Ideology is a set of attitudes, beliefs and values held in common by a group that are culturally reproduced to sustain a particular way of life. Dominant ideologies reflect what is considered normal or standard in a society at a given time, such as expectations of how certain groups like teenagers, women or the elderly behave or present themselves. The media plays a role in reinforcing dominant ideologies through the representations and portrayals in its content. Audiences need to recognize, challenge, and be aware of the particular world views or interests that may be promoted or challenged in different media texts.
AS level introduction to the three approaches (intentional, constructive and reflective)
LESSON 7 - Follow up lesson was to research how age is represented and present their chosen examples.
Hegemony, Marxism and Stereotype TheoryKirstie Stark
Hegemony, Marxism and Stereotype Theory - week 2 A'Level Media introduction to theory. This slide show has been adapted from others that can be found on this site.
AS level introduction to the three approaches (intentional, constructive and reflective)
LESSON 7 - Follow up lesson was to research how age is represented and present their chosen examples.
Hegemony, Marxism and Stereotype TheoryKirstie Stark
Hegemony, Marxism and Stereotype Theory - week 2 A'Level Media introduction to theory. This slide show has been adapted from others that can be found on this site.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
5. Lisbet Van Zoonen
•Gender is constructed through media language and
these constructions reflect cultural and historical
contexts.
•The ‘objectification ‘ of the female body is a key
construct of western culture.
•The visual and narrative codes used to represent the
male body differ, reflecting patriarchal society
6. Learning Questions
• What is ideology?
• What is an example of a dominant ideology?
• How does the media reinforce dominant
ideologies?
7. • A set of attitudes, beliefs and values held in common by a group of
people and culturally reproduced within that community to sustain
a particular way of life.
Audience/ You
Need to recognize and be aware of and challenge
the view being presented through a text.
Particular interests/ world views may be challenged
or promoted in a text.
Texts may promote or challenge the roles of gender,
ethnicity or age.
What is ‘ideology’?
8.
9. What are dominant ideologies?
What do most teenagers do with their time / look like / wear / act like?
10. What do most old
women do with their
time / wear / look
like / act?
What are dominant ideologies?
11. Ideology in everyday society
• Every thing you think, and how you think it is based
on a simple structure of ideologies
• These are constructed by the systems in place
around you. This can include your family, your
school, your friends, role models, music, TV etc.
13. Ideology continued
• When most people in a society think alike about certain
matters, or even forget that there are alternatives to the
current state of affairs, we arrive at the concept of
Hegemony
• Every society has an ideology that forms the basis of the
"public opinion" or common sense, a basis that usually
remains invisible to most people within the society. This
dominant ideology appears as "neutral", while all others
that differ from the norm are often seen as radical, no
matter what the actual vision may be.
15. Middle class
ideology?
Working class
ideology?
Young British
girl’s ideology?
An Introduction to Ideologies: Main Activity
Rock fan’s
ideology?
What ideologies are these texts portraying?
Are they examples of dominant ideologies?
Do you think these ideologies are influenced by
society or do you think society is influenced by the
the text?
