48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate sexuality as a spectrum;
2. Distinguish sexual identity from sexual orientation;
3. Discuss how sexuality relates to gender;
4. Discuss the notion of sexual fluidity;
5. Define and discuss heteronormativity, homophobia and heterosexism;
6. Define and discuss Straight Privilege;
7. Identify the major issues impacting the LGBTQ+ community;
8. Recognize examples of positive and negative representations of LGBTQ+ in entertainment media;
9. Define and recognize examples of bisexual erasure;
10. Identify aspects of sexuality of interest to criminologists.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define culture;
2. Identify and describe the components of culture;
3. Identify and describe key concepts relating to cultural diversity;
4. Recognize components of culture and cultural diversity in popular culture examples;
5. Provide examples of subcultures and countercultures;
6. Differentiate cultural exchange from cultural appropriation;
7. Describe what is meant by 'cyberculture'
48-110 (Foundations of Social Life) - Lesson Objectives
1. Distinguish between race, ethnicity and minority group;
2. Explain what is meant by race as a social construct;
3. Define and give examples of racism in real life and popular culture;
4. Discuss and give examples of White Privilege;
5. Define and discuss pluralism, multiculturalism, and assimilation;
6. Define and give examples of prejudice and discrimination;
7. Recognize and provide examples of racial and ethnic stereotypes;
8. Describe the various forms of ethnic conflict;
9. Discuss the role of race and ethnicity in crime, criminality and criminal justice
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define culture;
2. Identify and describe the components of culture;
3. Identify and describe key concepts relating to cultural diversity;
4. Recognize components of culture and cultural diversity in popular culture examples;
5. Provide examples of subcultures and countercultures;
6. Differentiate cultural exchange from cultural appropriation;
7. Describe what is meant by 'cyberculture'
48-110 (Foundations of Social Life) - Lesson Objectives
1. Distinguish between race, ethnicity and minority group;
2. Explain what is meant by race as a social construct;
3. Define and give examples of racism in real life and popular culture;
4. Discuss and give examples of White Privilege;
5. Define and discuss pluralism, multiculturalism, and assimilation;
6. Define and give examples of prejudice and discrimination;
7. Recognize and provide examples of racial and ethnic stereotypes;
8. Describe the various forms of ethnic conflict;
9. Discuss the role of race and ethnicity in crime, criminality and criminal justice
Race and Society (Chapter 9, "You May Ask Yourself")Emily Coffey
A review of the impact of society on race, racism, and racial equality, particularly in America. Appropriate for 100-level sociology courses. If you like it, feel free to use it!
----
"You May Ask Yourself" second edition (2011), D. Conley, W.W. Norton - Chapter 9
----
*** This is only my "reworking" of pre-packaged PPT files included textbook published by W.W. Norton. Some materials copyright by W.W.Norton.
Unpacking Christian Privilege in a Nation Asserting "Religious Pluralism"Warren Blumenfeld
Christian hegemony I define as the overarching system of advantages bestowed on Christians. It is the institutionalization of a Christian norm or standard, which establishes and perpetuates the notion that all people are or should be Christian, thereby privileging Christians and Christianity, and excluding the needs, concerns, religious cultural practices, and life experiences of people who are not Christian. At times subtle and often overt, Christian hegemony is oppression by neglect, omission, erasure, and distortion, and also by design and intent. This unique slide presentation investigates the concept and realities of Christian privilege.
HISTORY YEAR 9 - RACISM. Contains: racism definition, type of racism, racial discrimination, institutional racism, economic racism, symbolic racism, cultural racism, xenophobia, colour blindness, othering, prejudice against minority groups, anti racism movements, civil rights movements, Martin Luther King Jr, anti apartheid movement, Nelson Mandela.
PLEASE NOTE TO ALL EDUCATORS:
Download slide and read notes as they are vital to presenting.
Canadian Cultural Mosaic Foundation is a Millennial and Gen Z volunteer-led nonprofit working to improve race relations in Canada. We have created a simple presentation to share with students grade 7 - 12 on race and racism in Canada.
More information at http://www.canadianculturalmosaicfoundation.com/
The report was submitted for the course "Sociology" at IIIT-Delhi in collaboration with Shubham Singhal and Deepanker Agarwal under the guidance of Dr. Duru Arun Kumar.
