prosocialbehaviour
Voluntary actions that are intended to help or benefit another individual or group of individualsā
It is performed to benefit others by helping, sharing or comforting.
ALTRUISM:
Behavior that is motivated by an unselfish concern for the welfare of others.
When one person helps another person for
no reward, and even at some cost to oneself. This cost can be time, energy, effort or wealth etc.
Altruism involves no benefit of helper and hence it is selfless help.
prosocialbehaviour
Voluntary actions that are intended to help or benefit another individual or group of individualsā
It is performed to benefit others by helping, sharing or comforting.
ALTRUISM:
Behavior that is motivated by an unselfish concern for the welfare of others.
When one person helps another person for
no reward, and even at some cost to oneself. This cost can be time, energy, effort or wealth etc.
Altruism involves no benefit of helper and hence it is selfless help.
Conformity involves changing your behaviors in order to "fit in" or "go along" with the people around you. In some cases, this social influence might involve agreeing with or acting like the majority of people in a specific group, or it might involve behaving in a particular way in order to be perceived as "normal" by the group.
Cognitive schemas can result in stereotypes and contribute to prejudice.
Stereotypes Stereotypes are beliefs about people based on their membership in a particular group. Stereotypes can be positive, negative, or neutral. Stereotypes based on gender, ethnicity, or occupation are common in many societies.
Then Prejudice has been discussed
Psychological explanations of gender development: Cognitive development theory, inc. Kohlberg and Gender schema theory.
Biological influences on gender, including hormones, evolutionary, and biosocial approach to gender dysphoria
Social influences on gender, including parents, peers, and cultural influences on gender role
Conformity involves changing your behaviors in order to "fit in" or "go along" with the people around you. In some cases, this social influence might involve agreeing with or acting like the majority of people in a specific group, or it might involve behaving in a particular way in order to be perceived as "normal" by the group.
Cognitive schemas can result in stereotypes and contribute to prejudice.
Stereotypes Stereotypes are beliefs about people based on their membership in a particular group. Stereotypes can be positive, negative, or neutral. Stereotypes based on gender, ethnicity, or occupation are common in many societies.
Then Prejudice has been discussed
Psychological explanations of gender development: Cognitive development theory, inc. Kohlberg and Gender schema theory.
Biological influences on gender, including hormones, evolutionary, and biosocial approach to gender dysphoria
Social influences on gender, including parents, peers, and cultural influences on gender role
ReadySetPresent (Gender Differences PowerPoint Presentation Content): 100+ PowerPoint presentation content slides. Misinterpreting gender differences can be potentially disastrous. However, understanding them, can lead to a harmonious environment both at work and at home. Gender Differences PowerPoint Presentation Content slides include topics such as: highlighting Gender and Communication Differences, how to avoid pitfalls, 6 common areas of miscommunication between genders, 6 slides on negotiation and gender, 10 slides on biological brain and health differences, 25+ slides on strengths of genders with facts and trivia, 15+ slides on managing and accommodating different genders and moving past stereotypes, 4 slides on the Parsonās model, 9 slides on women working with men, 8 slides on men working with women, and 6 slides on females in business, 10 slides on common misunderstandings and communication between spouses, interesting gender statistics and more!
Racism: We White People are the Dangerous OnesJane Gilgun
Ā
It's way past time that white people see that we are dangerous to Afican Americans and other people of color. In this powerpoint, I share the idea that white people are the dangerous ones and I provide ways to change racist beliefs and practices that make us dangerous. We define who they are and we act on our definitions. If we define them as inferior, we act as if they are and don't believe they deserve the rights and privileges we have. If we view them as dangerous, we are afraid of them. We may avoid them, talk about them behind their backs, bully then, beat them, or kill them. We are the dangerous ones.
Socio-Legal Dimensions of Gender (LLB-507 & 509 )cpjcollege
Ā
This paper intends to sensitize the students about the changing
dimensions of gender and also familiarizes them with the subtle manifestations of inequality rooted in our society.
Racism: We White People are the Dangerous OnesJane Gilgun
Ā
We project beliefs and images about race onto others. These beliefs are often outside of our awareness. These beliefs become activated in a variety of situations. We construct others based on our beliefs and images and not on who they actually are. We may see others as dangerous when they are not. We are the dangerous ones. Our beliefs and images bring great harm to others. This powerpoint shows contemporary understandings of racism, how to become aware of our racism, and how to change racist beliefs, images, and practices.
LF Energy Webinar: Electrical Grid Modelling and Simulation Through PowSyBl -...DanBrown980551
Ā
Do you want to learn how to model and simulate an electrical network from scratch in under an hour?
Then welcome to this PowSyBl workshop, hosted by Rte, the French Transmission System Operator (TSO)!
During the webinar, you will discover the PowSyBl ecosystem as well as handle and study an electrical network through an interactive Python notebook.
