Stereotypes of different groups
•Download as PPTX, PDF•
1 like•804 views
This document discusses common stereotypes related to class, sexuality, disability, regional identity, age, ethnicity, and gender. For each category, it provides examples of stereotypes such as upper class people being portrayed as rich and snobby, gay men as camp or promiscuous, the physically disabled as unable to do normal things, northerners as having improper speech, children as innocent but helpless, and females as focused on homemaking. It notes that stereotypes oversimplify groups and that television dramas don't always represent diversity within these categories.
Report
Share
Report
Share
Recommended
7 groups of representation
This document discusses common stereotypes and representations of different social groups in television shows. It notes that upper classes are often portrayed as rich and posh, middle class as normal, and working class as poorer with strong community ties. Different social classes are rarely shown mixing. Homosexual men are depicted as feminine or flamboyant while lesbian women are shown as masculine. Disabled people are portrayed as pitiable or laughable. Youths are represented as disrespectful and engaging in risky behaviors while the elderly are depicted as annoying or critical. Racial stereotypes perpetuate myths. Men are often isolated and powerful while women usually play secondary roles or are part of a family context.
Representations in the media
The document discusses several common stereotypes presented in media, including those based on sexuality, class, region, disability, age, gender, and ethnicity. It provides examples of both conforming and non-conforming representations in shows like Glee, Downton Abbey, and Coronation Street. The stereotypes outlined are noted to be overly simplistic portrayals that do not capture the diversity and complexity of these groups in reality.
7 groups of representation by Rachael and Talia
Stereotypes of gender, age, class, disability and region are commonly portrayed in media. Females are often shown as caring for family while males provide financially. Younger people may be associated with crime while elders are depicted as rude or boring. Working class characters are less intelligent with basic jobs while middle/upper classes are well-educated and wealthy. Disabilities are portrayed as making people weak outsiders. Regional identities are stereotyped through speech, costumes and lifestyle portrayals like Scots wearing kilts. These stereotypes influence perceptions but overgeneralize large groups of diverse people.
Stereotypes
In TV dramas, various groups are often portrayed through stereotypes. Men are commonly shown as powerful rescuers of weaker women. Younger people are depicted as naive or troublesome, while older adults are dependent or crazy. Ethnic and racial minorities, disabled individuals, homosexuals, and certain regional or class groups tend to be stereotyped based on overgeneralized or outdated characteristics as well. These portrayals can promote an unrealistic and sometimes harmful perception of diversity.
Media amber josh ollie
The document discusses various aspects of representation and stereotypes in media. It defines representation as how groups are portrayed, such as through stereotypes, and notes stereotypes are widely accepted generalizations that may not be accurate. It also discusses verisimilitude, or how realistic a TV show is, and how shows sometimes depict stereotypes but not all at once. The document then examines common ways gender, age, ethnicity, sexuality, class, physical ability, and regional identity are represented in media, with some representations being based on stereotypes while others strive for more realistic portrayals.
Group media amber josh ollie
This document discusses representation and stereotypes in media. It defines representation as how groups are portrayed, which may involve stereotypes. Stereotypes generalize about groups based on gender, age, ethnicity, sexuality, class, disability, or location. Verisimilitude refers to how realistic a TV show's portrayals are, though shows may rely on some stereotypes. Gender, age, ethnicity, sexuality, class, and status are all commonly subject to various stereotypes or portrayals in media.
Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes across various social groups and identities. It addresses representation and stereotypes related to age, gender, ethnicity, class, status, sexuality, regional identity, physical ability/disability. For each category, it provides examples of how groups within each category may be represented in media and stereotyped. It also defines key terms like representation, stereotypes, and verisimilitude.
Sc2220 lecture 6 2011
This lecture discusses gender in popular culture, focusing on representations of masculinity and femininity. It analyzes the pop group Pussycat Dolls, noting their themes of asserting female sexuality and independence while portraying men as useless or overly aggressive. The implications for gender and power relationships are complex, as leveraging sexuality can empower women by contesting the male gaze, but may also lead to objectification over time. The appropriateness and impact of various popular culture portrayals remains open to debate.
