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This document discusses theories of gender development and gender stereotyping. It covers three main theories of gender development: social learning theory, cognitive-developmental theory, and gender schema theory. It also discusses the concepts of gender stereotyping, gender ideologies (traditional, egalitarian, transitional), gender equality and inequality, gender and power, and the relationship between gender and education. The overarching topic is how gender is socially constructed and how it relates to development.
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gender development
This document discusses theories of gender development and gender in society. It covers three main theories of how gender roles are learned: social learning theory, cognitive-developmental theory, and gender schema theory. It also discusses gender stereotyping, different gender ideologies (traditional, egalitarian, transitional), and how gender relates to concepts like equality, power, and education. Feminist theories view gender inequality as rooted in the unequal positioning of men and women in society and the assumption that significant natural differences exist between the sexes.
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This document discusses theories of gender development and gender inequality. It outlines three main theories of gender development: social learning theory, which posits that parents reinforce gender roles; cognitive-developmental theory, which describes stages of acquiring gender roles from birth through adolescence; and gender schema theory, which involves learning gender identity through mental frameworks. The document also discusses gender as a social construct versus sex as biological, gender stereotyping and ideologies like traditional and egalitarian views. It frames gender inequality as rooted in how societies are organized and the unequal distribution of power between men and women.
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This document discusses key concepts related to gender and development, including:
1. Definitions of gender and sex, as well as several theories of gender development.
2. Concepts of gender stereotyping, gender ideologies, and gender schema theory.
3. How gender relates to concepts like equality, inequality, power, and education.
4. Several themes are explored around how gender influences societal organization and the unequal positioning of men and women.
Social dimensions
Gender and Development
Research from around the world has shown that gender inequalities tends to slow down economic growth and make the rise from poverty more difficult.
Gender role
Gender roles refer to the expectations of how males and females should behave and the responsibilities assigned to each in a society. Gender roles are learned and can vary across cultures but generally involve divisions of labor, child-rearing practices, and socialization that reinforce the roles. Gender schema theory proposes that children learn about gender norms from their culture and adjust their behavior accordingly, developing cognitive frameworks or "schemas" about what it means to be male or female. These schemas can influence how people perceive themselves and others.
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This paper intends to sensitize the students about the changing
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This document provides an overview of key concepts related to gender and sexuality from an introductory sociology perspective. It defines gender as the social traits and expectations linked to being male or female in a given society, distinguishing it from sex which refers to biological differences. It discusses theories of gender including essentialism, social learning theory, and conflict theory. It also covers concepts such as hegemonic masculinity, emphasized femininity, androcentrism, and sexism. Overall, the document introduces students to the sociological analysis of gender as a social construct and dimension of social inequality.
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This document discusses gender equality and the differences between gender and sex. It defines gender as the socially constructed norms, behaviors, and roles associated with being a woman, man, girl or boy in a given society, which can change over time. Sex refers to the biological attributes of being female or male, though there is natural variation. Gender identity and expression relate to a person's internal sense of their gender and how they outwardly present their gender.
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gender development
This document discusses theories of gender development and gender in society. It covers three main theories of how gender roles are learned: social learning theory, cognitive-developmental theory, and gender schema theory. It also discusses gender stereotyping, different gender ideologies (traditional, egalitarian, transitional), and how gender relates to concepts like equality, power, and education. Feminist theories view gender inequality as rooted in the unequal positioning of men and women in society and the assumption that significant natural differences exist between the sexes.
Gender and Development
This document discusses theories of gender development and gender inequality. It outlines three main theories of gender development: social learning theory, which posits that parents reinforce gender roles; cognitive-developmental theory, which describes stages of acquiring gender roles from birth through adolescence; and gender schema theory, which involves learning gender identity through mental frameworks. The document also discusses gender as a social construct versus sex as biological, gender stereotyping and ideologies like traditional and egalitarian views. It frames gender inequality as rooted in how societies are organized and the unequal distribution of power between men and women.
