This document discusses gender stereotypes and biases. It notes that gender stereotypes are beliefs associated with males and females, and that prejudice and discrimination can arise from these stereotypes. Throughout history, women have often been invisible or portrayed negatively in many domains like philosophy, religion, mythology, and language. More recently, stereotypes associate women with traits like warmth and empathy (communion) while men are seen as more confident and ambitious (agency). However, in recent decades women have increased in perceived agency as well. The document also discusses how biology influences gender differences, noting factors like genetics, hormones, brain structure and activity, and processing differences between male and female brains.
A process of mutual influence between a person and his fellow being, a process that results in an acceptance of, the adaptation to, the patterns of social behaviour.
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
Gender is a social construct that defines social relationship between men and women. Women belong to the feminine gender because during the process of growing up, certain culturally constructed feminine traits are inculcated into them, right from the birth.
Promoting Gender Equality in our school context: issues and challengesBidhan Gantait
This slide provide information about Gender Equality, specifically in our Indian school system. Mainly focuses on prevailing Issues and challenges in our school system.
HABITATAPPS plug-and play CMS that allows any small business to simultaneously create, edit, and manage mobile apps without any programming knowledge needed.
MOBIKNOWE is an all-in-one online CMS that allows any small business to simultaneously create, edit, and manage mobile websites without any programming knowledge needed.
A process of mutual influence between a person and his fellow being, a process that results in an acceptance of, the adaptation to, the patterns of social behaviour.
Gender and patriachy, gender bias and its types, gender stereotype, its effects , how we overcome from stereotype, Equity and equality in relation with caste and reforms in india.
B.ed 2nd year
Gender is a social construct that defines social relationship between men and women. Women belong to the feminine gender because during the process of growing up, certain culturally constructed feminine traits are inculcated into them, right from the birth.
Promoting Gender Equality in our school context: issues and challengesBidhan Gantait
This slide provide information about Gender Equality, specifically in our Indian school system. Mainly focuses on prevailing Issues and challenges in our school system.
HABITATAPPS plug-and play CMS that allows any small business to simultaneously create, edit, and manage mobile apps without any programming knowledge needed.
MOBIKNOWE is an all-in-one online CMS that allows any small business to simultaneously create, edit, and manage mobile websites without any programming knowledge needed.
Creating effective learning environmentAssignment How Will .docxvanesaburnand
Creating effective learning environment
Assignment: How Will You Respond? Grade k-3
Imagine you are the grade level team leader and one of your colleagues is Mr. Willard.
Response to the following questions. Using APA style helpful reference or other reference. (150-300 words)
1. Explains the advice you would provide Mr. Willard using the response to behavior strategies you read about this week or other reference?
2. Three strategies he could implement when these behaviors occur with student is blurting out and being off task.
3. At least two strategies you feel would not be best for handling student behavior.
Helpful Reference
Long, N. J. (2015). Perspectives on conflict in the classroom after fifty years. Reclaiming Children & Youth, 24(1), 9–14.
Szwed, K., & Bouck, E. C. (2013). Clicking away: Repurposing student response systems to lessen off-task behavior. Journal of Special Education Technology, 28(2), 1–12.
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50.
Chapter 5
Gender and Gender Roles
Sex, Gender, and Gender RolesSex: whether one is biologically female, male, or intersexGenetic sex: chromosomal and hormonal sex characteristicsAnatomical sex: our physical sex; gonads, uterus, vulva, vagina, or penisGender: social and cultural characteristics associated with being male or femaleGender identity: gender one believes self to be
2
Sex and Gender IdentityAssigned genderBased on anatomical appearanceGender variationsGender identityInternalized feeling of femaleness or malenessGender roleThe attitudes, behaviors, rights, and responsibilities that society associates with each sexInfluenced by culture, age, ethnicity, other factors
3
Gender-RolesGender-role stereotype: A rigidly-held oversimplified belief concerning all males or all femalesGender-role attitude:The belief one has for self and others concerning what’s appropriate for male or female traitsGender-role behavior:Activities or behaviors a person engages in as a female or male
4
Masculinity and FemininitySexes seen as polar opposites in traditional Western view, e.g. “opposite sex”Different qualities associated with different gendersSexismSome qualities are biologically based, some culturally based
Gender and Sexual OrientationGender, gender identity, and gender role are conceptually independent of sexual orientationHowever, many assume they are closely relatedHeterosexuality has been assumed to be part of masculinity and femininityTherefore, some believe that gay men can’t be masculine and lesbian women can’t be feminine.