Recommended
7 groups of representation
This document discusses common stereotypes and representations of different social groups in television shows. It notes that upper classes are often portrayed as rich and posh, middle class as normal, and working class as poorer with strong community ties. Different social classes are rarely shown mixing. Homosexual men are depicted as feminine or flamboyant while lesbian women are shown as masculine. Disabled people are portrayed as pitiable or laughable. Youths are represented as disrespectful and engaging in risky behaviors while the elderly are depicted as annoying or critical. Racial stereotypes perpetuate myths. Men are often isolated and powerful while women usually play secondary roles or are part of a family context.
Representations in the media
The document discusses several common stereotypes presented in media, including those based on sexuality, class, region, disability, age, gender, and ethnicity. It provides examples of both conforming and non-conforming representations in shows like Glee, Downton Abbey, and Coronation Street. The stereotypes outlined are noted to be overly simplistic portrayals that do not capture the diversity and complexity of these groups in reality.
7 groups of representation by Rachael and Talia
Stereotypes of gender, age, class, disability and region are commonly portrayed in media. Females are often shown as caring for family while males provide financially. Younger people may be associated with crime while elders are depicted as rude or boring. Working class characters are less intelligent with basic jobs while middle/upper classes are well-educated and wealthy. Disabilities are portrayed as making people weak outsiders. Regional identities are stereotyped through speech, costumes and lifestyle portrayals like Scots wearing kilts. These stereotypes influence perceptions but overgeneralize large groups of diverse people.
Stereotypes
In TV dramas, various groups are often portrayed through stereotypes. Men are commonly shown as powerful rescuers of weaker women. Younger people are depicted as naive or troublesome, while older adults are dependent or crazy. Ethnic and racial minorities, disabled individuals, homosexuals, and certain regional or class groups tend to be stereotyped based on overgeneralized or outdated characteristics as well. These portrayals can promote an unrealistic and sometimes harmful perception of diversity.
Media amber josh ollie
The document discusses various aspects of representation and stereotypes in media. It defines representation as how groups are portrayed, such as through stereotypes, and notes stereotypes are widely accepted generalizations that may not be accurate. It also discusses verisimilitude, or how realistic a TV show is, and how shows sometimes depict stereotypes but not all at once. The document then examines common ways gender, age, ethnicity, sexuality, class, physical ability, and regional identity are represented in media, with some representations being based on stereotypes while others strive for more realistic portrayals.
Group media amber josh ollie
This document discusses representation and stereotypes in media. It defines representation as how groups are portrayed, which may involve stereotypes. Stereotypes generalize about groups based on gender, age, ethnicity, sexuality, class, disability, or location. Verisimilitude refers to how realistic a TV show's portrayals are, though shows may rely on some stereotypes. Gender, age, ethnicity, sexuality, class, and status are all commonly subject to various stereotypes or portrayals in media.
Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes across various social groups and identities. It addresses representation and stereotypes related to age, gender, ethnicity, class, status, sexuality, regional identity, physical ability/disability. For each category, it provides examples of how groups within each category may be represented in media and stereotyped. It also defines key terms like representation, stereotypes, and verisimilitude.
Sc2220 lecture 6 2011
This lecture discusses gender in popular culture, focusing on representations of masculinity and femininity. It analyzes the pop group Pussycat Dolls, noting their themes of asserting female sexuality and independence while portraying men as useless or overly aggressive. The implications for gender and power relationships are complex, as leveraging sexuality can empower women by contesting the male gaze, but may also lead to objectification over time. The appropriateness and impact of various popular culture portrayals remains open to debate.
Representation
This document discusses different ways that individuals can be represented based on their gender, regional identity, age, ability, ethnicity, sexuality, class, and status. It provides examples of common stereotypes associated with each of these categories. For instance, it notes that females are often portrayed as weak while males are strong, and that upper class individuals may be represented as rich or posh compared to lower class criminals. The document also summarizes several theories of representation, such as how stereotypes can reflect society, help audiences understand meanings, or be presented from a male gaze.