Kuliah 9 gender and development
This document discusses key concepts related to gender and development, including:
1. Definitions of gender and sex, as well as several theories of gender development.
2. Concepts of gender stereotyping, gender ideologies, and gender schema theory.
3. How gender relates to concepts like equality, inequality, power, and education.
4. Several themes are explored around how gender influences societal organization and the unequal positioning of men and women.
Social dimensions
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Research from around the world has shown that gender inequalities tends to slow down economic growth and make the rise from poverty more difficult.
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Gender roles refer to the expectations of how males and females should behave and the responsibilities assigned to each in a society. Gender roles are learned and can vary across cultures but generally involve divisions of labor, child-rearing practices, and socialization that reinforce the roles. Gender schema theory proposes that children learn about gender norms from their culture and adjust their behavior accordingly, developing cognitive frameworks or "schemas" about what it means to be male or female. These schemas can influence how people perceive themselves and others.
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This paper intends to sensitize the students about the changing
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This document provides an overview of key concepts related to gender and sexuality from an introductory sociology perspective. It defines gender as the social traits and expectations linked to being male or female in a given society, distinguishing it from sex which refers to biological differences. It discusses theories of gender including essentialism, social learning theory, and conflict theory. It also covers concepts such as hegemonic masculinity, emphasized femininity, androcentrism, and sexism. Overall, the document introduces students to the sociological analysis of gender as a social construct and dimension of social inequality.
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This document discusses gender equality and the differences between gender and sex. It defines gender as the socially constructed norms, behaviors, and roles associated with being a woman, man, girl or boy in a given society, which can change over time. Sex refers to the biological attributes of being female or male, though there is natural variation. Gender identity and expression relate to a person's internal sense of their gender and how they outwardly present their gender.
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2) Power and subordination are intrinsically linked to gender, with patriarchal social systems and institutions maintaining male dominance and women's subordinate status. Women experience subordination through various forms of discrimination and control.
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Discussion about gender inequalities theories. Which helps the student to gather knowledge about those theorists also their theories in their academic and also in their practical life knowledge.
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This document discusses gender development and inequality. It introduces gender as a social construct defining roles for men and women, as opposed to sex which is biological. It then outlines three theories of gender development - social learning theory, cognitive developmental theory, and gender schema theory. It defines gender stereotyping as beliefs about male and female characteristics. Gender equality is described as equal entitlements and opportunities for human development. Four themes of gender inequality are presented: men and women are situated unequally in society due to social organization rather than biology; no significant biological differences distinguish sexes; and inequality could be reduced with more egalitarian social structures. Gender refers to differing roles and power between men and women in society, with men generally holding more status, experience
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2) It describes primary and secondary sex characteristics in males and females. It also notes that some individuals are intersex, having mixed or indeterminate sex characteristics.
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8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
ENVIRONMENT~ Renewable Energy Sources and their future prospects.
This presentation is for us to know that how our Environment need Attention for protection of our natural resources which are depleted day by day that's why we need to take time and shift our attention to renewable energy sources instead of non-renewable sources which are better and Eco-friendly for our environment. these renewable energy sources are so helpful for our planet and for every living organism which depends on environment.
Epcon is One of the World's leading Manufacturing Companies.
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
Improving the Management of Peatlands and the Capacities of Stakeholders in I...
Improving the Management of Peatlands and the Capacities of Stakeholders in I...Global Landscapes Forum (GLF)
Presented by Sonya Dewi at GLF Peatlands 2024 - 360 Degree Approach to Improving Capacity of Multiple Stakeholders to Manage Peatland SustainablyRecycling and Disposal on SWM Raymond Einyu pptx
Increasing urbanization, rural–urban migration, rising standards of living, and rapid development associated with population growth have resulted in increased solid waste generation by industrial, domestic and other activities in Nairobi City. It has been noted in other contexts too that increasing population, changing consumption patterns, economic development, changing income, urbanization and industrialization all contribute to the increased generation of waste.