Gender and Sexual OrientationStudies show a link between individuals’Negative attitudes towards gay and lesbian peopleAnd those individuals’ adherence to traditional gender roles
Gender TheoryWhat is our relationship between our biological sex as male o.
Write an essay of at least 900 words (3 pages) in which you disc.docxbriankimberly26463
Write an essay of at least 900 words (3 pages) in which you discuss one aspect of our border policy. Use and establish a representative example from
"Hole in the Fence"
,
"Hold the Line"
, or
"What Remains."
Use the techniques from
Writing Analytically
in order to generate your significant details from the text and your interpretation of them. Your approach should be analytical. A successful essay will establish a representative example from the text and examine the significance and implications of the idea/thesis that you are developing while making your thesis evolve. It is important to focus and go deeper on one aspect of example or topic.
Your essay should have the following requirements:
an analytical approach
a representative example from the reading that you are analyzing
an evolving thesis that results from examining complicating evidence
MLA format and citation of sources
Respond to the two drafts assigned to you later when I submit the essay.
I need to follow the peer review process, including instructions for providing feedback to other two drafts.
I'm in USA currently so USA border policy will work.
I think we can use examples from those three podcasts or any other resources.
It is essential to cite and connect the essay.
I can send you the previous work if you want to see it as a reference.
Since we were young, we are engulfed by sex lore. It is still in dialogue, laughter, and confrontation, and everything from driving types to food tastes must be clarified. Sex is so deeply incorporated into our structures, behavior, values, and expectations that it seems inherently familiar to us. The environment has several theories about gender – and these concepts are so prevalent that we take it for granted that they are valid. As analysts, scientists, and historians, though, it is our task not only to discover the facts behind it but also to glance over what seems to be a common cause. Just since gender appears to be expected, and gender values tend to be simple realities, we ought to step back and look at gender from a different viewpoint. To achieve this, we need to interrupt our routines, which is comfortable and to challenge sure of our core convictions. This is not simple because gender is so fundamental to our view of ourselves and the universe that it's hard to reverse and reverse.Look at things in a different light. However, the idea that the analysis of gender is apparent renders it fascinating precisely. Gender appears obviously, it brings the task of uncovering the building mechanism that causes what we have always believed to be expected and unforgivable to explore sex, not as a predetermined object, but as an achievement (Gumperz, 2012).
The mass media and the scholarly study on language and identity demonstrate the implications of not understanding this problem. As a consequence, individual gender bonds enhance and facilitate current convictions to achieve others (Jordan, 2010). Biological variati.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Gender Stereotypesand other Gender Biases
Stereotypes– beliefs and assumptions that
we associatewith particular groups
Gender stereotypes – beliefs that we
associatewith males and females
Prejudice – an emotional reaction or
attitude toward a particulargroup of people
Discrimination – biased treatment of a of
particulargroup of people
Other Gender Biases
Gender bias throughout the history
the invisibility of women in historical
accounts.
Philosopher’s representation of women
Women are depicted as inferior to men.
Gender biases in Religion and Mythology
Women are typically lessvisiblethan men
and are frequently portrayed with negative
characteristics(women are evil,sorceress,ignorant)
although every religion includes somepositive
characteristicslikewomen are virtues.
Gender biases in Language
Masculineor androcentric generic (the use
of masculinenouns and pronouns to refer to all
human beings.)
The Complexity of Contemporary Sexism
The consider women to be higher in
communion (emphasizes a concern for your
relationship with other people like gentle and
warm) and men to be higher in agency (describes a
concern for your own self-interests like self-
confident, competitive. (Rudman & Glick,2008).But
for the past20 years,women arerated to have an
increasingscorewhen in agency.
Attitude towards women’s Competence
Men are significantly morelikely to be
associated with status and power.
Attitude towards women’s Pleasantness
People don’t think than women are
especially competent, but they do think
than women aregenerally pleasantand
nice.
Personal Consequences of Gender Stereotypes
We make errors in our cognitiveprocesses.
Accordingto Social CognitiveApproach in
stereotyping, people tend to:
o Exaggerate the contrastbetween
women and men
o Consider the male experience to
be normative
o Make bias judgmentabout male
and female
o Remember gender consistent
information more accurately
Stereotypes can influencebehavior through
self-fulfillmentprophecy.