Representation 7 areas intro
Representation describes how signs like media texts stand in for and depict reality. Producers intentionally frame reality through signs like editing and camerawork to position texts ideologically. Audiences make sense of reality through these representations. Common representations of social groups in media include stereotypes like criminal black men, nerdy white men, sexy Latinas, and helpless disabled people. Understanding how media represent social groups through signs is important for recognizing the ideologies that shape perceptions of reality.
Representation ethnicity
The document discusses representation of ethnicity in media. It states that ethnicity, like gender, consists of both biological and culturally defined characteristics. Media representation of ethnic groups can rely on rigid stereotypes similar to gender stereotypes. However, stereotyping of race is seen as more harmful than gender stereotypes because media may provide children's only experience of certain ethnic groups. The document also notes that most research has focused on representation of black people and that representation of other groups like Asian and Latino people is also important given their population sizes. It discusses how representation of ethnic groups has both improved and still includes negative stereotypes at times.
Ethnic stereotypes
This document discusses representation and textual analysis for media studies examinations. It focuses on analyzing representations of ethnicity and sexuality through techniques like mise-en-scene, camerawork, editing and sound. Stereotypical portrayals of different ethnic groups like Afro-Caribbean, East Asian and Latin American are outlined. Representations of sexuality, both heterosexual and homosexual, are also described in terms of common stereotypes. Analyzing these representations is important to understand the dominant ideologies and social myths being created or reinforced in media texts.
Common constructions of social groups
Social groups are commonly represented through stereotypes in media and culture. Some examples include:
- Women are often portrayed as emotional, dependent on men, focused on appearance over career. Men are shown as rational, ambitious, and in control.
- Racial minorities face stereotypes like criminality for Black people, model minorities for Asians, and aggression for Middle Eastern people.
- Younger and older groups both encounter ageist stereotypes. The elderly are seen as frail while youth are seen as reckless.
- LGBTQ people may be depicted as flamboyant, sexual, or facing family rejection. Disabled people are sometimes shown as victims or villains.
- Regional
Representations in media
This document discusses different representations of social groups in media. It addresses representations of age, gender, ethnicity, social class, and disability. For each group, it provides stereotypical portrayals, examples from films and television to illustrate these portrayals, and how representations have changed over time in some cases. The key representations discussed are teenagers often portrayed negatively, men as strong and independent, women as caregivers and objects of beauty, black men linked to crime, and disability often shown in a stigmatizing light.
Stereotypical characters
The document discusses various stereotypical representations of gender, ethnicity, sexuality, class/status, disability, and regional identity in cartoons. It provides examples like Marge Simpson representing typical female gender stereotypes of cleaning and cooking. Apu represents stereotypes of Asian men working in shops with accents. Gay men are stereotyped as flamboyant. English characters are portrayed as posh. Disabled characters are non-verbal and use wheelchairs. Hyacinth Bucket represents southern English regional stereotypes of proper speech and lifestyle.
Stereotypical characters
The document discusses various stereotypical representations of gender, ethnicity, sexuality, class/status, disability, and regional identity in cartoons. It provides examples like Marge Simpson representing typical female gender stereotypes of cleaning and cooking. Apu represents stereotypes of Asian men working in shops with accents. Gay men are stereotyped as flamboyant. English characters are portrayed as posh. Disabled characters are non-verbal and use wheelchairs. Hyacinth Bucket represents southern English regional stereotypes of proper speech and lifestyle.
G322 Common Representations of Specific Social Groups
The document discusses common representations and stereotypes of various social groups in media. It provides examples of stereotypical traits that are often attributed to groups like women (emotional, family-oriented), men (rational, ambitious), and ethnic/racial groups (Asians seen as model minorities, Black men as criminals). It also discusses age, disability, class, religious and regional stereotypes such as pensioners seen as grumpy or the working class viewed as lazy.
Media Revision notes
This document summarizes and analyzes several theories related to representations in media:
- Van Zoonen's theory discusses how media portrays gender stereotypes that reinforce societal views of femininity and masculinity.
- Gilroy's post-colonialist theory examines how ethnic minorities are often depicted as powerless and marginalized compared to depictions of white Westerners as powerful and important.