With the increasing urban population in Kenya, which is estimated to be growing at a rate higher than that of the country’s general population, waste generation and management is already a major challenge. The industrialization and urbanization process in the country, dominated by one major city – Nairobi, which has around four times the population of the next largest urban centre (Mombasa) – has witnessed an exponential increase in the generation of solid waste. It is projected that by 2030, about 50 per cent of the Kenyan population will be urban.
Aim:
A healthy, safe, secure and sustainable solid waste management system fit for a world – class city.
Improve and protect the public health of Nairobi residents and visitors.
Ecological health, diversity and productivity and maximize resource recovery through the participatory approach.
Goals:
Build awareness and capacity for source separation as essential components of sustainable waste management.
Build new environmentally sound infrastructure and systems for safe disposal of residual waste and replacing current dumpsites which should be commissioned.
Current solid waste management situation:
The status.
Solid waste generation rate is at 2240 tones / day
collection efficiently is at about 50%.
Actors i.e. city authorities, CBO’s , private firms and self-disposal
Current SWM Situation in Nairobi City:
Solid waste generation – collection – dumping
Good Practices:
• Separation – recycling – marketing.
• Open dumpsite dandora dump site through public education on source separation of waste, of which the situation can be reversed.
• Nairobi is one of the C40 cities in this respect , various actors in the solid waste management space have adopted a variety of technologies to reduce short lived climate pollutants including source separation , recycling , marketing of the recycled products.
• Through the network, it should expect to benefit from expertise of the different actors in the network in terms of applicable technologies and practices in reducing the short-lived climate pollutants.
Good practices:
Despite the dismal collection of solid waste in Nairobi city, there are practices and activities of informal actors (CBOs, CBO-SACCOs and yard shop operators) and other formal industrial actors on solid waste collection, recycling and waste reduction.
Practices and activities of these actor groups are viewed as innovations with the potential to change the way solid waste is handled.
CHALLENGES:
• Resource Allocation.
Microbial characterisation and identification, and potability of River Kuywa ...
Microbial characterisation and identification, and potability of River Kuywa ...Open Access Research Paper
Water contamination is one of the major causes of water borne diseases worldwide. In Kenya, approximately 43% of people lack access to potable water due to human contamination. River Kuywa water is currently experiencing contamination due to human activities. Its water is widely used for domestic, agricultural, industrial and recreational purposes. This study aimed at characterizing bacteria and fungi in river Kuywa water. Water samples were randomly collected from four sites of the river: site A (Matisi), site B (Ngwelo), site C (Nzoia water pump) and site D (Chalicha), during the dry season (January-March 2018) and wet season (April-July 2018) and were transported to Maseno University Microbiology and plant pathology laboratory for analysis. The characterization and identification of bacteria and fungi were carried out using standard microbiological techniques. Nine bacterial genera and three fungi were identified from Kuywa river water. Clostridium spp., Staphylococcus spp., Enterobacter spp., Streptococcus spp., E. coli, Klebsiella spp., Shigella spp., Proteus spp. and Salmonella spp. Fungi were Fusarium oxysporum, Aspergillus flavus complex and Penicillium species. Wet season recorded highest bacterial and fungal counts (6.61-7.66 and 3.83-6.75cfu/ml) respectively. The results indicated that the river Kuywa water is polluted and therefore unsafe for human consumption before treatment. It is therefore recommended that the communities to ensure that they boil water especially for drinking.
Enhanced action and stakeholder engagement for sustainable peatland management
Enhanced action and stakeholder engagement for sustainable peatland managementGlobal Landscapes Forum (GLF)
Presented by Jan Peters at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and ActionPeatlands of Latin America and the Caribbean
Presented by The Global Peatlands Assessment: Mapping, Policy, and Action at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
Global Peatlands Map and Hotspot Explanation Atlas
Presented by Alexandra Barthelmes at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
Wildlife-AnIntroduction.pdf so that you know more about our environment
All about wildlife, if you are fond of animals and wildlife then do follow us for more content like this
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ENVIRONMENT~ Renewable Energy Sources and their future prospects.