The report explains racism,its causes, its effect and people's attitude towards racism.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between sex and gender;
2. Differentiate gender diversity from the binary conception of gender;
3. Describe and relate examples of gender identity, gender expression, and gender role;
4. Discuss gender socialization in North American society;
5. Identify gender stereotypes and ways to challenge such stereotypes;
6. Define, discuss and critique various models of feminism;
7. Recognize and provide examples of feminism and feminist criminology in popular culture;
8. Relate and give examples of sexism in everyday life;
9. Discuss the role of gender in crime, criminality, and criminal justice.
Race and Society (Chapter 9, "You May Ask Yourself")Emily Coffey
A review of the impact of society on race, racism, and racial equality, particularly in America. Appropriate for 100-level sociology courses. If you like it, feel free to use it!
----
"You May Ask Yourself" second edition (2011), D. Conley, W.W. Norton - Chapter 9
----
*** This is only my "reworking" of pre-packaged PPT files included textbook published by W.W. Norton. Some materials copyright by W.W.Norton.
Unpacking Christian Privilege in a Nation Asserting "Religious Pluralism"Warren Blumenfeld
Christian hegemony I define as the overarching system of advantages bestowed on Christians. It is the institutionalization of a Christian norm or standard, which establishes and perpetuates the notion that all people are or should be Christian, thereby privileging Christians and Christianity, and excluding the needs, concerns, religious cultural practices, and life experiences of people who are not Christian. At times subtle and often overt, Christian hegemony is oppression by neglect, omission, erasure, and distortion, and also by design and intent. This unique slide presentation investigates the concept and realities of Christian privilege.
HISTORY YEAR 9 - RACISM. Contains: racism definition, type of racism, racial discrimination, institutional racism, economic racism, symbolic racism, cultural racism, xenophobia, colour blindness, othering, prejudice against minority groups, anti racism movements, civil rights movements, Martin Luther King Jr, anti apartheid movement, Nelson Mandela.
PLEASE NOTE TO ALL EDUCATORS:
Download slide and read notes as they are vital to presenting.
Canadian Cultural Mosaic Foundation is a Millennial and Gen Z volunteer-led nonprofit working to improve race relations in Canada. We have created a simple presentation to share with students grade 7 - 12 on race and racism in Canada.
More information at http://www.canadianculturalmosaicfoundation.com/
The report was submitted for the course "Sociology" at IIIT-Delhi in collaboration with Shubham Singhal and Deepanker Agarwal under the guidance of Dr. Duru Arun Kumar.
The report explains racism,its causes, its effect and people's attitude towards racism.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between sex and gender;
2. Differentiate gender diversity from the binary conception of gender;
3. Describe and relate examples of gender identity, gender expression, and gender role;
4. Discuss gender socialization in North American society;
5. Identify gender stereotypes and ways to challenge such stereotypes;
6. Define, discuss and critique various models of feminism;
7. Recognize and provide examples of feminism and feminist criminology in popular culture;
8. Relate and give examples of sexism in everyday life;
9. Discuss the role of gender in crime, criminality, and criminal justice.
Lesbian, gay, bisexual and transgender (LGBT) people are associated with certain stereotypes - conventional, formulaic generalizations, opinions, or images based on their sexual orientation or gender identity. Stereotypical perceptions may be acquired through interactions with parents, teachers, peers and the mass media, or, more generally, through a lack of firsthand familiarity, resulting in an increased reliance on generalizations
The Connection between race, performance, and sex as seen in Portrait of JasonHunter Comeaux
In life many people go through discrimination based on their sex, gender identity, and even race. As seen in the documentary
"Portrait of Jason" the way people see you and react to you is based on how you portray yourself and what kind of a performance you put on.