- An example news article is analyzed applying Gilroy's theory, finding depictions that portray white politicians as having power over ethnic minorities.
Age presentation
This document discusses stereotypes of age in media representations. It lists both positive and negative stereotypes commonly associated with being either young or old. Some negative stereotypes of youth include being immature, stupid, greedy, lazy, selfish, unfit, violent, callous, gullible, unreliable and careless. Positive stereotypes include being active, sociable, innocent, strong, with a long future ahead and being adventurous and fun. Negative stereotypes of old age include being grumpy, outdated, slow, weak, whining, unhealthy, miserly, hard-of-hearing, ugly, unable to use technology and being lonely, dependent, boring and unwilling to try new things. The document
Representation gender
This document discusses the representation of gender in media. It explains that media helps shape cultural ideologies and notions of what is considered normal or appropriate for different social groups like men and women. Representations of women in media often focus on beauty, sexuality, and emotional roles while minimizing intellectual roles and independence. Representations of men often emphasize strength, power, physique and independence. Both gender representations in media can be unrealistic and contribute to body image issues.
Representation theories
This document summarizes several key gender, sexuality, ethnicity, and age theories related to media representation. It discusses how the male gaze objectifies and sexualizes women in media. It also outlines common stereotypes portrayed in media, such as portraying gay men as camp or feminine, black people as exotic or criminal, and the elderly as unattractive, slow, or dependent. The document suggests both positive and negative theories about how media represents social groups and can reinforce or challenge stereotypes.
Representation sexuality
The document discusses representation of sexuality in media. It outlines common representations of heterosexual women and men, homosexual women and men, and transgender individuals. These representations include monogamous, promiscuous, embarrassed or in the closet. It notes that sexuality is often expressed through gender expression and physical attributes. The document advises analyzing how a character's gender and sexuality are constructed and whether the representation is positive, negative, or stereotypical.
Prostitution
Prostitution involves exchanging sexual acts for money or goods. It is illegal in many places due to beliefs that it degrades and endangers those involved by increasing risks of disease and abuse. However, some argue it can empower sex workers by providing income, and that consenting adults should have the freedom to exchange sex for money privately. Overall, there are reasonable perspectives on both sides of this complex issue.
TV Drama & Sexuality
This document discusses representations of sexuality in TV dramas. It begins by listing shows that include gay characters. It then discusses traditional representations that center heterosexuality and stereotypes about homosexual, heterosexual, bisexual and other groups. Key concepts discussed include Laura Mulvey's male gaze and how sexuality is represented through techniques like camera shots, editing and sound. The document prompts the reader to consider examples from media and how different techniques shape representations of sexuality.
Representation and ethnicity 2014
This document discusses representations of ethnicity in media and provides examples of common ethnic stereotypes portrayed in television. It asks key questions about whether representations are stereotypical or counter-typical, positive or negative, who is doing the representing and to whom. Common stereotypes discussed include portrayals of black and Asian people as criminals or immigrants, and white upper-class individuals. The document also asks students to consider stereotypes challenged in television and provides a task to analyze positive and negative ethnic representations in TV shows.
Presentation of prostitution
This document defines prostitution and discusses different types including street, brothels, escorts, sex tourism, virtual sex, and gigolos. It notes that prostitution involves offering sex acts in exchange for money. Common reasons for entering prostitution include lack of financial resources, low education, family issues, and inability to form relationships. Risks include disease, addiction, social rejection, unwanted pregnancy, and legal issues. The conclusion discusses how prostitution exists due to demand from those seeking such services and how social problems can push some into prostitution.
110
The document summarizes 6 concepts that inhibit the development of a radical theory of sex: 1) Sex essentialism views sex as determined by biology alone rather than being social/historical. 2) Sex negativity views sex as inherently dangerous/negative. 3) The fallacy of misplaced scale treats small sexual differences as major threats. 4) Acts are hierarchically valued with reproductive heterosexuality at top. 5) The domino theory fears permitting any non-standard sex will destroy barriers. 6) There is a lack of concept of benign sexual variation and insistence on a single sexual standard. These concepts rationalize privileging some groups while oppressing others.