PowSyBl is an open source project hosted by LF Energy, which offers a comprehensive set of features for electrical grid modelling and simulation. Among other advanced features, PowSyBl provides:
- A fully editable and extendable library for grid component modelling;
- Visualization tools to display your network;
- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Ā
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Ā
Clients donāt know what they donāt know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clientsā needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Ā
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Let's dive deeper into the world of ODC! Ricardo Alves (OutSystems) will join us to tell all about the new Data Fabric. After that, Sezen de Bruijn (OutSystems) will get into the details on how to best design a sturdy architecture within ODC.
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
Ā
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Ā
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But thereās more:
In a second workflow supporting the same use case, youāll see:
Your campaign sent to target colleagues for approval
If the āApproveā button is clicked, a Jira/Zendesk ticket is created for the marketing design team
Butāif the āRejectā button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
Key Trends Shaping the Future of Infrastructure.pdfCheryl Hung
Ā
Keynote at DIGIT West Expo, Glasgow on 29 May 2024.
Cheryl Hung, ochery.com
Sr Director, Infrastructure Ecosystem, Arm.
The key trends across hardware, cloud and open-source; exploring how these areas are likely to mature and develop over the short and long-term, and then considering how organisations can position themselves to adapt and thrive.
5. PRIMO
Diamond (2006) proposed
ā¢ gender pattern --- how a person behaves in comparison to
others in society and culture;
ā¢ reproductive considerations --- what are the reproductive
capabilities, aspirations, and actualities;
ā¢ identity --- how a person views himself in regard to gender and
sex;
ā¢ mechanisms --- abilities to experience and perform typical
features of sex; and
ā¢ sexual orientation --- type of sexual and romantic partner
toward whom one is attracted.
6. āOne is sex and one does
genderā (Diamond, 2002, p. 323)
20. Biological Perspective
Genes
ā¢ 20-48% role
ā¢ Environment ---52-80%
ā¢ Complete Androgen Insensitivity Syndrome in
Women (CAIS) --- XY chromosome but female
genitals because of insensitivity to androgen
ā¢ no effect of chromosome --- person can still
develop female gender role because of sex
assigned on the basis of genitals
21. Contā¦
Sexual Deviance (hermaphrodite/intersexed)
ā¢ Dany-dash syndrome --- XY
ā¢ Duplication of short arm of X chromosome in XY
genotype
ā¢ Testicular Feminization Syndrome --- high level
testosterone
ā¢ 5 alpha-reductase Deficiency Syndrome --- deficiency
of hormone (dihydrotestesterone)
ā¢ Klinefelterās Sydrome ā- XXY
ā¢ Turnersā Syndrome --- XO
ā¢ exposure to high androgen level to the female foetus
ā¢ Cloacal extrophy
22. Contā¦
Hormones
ā¢ Androgens and estrogens
ā¢ Less level of androgen in men effect sexual behaviour
ā¢ High testosterone in women --- more spatial skills (but not in
men)
Does hormones effect cognitive abilities?
ā¢ Congenital adrenal hyperplasia (CAH) in female child ---
exposure to androgen in prenatal stage
ā¢ More spatial ability in girls
ā¢ Playing with male toys
ā¢ More active
ā¢ Career oriented
ā¢ Less interest infants and having children
ā¢ Homosexuality
ā¢ Can have male genitals
23. Brain areas (dimorphic)
ā¢Men --- right hemisphere (menās cognitive
abilities are more strongly localised)
ā more lateralization in men
ā Brain damage in specific areas effect men more
(right --- spatial abilities; left ā verbal abilities)
ā¢Women --- both (more bilateral)
ā Corpus callosum in women is larger
ā Emotions are right hemisphere controlled and
cognitive abilities in left
ā Women use left hemisphere more in processing
emotions
24. Psychodynamic
ā¢ Phallic stage --- 3-6 years
ā¢ By age 5 --- develop gender identity
ā¢ Fantasize about genitals and parents ---- resolution of
feelings ---- start identifying with one of the parent --- internalize
values of that parent ---- exhibit same behaviour
ā¢ Gender identity is genital identity (dichotomous)
ā¢ If the child fails to accept his/ her genitals ---- will fail to
accept being male or female
Criticism ---- blind child cannot see genitals and see social
aspects of gender
ā¢ Unconscious and semiconscious fantasies is the process of
linking gender identity with gender role
25. ā¢ Castration anxiety--- identify with fathers
ā¢ Object choice (wanting someone, mother) changes to object
identity (wanting to be like someone, father)
ā¢ Becoming like father is like achieving mothers
ā¢ Earlier identify both --- more with mothers
ā¢ Gender identity depends upon with whom he identify more
ā¢ Girls --- Earlier they have for both parents
ā¢ Gender construction is difficult for boys
ā¢ Society plays a role ---- valuing male for power and choice
26. ā¢ Identify-disidentify
ā¢ A āwatchful, protectiveā father, typically in conjunction
with a sufficiently āattunedā mother able to recognize
her sonās masculinity.