Similar to ELEMENTS OF SOCIAL LIFE: SEXUALITY (20)
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate the characteristics and sources of social change;
2. Discuss concerns raised by advances in technology;
3. Discuss major environmental issues in today's world;
4. Define and provide examples of environmental racism;
5. Define and provide examples of globalization;
6. Recognize the benefits and limitations associated with globalization;
7. Identify, describe and give examples of the four types of social movements
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define and describe social stratification;
2. Identify, define and give examples of the three most common social stratification systems;
3. Discuss the basic ideas of Marx's theory of class structure;
4. Discuss the basic ideas of Weber's class system;
5. Identify and discuss factors contributing to the gender wage gap;
6. Distinguish between absolute and relative poverty;
7. Define what is meant by 'feminization of poverty' and 'cycle of poverty';
8. Identify and discuss common stereotypes associated with poverty and homelessness;
9. Differentiate between types of social mobility;
10. Discuss the role of social class in crime, victimization, and criminal justice
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Differentiate a social group from an aggregate and a category;
2. Distinguish primary groups from secondary groups;
3. Define and give examples of in-groups and out-groups;
4. Define and give examples of groupthink;
5. Discuss the social influences involved in bystander apathy;
6. Identify the different types of organizations;
7. Relate the characteristics associated with bureaucracy;
8. Identify the major social institutions in Canadian society
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Identify and describe the components of social interaction;
2. Distinguish between and give examples of achieved and ascribed status;
3. Discuss the role of master status in our social lives and interactions;
4. Distinguish between and give examples of role conflict and role strain;
5. Relate examples of verbal and non-verbal communication;
6. Discuss social interaction within the context of an increasing digital world;
7. Describe how social interaction is 'gendered'
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define the processes of socialization and resocialization;
2. Describe how we come to develop a social self;
3. Explain Goffman's theory of dramaturgy;
4. Identify the primary agents of socialization;
5. Relate examples of re/socialization that fall within the disciplinary field of criminology
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between positivist and interpretivist methodological approaches;
2. Differentiate the features of quantitative and qualitative research methods;
3. Identify and relate examples of key ethical issues involved in doing social research;
4. Summary the advantages of learning and understanding statistics
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Identify the main theoretical approaches used in Sociology and Criminology;
2. Relate the main premise, level of analysis, and key ideas of each theoretical approach;
3. Recognize aspects of theoretical approaches in popular culture examples;
4. Connect these theoretical approaches to subsequent courses in the program.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate what it means to exercise our sociological imaginations
2. Distinguish between individualistic and sociological thinking
3. Describe how social lens and social context contribute to understandings of social life
4. Identify the role of social justice, social action, and social activism in 'committing sociology'
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Define Sociology
2. Situate Sociology in the broader social science disciplinary field
3. Identify the tools used to make sense of social life
4. Relate this course to social science courses taken in high school
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
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.
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!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
2. Q: What do we mean by ‘sexuality’?
Sexuality encompasses all the ways
people experience and express
themselves as sexual beings.
3. In Orphan Black, Delphine tells Cosima
that “sexuality is a spectrum.”
4. Heterosexuality Opposite-sex attraction Door swings one way
Homosexuality Same-sex attraction Door swings other way
Bisexuality Both-sex attraction Door swings both ways
Pansexuality Gender-blind attraction Revolving door
Demisexuality Emotional connection
attraction
Door is locked; need the
right key
Asexuality Lack of sexual attraction Door is actually a wall
5. Sexual orientation includes sexual attraction
and sexual behaviour that is lasting and
enduring.
Sexual identity involves romantic and sexual
attractions and behaviours as well as
membership in a community of others who
share those attractions and behaviours.
6. • Most people adopt a sexual identity that
‘matches’ their sexual orientation.
• For some, sexual orientation does not
coincide with their sexual identity.
• Instead, sexual identity is a label adopted
to signify to others who they are as a
sexual being.
7. • For some people, there is a political
element to their sexual identity.
• Others identify as queer to highlight the
fluidity and diversity of gender and sexual
orientation and to reclaim the term ‘queer’.
8. • One’s sexual orientation and one’s sexual
identity is based on one’s gender.
• But what if you are transgender? Or
intersexed?
• What if you are attracted to transgendered
people and/or intersexed people?
9. • Components of attraction other than sex
and gender
• We are attracted to people on the basis of
ethnicity, race, social class, religion, level
of education, ability/disability, body shape
and size, and age
10. Orphan Black features several clones
with the exact same DNA but who have
completely different ideas about
sexuality and sexual expression.
12. • Heteronormativity is the belief that
heterosexuality is the only acceptable and
‘natural’ form of sexuality.
13. • Homophobia is the fear, hatred, disgust,
mistreatment, or intolerance of same-sex
intimacy, relationships, and/or people who
identify as or are perceived as LGBTQ.
14. • Nathan Palmer suggests that homophobia
is partly responsible for men’s restroom
etiquette.
[clip]
15. • No Talking
• No Eye Contact
• Maintain the Buffer
• These rules come from the larger North
American culture of heteronormativity and
homophobia.