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.
More Related Content
What's hot
Representation
This document discusses different ways that individuals can be represented based on their gender, regional identity, age, ability, ethnicity, sexuality, class, and status. It provides examples of common stereotypes associated with each of these categories. For instance, it notes that females are often portrayed as weak while males are strong, and that upper class individuals may be represented as rich or posh compared to lower class criminals. The document also summarizes several theories of representation, such as how stereotypes can reflect society, help audiences understand meanings, or be presented from a male gaze.
Representation 7 areas intro
Representation describes how signs like media texts stand in for and depict reality. Producers intentionally frame reality through signs like editing and camerawork to position texts ideologically. Audiences make sense of reality through these representations. Common representations of social groups in media include stereotypes like criminal black men, nerdy white men, sexy Latinas, and helpless disabled people. Understanding how media represent social groups through signs is important for recognizing the ideologies that shape perceptions of reality.
Representation ethnicity
The document discusses representation of ethnicity in media. It states that ethnicity, like gender, consists of both biological and culturally defined characteristics. Media representation of ethnic groups can rely on rigid stereotypes similar to gender stereotypes. However, stereotyping of race is seen as more harmful than gender stereotypes because media may provide children's only experience of certain ethnic groups. The document also notes that most research has focused on representation of black people and that representation of other groups like Asian and Latino people is also important given their population sizes. It discusses how representation of ethnic groups has both improved and still includes negative stereotypes at times.
Ethnic stereotypes
This document discusses representation and textual analysis for media studies examinations. It focuses on analyzing representations of ethnicity and sexuality through techniques like mise-en-scene, camerawork, editing and sound. Stereotypical portrayals of different ethnic groups like Afro-Caribbean, East Asian and Latin American are outlined. Representations of sexuality, both heterosexual and homosexual, are also described in terms of common stereotypes. Analyzing these representations is important to understand the dominant ideologies and social myths being created or reinforced in media texts.
Common constructions of social groups
Social groups are commonly represented through stereotypes in media and culture. Some examples include:
- Women are often portrayed as emotional, dependent on men, focused on appearance over career. Men are shown as rational, ambitious, and in control.
- Racial minorities face stereotypes like criminality for Black people, model minorities for Asians, and aggression for Middle Eastern people.
- Younger and older groups both encounter ageist stereotypes. The elderly are seen as frail while youth are seen as reckless.
- LGBTQ people may be depicted as flamboyant, sexual, or facing family rejection. Disabled people are sometimes shown as victims or villains.
- Regional
Representations in media
This document discusses different representations of social groups in media. It addresses representations of age, gender, ethnicity, social class, and disability. For each group, it provides stereotypical portrayals, examples from films and television to illustrate these portrayals, and how representations have changed over time in some cases. The key representations discussed are teenagers often portrayed negatively, men as strong and independent, women as caregivers and objects of beauty, black men linked to crime, and disability often shown in a stigmatizing light.
Stereotypical characters
The document discusses various stereotypical representations of gender, ethnicity, sexuality, class/status, disability, and regional identity in cartoons. It provides examples like Marge Simpson representing typical female gender stereotypes of cleaning and cooking. Apu represents stereotypes of Asian men working in shops with accents. Gay men are stereotyped as flamboyant. English characters are portrayed as posh. Disabled characters are non-verbal and use wheelchairs. Hyacinth Bucket represents southern English regional stereotypes of proper speech and lifestyle.
Stereotypical characters
The document discusses various stereotypical representations of gender, ethnicity, sexuality, class/status, disability, and regional identity in cartoons. It provides examples like Marge Simpson representing typical female gender stereotypes of cleaning and cooking. Apu represents stereotypes of Asian men working in shops with accents. Gay men are stereotyped as flamboyant. English characters are portrayed as posh. Disabled characters are non-verbal and use wheelchairs. Hyacinth Bucket represents southern English regional stereotypes of proper speech and lifestyle.
