanctions – punishment or threat of
punishment to enforce conformity.
Eg: Traffic fine when ignoring red light
48. Components of Culture
The Symbolic Component:
Symbols and Language
A symbol is used to represent or stand for something. Can take various forms
Key example: Language. It differs across different cultures. It does more than
enable us to communicate. It can determine or influence how we think and it
can be a source of thought.
It can be a physical object such as a wedding ring standing for a promise
between two people
It can also be a characteristic of an object, like the Aids- awareness ribbon
Or a gesture: a fist raised in the air
49. Analyzing Culture
Due to different theories on the social phenomena,
culture is also being seen through different lenses
The theories help us to understand
Assists us to view our own culture more
objectively/scientifically
Malinowski (anthropologist in branch of functionalism): he
maintains that cultural phenomena do not develop
because people accidently or unintentionally invent them
or simply borrow them from others. Rather, they are
determined by basic needs and the possibilities of
satisfying these. 3 kinds of needs:
50. Analyzing Culture
Structural Functionalism
Biological needs: food, shelter, reproduction
Instrumental needs: social control, education, political
organization, economics
Integrative/symbolic needs: knowledge, religion, art
Stable orderly system with interrelated parts that serve
functions
Core values
Cultural universals: values found in every culture in the world
51. Analyzing Culture
Structural Functionalism
(continued)
Culture functions: to meet the needs of individuals rather than society
as a whole
When the needs of individuals- who comprise society are met, the
needs of society are also met
The way in which individuals’ needs are served, is that society
provides institutions, customary practices and beliefs
Eg for the need of production- the institution of marriage and family
has been provided
Eg to ensure order and stability- society has developed laws
Eg as means of intellectual, emotional and pragmatic control of
destiny and chance- society has developed magic and religion
52. Analyzing Culture
The Conflict perspective
Based on the assumption that social life is about competition and struggle
With members of powerful groups seeking to control scarce resources
Acc to this perspective of culture, values and norms help sustain the privileged position of the powerful
Culture thus reflects the interest of the rich and powerful in this perspective
Certain values- such as competitiveness- benefit the powerful like stimulating worker productivity,
enabling obtaining larger profits
By believing in competition, the powerless will feel that the powerful are entitled to their riches and
privileges
This illustrates the way in which certain ideas are cultural creations are used
A system of ideas that guides the way in which people think and act accordingly, is called ideology
(capitalism, communism and apartheid)
53. Analyzing Culture
Symbolic Interaction
Describes people as active in that they create, maintain and
modify culture during their numerous daily symbolic interactions
This means that one’s culture does not determine one’s behavior;
neither are the norms and values static-but dynamic in that we are
constantly interpreting and re- them, thus changing them
54. Concepts related to Culture
Cultural Universals &
Cultural Diversity
Cultural Universals – the
commonalities that cultures
share. Language, marriages,
health systems, religion,
economic system, recreation
Cultural Diversity- the
differences that cultures
share. different ways of
looking at things, different
ways of dressing, different
ways of expressing
personality/goodness
Cultural Relativity &
Ethnocentrism
Ethnocentrism: the practice of
judging another culture by the
standards of one’s own culture
and regarding one’s own as
superior.
Cultural relativism: the practice of
judging another culture by its own
standards
55. Subcultures
Groups within a group
They develop their own unique symbols, norms and values.
Can be formed around many aspects such as age, occupation, ethnic
group and sport interests
A person can belong to various subcultures simultaneously
Have unique traits
Do not oppose the dominate culture of a society (opposite of
counterculture)
Members of counterculture are likely to question the morality of the
majority group and engage in some or other form of protest activities
56. Subcultures:
Alcoholics Anonymous - a group for recovering alcoholics
Bikers - people interested in motorcycles and often form groups that travel
together
Bodybuilding - using certain exercises to build muscle
Emo - started with the hardcore punk movement, attitudes and dress are
melodramatic
Goth - characterized with dark hair, eyeliner, nail polish and clothes
Hip hop - started in South Bronx in the 70s, includes break dancing, graffiti, DJs
combining two songs and rap music
57. Cultural Change
Culture is not static, but changes over time
Something considered unacceptable
behavior years ago, may be acceptable now
Change is inevitable, people resist change
often
58. Cultural change: EXAMPLE
An invention that substantially changed culture was the development of the
birth control pill, which changed women's attitudes toward sex. Prior to the
introduction of the birth control pill, women were at a high risk of pregnancy
as a result of sex. After the introduction of the pill, their risk of pregnancy
was substantially reduced, increasing their willingness to engage in sexual
activity outside of wedlock.