How Biology Affects Gender
Genetics
Genotype- the genetic blueprintfor
potential traits,characteristicsand behavior.It
is the information actually encoded in your
genes.
Phenotype- is the outward expression of
this genetic blueprint, Observable
characteristicsin an individual thatresultfrom
an interaction of genes and environment.
Genetic factors do not solely determine traits.All
traits and behaviors area combination of genes
actingin a particular environmental context.
Genetic Complication
Sex-linked inheritance – pattern of
inheritancein which genes on the sex chromosomes,
usually alwaysthe X, influencetraits.
Gender Categories
Genetic or chromosomal sex (XX or XY )
Gonadal sex (ovaries or testes)
Hormonal sex (estrogen & progesterone
or testosterone)
Sex of internal reproductiveanatomy
(uterus and ovaries or epididymis,
vas deferens, and seminal vesicles)
Sex of external genitals (clitoris & labia
or penis & scrotum)
Gender of rearing (labeled and raised as
a girl or a boy)
Gender identity (internal sense of being
female or male)
Brain Differences between Genders
Hormonal Influence
Gonads secrete their hormones directly
into the bloodstream,which means
that they circulatethroughout the
body.
Activation effect – occurs when
hormones temporarily activatea
2. particularbehavior,butdo not
permanently alter or create a structure.
Organizational effect – means that
prenatal hormones sensitizecells in
some parts of the brain so thatthe
structure later responds to the
hormone.
Hormones permanently change an
anatomical structure.
Hypothalamus – is sensitized
by the bath of prenatal
hormones, triggeringdifferent
hormonal patterns in males
and females at puberty.
Males Female
Tend to have
verbal centers on
only the left
hemisphere.
Not only have
fewer verbal
centers in general
but also,often,
have less
connectivity
between their
word centers and
their memories or
feelings.
Tend to have verbal
centers on both
sides of the brain
Tend to use more
words when
discussingor
describing
incidence,story,
person, object,
feeling, or place.
When itcomes to
discussingfeelings
and emotions and
senses together,
girls tend to have an
advantage, and they
tend to have more
interest in talking
about these things.
Hemispheric Lateralization
Lateralization – tendency for the left and
righthemispheres of the brain to specialize
in different functions.
Lateralization is less strongin females;
parts of both hemispheres are activefor
both verbal and nonverbal tasks.
In males, these abilities aremorelikely to
be carried outby activity in one
hemisphere.
Processing
Male brains utilizenearly seven times
more gray matter for activity whilefemale
brains utilizenearly ten times more white
matter.
o Gray Matter (areas of the brain are
localized. They are information-
and action-processing centers in
specific splotches in a specific area
of the brain. Once they are deeply
engaged in a task or game, they
may not demonstrate much
sensitivity to other people or their
surroundings.)
o White Matter (the networking grid
that connects the brain’s gray
matter and other processing
centers with one another. This
profound brain-processing
difference is probably one reason
you may have noticed that girls
tend to more quickly transition
between tasks than boys do.)
Chemistry
Some dominant neurochemicals :
◦ Serotonin helps us sitstill
◦ Testosterone is our sex and
aggression chemical
◦ estrogen is a female growth and
reproductive chemical
◦ Oxytocin is a bonding-relationship
chemical.
Structural Differences
Females often have a larger hippocampus,
our human memory center. Females also
often have a higher density
of neural connections into the
hippocampus.As a result,girls and women
tend to inputor absorb more sensorial and
emotive information than males do. By
“sensorial”we mean information to and
from all fivesenses.
Splenium – a portion of the corpus callosum
towards the back of the brain. Is larger and
more rounded in women than men.The
function of this part of the corpus callosum
seems to be tyingparts of the left and right
brain hemispheres that control speech and
spatial perception.
3. Blood Flow and Brain Activity
The female brain,in part has far more
natural blood flowthroughout the brain at
any given moment (more white matter
processing),and becauseof a higher degree
of blood flow in a concentration partof the
brain called the cingulate gyrus, will often
ruminate on and revisitemotional
memories more than the malebrain.
Males tend, after reflecting more briefly on
an emotive memory, to analyzeit
somewhat, then move onto the next task.
Duringthis process,they may also choose
to changecourse and do something active
and unrelated to feelings rather than
analyzetheir feelings at all.Thus,observers
may mistakenly believe that boys avoid
feelings in comparison to girls or move to
problem-solvingtoo quickly.