ā¢ Fear of heteronormativity (not castration anxiety) leads
to Separation-individuation process
27. Social learning theory
Observation
Differential reinforcement (Bailey & Zucker, 1995; Mischel, 1978)
ā Teaching by parents
ā Pressure by people
ā Institutions to behave in certain way
Identification ---- Through observation start associating
with parents considering them as powerful, effective and
having control over rewards (mother dressing up ---
father appreciating)
28. ā¢ Begin to value gender appropriate behaviours --- learn
to apply label for themselves
ā¢ Gender identity --- self- label
ā¢ Acquisition of gender appropriate behaviours ----
regulated by cognitive process i.e., actual
performance of behaviour depends upon
reinforcement histories
ā¢ Modeling of a behaviour depends upon
ā Positive relationship with model
ā Positive consequences of modelās behaviour
ā Model is powerful
ā Same sex model and have gender role congruence
ā¢ Models change with change in norms
29. Gender Deviance
Father absent (physically, emotionally, or socially)
ā Father feels that child is rejecting him and become
psychologically absent from the childās life
ā¢ Encouragement and appreciation for showing cross- gendered
behaviour; lack of discouragement; appearance may be a
triggering factor
ā¢ Parentsā desire of daughter
ā¢ No male peers --- In school teased (less gender based
experiences)
ā¢ Have female friends (learning cross-gendered behaviour)
ā¢ Child believes he likes girl things so he is a girl
Remedy
ā¢ Parentsā role is important ---- making gender typed activities
30. Gender Role Socialization Theory
ā¢ Based on social learning perspective
ā¢ Different people and objects (act as role models)
reward child to fit in gender-role norms
ā¢ Emphasize sex differences
ā¢ Actual sex differences may not present but appear to
be
ā¢ Response bias higher in self-report measures
ā¢ Learn gender roles based on social expectations e.g.
differences in spatial abilities in instructed and non-
instructed situation
ā¢ Differences in emotional display (low-power vs. high
power emotions) --- motives ere important
31. Contā¦.
Agents of socialization
ā¢ Parents
ā Differential treatment --- more by fathers
ā Emotion
ā Gender-role beliefs
ā¢ Other people
ā Peers (Harrisās theory on group socialization)
---Generalization from home to outside (size of peer group
differ)
ā Siblings --- sex typing
ā Neighborhood
ā Teachers
ā¢ Toys
ā¢ Books
ā¢ Television
32. Social Role Theory
ā¢ Difference in gender roles leads to gender differences
in behaviour
ā¢ Societal role structures influence behaviour ---
abstract conditions of society than concrete way of
environment effecting behaviour
ā¢ Division of labour
ā Men --- agentic; Women --- Communal
ā Men --- more powerful; women --- relationship oriented
ā Men --- millitary role; women --- nursing role
ā Differential status
ā¢ Biosocial theory (Wood and Eagly, 2002) --- hunting in
women is hindered by reproductive qualities
33. Cognitive developmental theory
ā¢ Childās active role in structuring the world
ā¢ Child view of reality is different from adult (Piaget) ---
qualitative difference
ā¢ Gender is physical category based on anatomy (Kohlberg)
ā¢ Children do not have permanent gender identities until the
concept of conservation emerge (5-7 years) i.e., gender
does not change if someone plays with trucks or dolls
ā¢ By 3 years develop gender identity --- by hearing label from
others, but donāt know
ā gender never change
ā every one has gender
ā gender differences are physical/ anatomical
34. ā¢ Till develops conservation concept
ā¢ Once develop stable gender identities ---- prefer
gender typed activities (I am a boy, therefore I like
boy things, behaving like boy is rewarding)
ā¢ Start identifying with father because he is like him
and like other men
ā¢ Same for girls but they are not as typed as boys ----
can identify with both --- men are more powerful
According to Kohlberg (1968)
1. Gender Constancy may not emerge still child
develops gender typing
35. Contā¦
ā¢ Social cognitive perspective (Bandura,
1986 )
ā Interaction of cognition and environment
ā Early role of environment in rewarding and
punishing that helps in developing gender identity
(gender label)
ā Gradually children shift from external to internal
standards
36. Gender Schema Theory
Schemas
ā¢ Gender Schematic --- apply gender category in
everything to make decisions
ā Divide world in masculine and feminine categories
ā¢ Gender aschematic --- Androgyny
ā¢ Gender is pervasive dichotomy that guides our
behaviour (Bem, 1981)
ā¢ Helps in processing information
ā¢ Social learning helps in developing schemas and
cognitive processing (encoding) helps in maintaining
these
37. Contā¦
ā¢ Cross-gendered individuals can also be gender
schematic
ā¢ People prefer to act as per their gender that
depends upon how much they are gender
typed
38. Biased-interaction Theory
ā¢ A person may be predisposed biologically (biased-
predisposition) to develop gendered behaviours
ā¢ Role models are very important to influence
development
ā¢ goodness of fit
ā¢ Child explores similarities and differences with other
(same-different theory)
39. Attachment Theories
Depends upon quality of mother child relationship
(not separation)
Baby boyās āinternal working modelsā are gendered
from the beginning of life that are constructed
through interactions with parents who treat him as
āmaleā in relation to their own gendered selves
Gender development is facilitated by same sex
parent.
40. Cognitive theories of Sex Typing
Labeling
After labeling themselves as masculine or
feminine, individuals may then try to act in
accordance with these identities and behave in
other masculine or feminine ways as well
(Lippa, 2002).