59. Cultural lag
The term cultural lag refers to the notion that culture takes time to catch up
with technological innovations, and that social problems and conflicts are
caused by this lag.
Example: Medical technology is being used to keep people’s bodies
functioning long after they would otherwise have been considered dead. This
raises cultural questions about when life ends, who has the right to end
artificial life support, etc.
Needle-Free Diabetes Care
60. Cultural diffusion
Cultural diffusion is the spread of cultural beliefs and social activities from one group to
another. The mixing of world cultures through different ethnicities, religions and
nationalities has increased with advanced communication, transportation and technology.
Example1: Some people in the United States play hockey, which is played in Canada.
Example 2:The spread of music throughout the world shows cultural diffusion. For example,
jazz started as a blend of the music of Africa and the Caribbean.
61. Cultural Change- PG 44 in Pretoruis
3 main sources of influence responsible for change,
but also for resistance to change:
1) Forces within a society:
Invention: a key process of cultural change e.g. cellphones,
electronic money
Culture loss
2) Habit
3) Contact between societies:
When societies come into contact with one another; it leads
to change
Diffusion- the movement of cultural aspects from one
culture to another
Acculturation- when traits replace traditional cultural
patterns
62. Cultural contact & culture and health
Cultural Contact : occurs between cultural groups in the society
Culture and health:
- influences of culture on health and rehabilitation is important
- a good healthcare provider( able to recognize, learn about cultures of
his/her patients. Be aware of the fact that people define themselves
culturally)
- what should health providers do with such knowledge?
63. Cultural competence concepts
Cultural Awareness: involves the understanding of the
importance of cultural differences. Also entails being conscious
of one’s personal reactions to people who are different
Cultural Sensitivity: which goes beyond awareness and
comprises an appropriate attitude towards cultural differences
Cultural Competence: involves having the capabilities of
dealing with differences effectively
Cultural Responsiveness: which falls between sensitivity and
competence, is the ability to respond to a patient's care needs
in a way that matches the patient’s expectations
64. Cultural competence concepts
Cultural shock: an experience a person may have when one moves to
a cultural environment which is different from one's own; it is also the
personal disorientation a person may feel when experiencing an unfamiliar
way of life due to immigration or a visit to a new country, a move between
social environments.
Ethnocentrism: evaluation of other cultures according to preconceptions
originating in the standards and customs of one's own culture.
Xenocentrism: is the preference for the products, styles, or ideas of someone
else's culture rather than of one's own.
Xenophobia: dislike of or prejudice against people from other countries.
65. NB!! Culture formation and expansion-
PG 40-43 in Du Toit
Through discovery
Through invention
Cultural diffusion
Speed
Selection
Accumulation
Corroboration
66. Reference list
Source: Boundless. “Mechanisms of Cultural Change.” Boundless Sociology.
Boundless, 26 May. 2016. Retrieved 12 Jul. 2016 from
https://www.boundless.com/sociology/textbooks/boundless-sociology-
textbook/culture-3/culture-and-adaptation-31/mechanisms-of-cultural-change-
200-8100/
Pretorius, E. Matebesi, Z and Ackermann, L. (2013). Juta’s Sociology for healthcare
professionals. Lansdowne, Cape Town, South Africa. Page 9- 24.
Read more at http://examples.yourdictionary.com/examples-of-cultural-
diffusion.html#6D6wS4JVGtBGJoA8.99
Read more at http://examples.yourdictionary.com/social-norm-
examples.html#T6HapslVwsHTDhm2.99