Epcon is One of the World's leading Manufacturing Companies.
Epcon is One of the World's leading Manufacturing Companies.
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...
Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...
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Improving the Management of Peatlands and the Capacities of Stakeholders in I...
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Microbial characterisation and identification, and potability of River Kuywa ...
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genderdevelopment-150112085403-conversion-gate01.pptx
- 1. Chapter VII Gender & Development By: Sheila Mae Rosali d.N. Lavapie
- 2. Introduction •Gender -one of the universal dimensions on which status differences are based. -is a social construct specifying the socially and culturally prescribed roles that men and women are to follow.
- 3. Sex -is a biological concept.
- 4. Theories of Gender Development • Social Learning Theory • Cognitive-Developmental Theory • Gender Schema Theory
- 5. Social Learning Theory • Proponents of this theory believe that parents, as distributors of reinforcement, reinforce appropriate gender role behavior.
- 6. Cognitive-Developmental Theory • This is derived from Kohlberg's speculations about gender development. • Children begin the process of acquiring gender-appropriate behavior.
- 7. Stage Characterized by: Sensori-motor (Birth-2 yrs) Differentiates self from objects Recognizes self as agent of action and begins to act intentionally. Pre-operational (2-7 years) Learns to use language and to represent objects by images and words. Concrete operational (7-11 years) Can think logically about objects and events Classifies objects according to several features and can order them in series along a single dimension such as size. Formal operational (11 years and up) Becomes concerned with the hypothetical, the future, and ideological problems
- 8. Gender Schema Theory -helps a child to develop gender identity & formulate an appropriate gender role. Schema - is a mental blueprint for organizing information, and children develop and formulate an appropriate gender.
- 9. What is Gender Stereotyping? Gender Stereotyping -is defined as the beliefs humans hold about the characteristics associated with males and females.
- 10. Problems in Gender Stereotyping • When characteristics associated with a particular gender have a negative image. • When a unique individual is assumed to have all the characteristics associated with his/her gender.
- 11. Gender Ideologies -attitude toward men & women role. • Traditional Gender Ideology • Egalitarian Gender Ideology • Transitional
- 12. Traditional Gender Ideology • Maintains that men sphere is work and women sphere is the home. • The implicit assumption is that men have greater power than women.
- 13. Egalitarian Gender Ideology • Maintains that power is distributed equally between men and women and that each group identifies equally with the same spheres.
- 14. Transitional • It is acceptable for women to devote energy to both work and family domains but women should proportionally more responsibility for the home and men should focus proportionally more their energy on work.
- 15. Gender and Equality • Gender Equality -between women and men is a worthy goal that is central to progress in human development.
- 16. “The Creation of Patriarchy” by Gerda Lerner -gender is the “costume, a mask, a straitjacket in which men & women dance their unequal dance.” “The Gender Question” by Alan Wolfe -”of all the ways that one rooted than the way men have subordinated women.”
- 18. 4 themes characterize feminist theorizing of gender inequality: Men & Women are situated in society unequally. Organization of society. No significant pattern of natural variation distinguishes the sexes. All inequality theories assume fairly easily & naturally to more egalitarian social structures.
- 19. Gender and Power Gender -refers to the different ways men & women play in society, & to the relative power they wield. Power -is a basic fabric of society & is possessed in varying degrees by social actors in diverse social categories.
- 20. “Essays in Sociology” by Max Weber -he defined power as the likelihood a person may achieve personal ends despite possible resistance from others.
- 22. Gender and Education Investing in Education is seen as one of the fundamental ways in which nation states and their citizens can move toward long-term development goals and improve both social and economic standards of living.