• Violating these rules may suggest same-sex
attraction and this is not acceptable in
heteronormative culture.
16.
17. • Personal homophobia is prejudice; it is the
personal belief that lesbian, gay, and bisexual
people are sinful, immoral, sick, inferior to
heterosexuals or incomplete men and
women.
18. • Institutional homophobia refers to the many
ways in which government, business, religious
institutions, and other institutions and
organizations discriminate against people on
the basis of sexual identity.
• Essentially, this is what is called heterosexism.
19. • Heterosexism refers to the practices that are
embedded in social structures and reinforced
by heteronormative ideology.
• Ways in which social institutions such as
government, workplace, religion, family and
media are organized to exclude or
disadvantage same-sex relations.
20. • Straight Privilege refers to the advantages
that heterosexual people experience in their
day-to-day life.
21.
22. • LGBTQ+ refers to the community of
lesbian, gay, bisexual, transgender and
queer-identified individuals.
• Experience stigma and discrimination
across their life spans, and are targets of
sexual and physical assault, harassment
and hate crimes.
• May experience multiple forms of
marginalization or disadvantage at the
same time (intersectionality)
23. • Since the late 1960s, the LGBTQ community
in Canada has seen steady gains in rights.
• Major strides toward mainstream social
acceptance and formal legal equality.
• Canada is internationally regarded as a leader
in this field.
• In 2005, Canada became the fourth country
worldwide to legalize same-sex marriage.
24. • LGBTQ characters continue to be under-
represented in film and television and are
often relegated to secondary characters with
little to no story development.
• Negative stereotypes still abound and intimacy
is often lacking in relationships between same-
sex characters in comparison to opposite-sex
characters in relationships.
25. • IndieWire: The best LGBT characters on
television in 2015.
• Included Connor Walsh from How to Get Away
With Murder.
Right from the start, Connor seemingly got more
action than any other character – gay or straight
– in primetime, which “is certainly notable in how
it goes against the common, desexualized fate of
most network LGBT characters.”
19 of the best LGBT characters on TV right now
26. • Connor’s chaotic, complicated
relationship with IT nerd Oliver is one of
the most layered (and sexiest) LGBT
relationships on network TV.
27. • The 100 is also notable for portraying same-
sex relationships with complicated story arcs.
• Sexuality is never featured as problematic
within the series, suggesting a move away
from strict heteronormative assumptions.
28. “Sci-fi premise aside, the
real thematic heart of
Sense8 is its
queerness…almost every
sensate, at least for a
scene or two, explores
their queer side…”
David Levesley for Outward (2015)
29. • Nomi (transwoman hacker) and Lito (closeted gay
actor) do a lot of heavy-lifting in terms of screen
time and narrative.
Nomi and Amanita
Lito and Hernando
30. • In the comic book industry,
Marvel has tackled the
issue of gay identity as well
as gay marriage.
• In 1992, Marvel Comics
made headlines by
revealing that Northstar, a
superhero associated with
Alpha Flight and the X-Men,
was gay.
32. • Bisexual erasure or bisexual invisibility is a
pervasive problem in which the existence or
legitimacy of bisexuality is questioned or
denied outright.
[clip]
33.
34. • Bi-erasure in popular culture can have
detrimental consequences for young
people who are bisexual.
• Without media exposure to the concept
and existence of – let alone the
acceptance and support of – bisexuality
it’s nearly impossible to know that it’s even
an option.
36. • More socially acceptable for women to be
bisexual than for men
• Heterosexual Male Gaze women as
bisexual is more palatable
• Culture of masculinity that emphasizes
heterosexuality and heteronormativity
37.
38. “When women talk about enjoying sex, it’s almost
forbidden. Just having a health sexual attitude,
you are labeled as loose, wild, a slut. You have no
morals, and you’re seen as some kind of sexual
deviant or someone who can’t be in a
monogamous relationship. The minute you talk
about enjoying yourself, being curious, that is still
taboo.”
Scarlett Johannsson
39. • Player or Victimizer?
• Virgin
• Creep
• Sexist or Objectifier
• Male Nudity
• Male Homosexuality
Source: http://becauseits2015.wordpress.com
40. Criminologists concern themselves with:
• Hate crimes based on sexual identity
• Same-sex marriage and legal rights
• Homophobia in policing