Stereotypes Presentation Handout
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Handout for PRWR 6550 presentation of Iraj Omidvar's article on "Study of Photographs of Iran: Postcolonial Inquiry into the Limits of Visual Representation." Use of images covered under creative commons licensing with credit to Flikr photographer Looking4poetry.
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Stereotypes
The document discusses stereotypes, how the media uses them, and their effects. Some key points:
1) Stereotypes overgeneralize groups and focus on certain characteristics assumed to apply to all members, often in a negative way (e.g. all women are bad drivers).
2) The media uses stereotypes as narrative shortcuts to quickly communicate information, reflecting existing stereotypes in a culture rather than simply creating new ones. This can reinforce the ideas behind stereotypes.
3) Stereotypes usually have an element of truth but overlook individual traits and are often created by those outside the group, exerting a power over how that group is viewed.
Stereotypes
This document defines and discusses stereotypes. It notes that stereotypes are oversimplified generalizations about groups of people. They often evolve from a lack of exposure or understanding of other groups. Stereotypes can be implicit or explicit. While stereotypes can help process information efficiently, they can also be unfair and persist despite changes to the groups. The document examines types of stereotypes like ethnic, gender, and positive/negative stereotypes. It explores the differences between stereotypes, attitudes, and prejudices.
Stereotpyes
The document discusses stereotypes between the UK and Europe. It provides an outline for a class that will discuss what stereotypes are, common stereotypes within the UK such as of Irish, Welsh, and Scottish people, stereotypes of English people held in Spain, and where stereotypes come from. The class will consider whether stereotypes are harmful or true and if students have ever experienced stereotyping.
Lesson 9 Stereotypes
The document discusses stereotypes, providing definitions and examples. It notes that stereotypes are oversimplified ideas or images about groups that are widely accepted. Examples given include stereotypes about different ethnicities, social classes, religions, and sexes. The document suggests stereotypes arise from a lack of exposure to other groups and from media portrayals. Specific stereotypes listed about Americans, Chinese, and Chinese and American stereotypes of each other are provided to illustrate. Partners are prompted to discuss how stereotypes affect relationships between countries and the importance of looking past stereotypes.
Cultural stereotypes
This document discusses several common cultural stereotypes. It notes that stereotyping puts people into limited categories based on superficial characteristics and prevents them from being seen as individuals. While stereotypes may contain elements of truth, relying on them to characterize whole groups is neither accurate nor constructive.
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Knowledge and praxis research
Here are some key rules of scholastic rigor:
- Methods and findings must be able to withstand peer review and scrutiny
- Claims require robust evidence and logic to support them
- Intellectual honesty and integrity are paramount
Scholastic rigor helps maintain high standards of quality, accuracy and ethics in academic work. It enhances academic freedom by requiring solid justification and reasoning.
Number FOUR Diversity of Thought
- The university welcomes diverse & conflicting viewpoints rather than enforcing orthodoxy
- Exposure to a variety of perspectives strengthens critical thinking & prevents intellectual stagnation
- An inclusive culture where all are free to question received wisdom & propose unconventional ideas
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This document outlines the assignments and course structure for a Theory of Knowledge course. It discusses assignments like weekly reading notes, blog entries, debates, presentations, and a final paper. It also covers course goals of understanding types of knowledge, applying knowledge inquiries, and examining knowledge origins. Key concepts explained include questions, the goals of TOK to develop inquiry skills, and defining what constitutes knowledge. Students are asked to generate problems of knowledge questions connecting the terms "violence," "culture," and "identity."
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Stereotypes
The document discusses stereotypes, how the media uses them, and their effects. Some key points:
1) Stereotypes overgeneralize groups and focus on certain characteristics assumed to apply to all members, often in a negative way (e.g. all women are bad drivers).
2) The media uses stereotypes as narrative shortcuts to quickly communicate information, reflecting existing stereotypes in a culture rather than simply creating new ones. This can reinforce the ideas behind stereotypes.
3) Stereotypes usually have an element of truth but overlook individual traits and are often created by those outside the group, exerting a power over how that group is viewed.
Stereotypes
This document defines and discusses stereotypes. It notes that stereotypes are oversimplified generalizations about groups of people. They often evolve from a lack of exposure or understanding of other groups. Stereotypes can be implicit or explicit. While stereotypes can help process information efficiently, they can also be unfair and persist despite changes to the groups. The document examines types of stereotypes like ethnic, gender, and positive/negative stereotypes. It explores the differences between stereotypes, attitudes, and prejudices.
Stereotpyes
The document discusses stereotypes between the UK and Europe. It provides an outline for a class that will discuss what stereotypes are, common stereotypes within the UK such as of Irish, Welsh, and Scottish people, stereotypes of English people held in Spain, and where stereotypes come from. The class will consider whether stereotypes are harmful or true and if students have ever experienced stereotyping.
Lesson 9 Stereotypes
The document discusses stereotypes, providing definitions and examples. It notes that stereotypes are oversimplified ideas or images about groups that are widely accepted. Examples given include stereotypes about different ethnicities, social classes, religions, and sexes. The document suggests stereotypes arise from a lack of exposure to other groups and from media portrayals. Specific stereotypes listed about Americans, Chinese, and Chinese and American stereotypes of each other are provided to illustrate. Partners are prompted to discuss how stereotypes affect relationships between countries and the importance of looking past stereotypes.
Cultural stereotypes
This document discusses several common cultural stereotypes. It notes that stereotyping puts people into limited categories based on superficial characteristics and prevents them from being seen as individuals. While stereotypes may contain elements of truth, relying on them to characterize whole groups is neither accurate nor constructive.
Researching people: using questionnaires and interviews
Social research methods lecture for animation masters students @salforduni. Introducing the two dominant social research methods - questionnaires and interviews.
Knowledge and praxis research
Here are some key rules of scholastic rigor:
- Methods and findings must be able to withstand peer review and scrutiny
- Claims require robust evidence and logic to support them
- Intellectual honesty and integrity are paramount
Scholastic rigor helps maintain high standards of quality, accuracy and ethics in academic work. It enhances academic freedom by requiring solid justification and reasoning.
Number FOUR Diversity of Thought
- The university welcomes diverse & conflicting viewpoints rather than enforcing orthodoxy
- Exposure to a variety of perspectives strengthens critical thinking & prevents intellectual stagnation
- An inclusive culture where all are free to question received wisdom & propose unconventional ideas
Number FIVE
1. introduction to tok, ch.1 3 p. 1-41
This document outlines the assignments and course structure for a Theory of Knowledge course. It discusses assignments like weekly reading notes, blog entries, debates, presentations, and a final paper. It also covers course goals of understanding types of knowledge, applying knowledge inquiries, and examining knowledge origins. Key concepts explained include questions, the goals of TOK to develop inquiry skills, and defining what constitutes knowledge. Students are asked to generate problems of knowledge questions connecting the terms "violence," "culture," and "identity."
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1. Carefully examine the problem and understand the goal (connect all 9 dots using 4 straight lines without lifting your pen).
2. Consider alternative approaches and think creatively ("outside the box"). The typical way of connecting dots line-by-line won't work here.
3. Apply logical reasoning and recognize patterns (the dots are arranged in a 3x3 grid).
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Here are 3 categories of ethical reasoning we did not discuss:
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2. Virtue ethics - Evaluates actions based on the moral character of the agent rather than the consequences of the act itself. A virtuous person will act virtuously in any situation.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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www.StokeNewingtonHistory.com
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
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Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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