G322 Common Representations of Specific Social Groups
The document discusses common representations and stereotypes of various social groups in media. It provides examples of stereotypical traits that are often attributed to groups like women (emotional, family-oriented), men (rational, ambitious), and ethnic/racial groups (Asians seen as model minorities, Black men as criminals). It also discusses age, disability, class, religious and regional stereotypes such as pensioners seen as grumpy or the working class viewed as lazy.
Media Revision notes
This document summarizes and analyzes several theories related to representations in media:
- Van Zoonen's theory discusses how media portrays gender stereotypes that reinforce societal views of femininity and masculinity.
- Gilroy's post-colonialist theory examines how ethnic minorities are often depicted as powerless and marginalized compared to depictions of white Westerners as powerful and important.
- An example news article is analyzed applying Gilroy's theory, finding depictions that portray white politicians as having power over ethnic minorities.
Age presentation
This document discusses stereotypes of age in media representations. It lists both positive and negative stereotypes commonly associated with being either young or old. Some negative stereotypes of youth include being immature, stupid, greedy, lazy, selfish, unfit, violent, callous, gullible, unreliable and careless. Positive stereotypes include being active, sociable, innocent, strong, with a long future ahead and being adventurous and fun. Negative stereotypes of old age include being grumpy, outdated, slow, weak, whining, unhealthy, miserly, hard-of-hearing, ugly, unable to use technology and being lonely, dependent, boring and unwilling to try new things. The document
Representation gender
This document discusses the representation of gender in media. It explains that media helps shape cultural ideologies and notions of what is considered normal or appropriate for different social groups like men and women. Representations of women in media often focus on beauty, sexuality, and emotional roles while minimizing intellectual roles and independence. Representations of men often emphasize strength, power, physique and independence. Both gender representations in media can be unrealistic and contribute to body image issues.
Representation theories
This document summarizes several key gender, sexuality, ethnicity, and age theories related to media representation. It discusses how the male gaze objectifies and sexualizes women in media. It also outlines common stereotypes portrayed in media, such as portraying gay men as camp or feminine, black people as exotic or criminal, and the elderly as unattractive, slow, or dependent. The document suggests both positive and negative theories about how media represents social groups and can reinforce or challenge stereotypes.
Representation sexuality
The document discusses representation of sexuality in media. It outlines common representations of heterosexual women and men, homosexual women and men, and transgender individuals. These representations include monogamous, promiscuous, embarrassed or in the closet. It notes that sexuality is often expressed through gender expression and physical attributes. The document advises analyzing how a character's gender and sexuality are constructed and whether the representation is positive, negative, or stereotypical.
Prostitution
Prostitution involves exchanging sexual acts for money or goods. It is illegal in many places due to beliefs that it degrades and endangers those involved by increasing risks of disease and abuse. However, some argue it can empower sex workers by providing income, and that consenting adults should have the freedom to exchange sex for money privately. Overall, there are reasonable perspectives on both sides of this complex issue.
TV Drama & Sexuality
This document discusses representations of sexuality in TV dramas. It begins by listing shows that include gay characters. It then discusses traditional representations that center heterosexuality and stereotypes about homosexual, heterosexual, bisexual and other groups. Key concepts discussed include Laura Mulvey's male gaze and how sexuality is represented through techniques like camera shots, editing and sound. The document prompts the reader to consider examples from media and how different techniques shape representations of sexuality.
Representation and ethnicity 2014
This document discusses representations of ethnicity in media and provides examples of common ethnic stereotypes portrayed in television. It asks key questions about whether representations are stereotypical or counter-typical, positive or negative, who is doing the representing and to whom. Common stereotypes discussed include portrayals of black and Asian people as criminals or immigrants, and white upper-class individuals. The document also asks students to consider stereotypes challenged in television and provides a task to analyze positive and negative ethnic representations in TV shows.
Presentation of prostitution
This document defines prostitution and discusses different types including street, brothels, escorts, sex tourism, virtual sex, and gigolos. It notes that prostitution involves offering sex acts in exchange for money. Common reasons for entering prostitution include lack of financial resources, low education, family issues, and inability to form relationships. Risks include disease, addiction, social rejection, unwanted pregnancy, and legal issues. The conclusion discusses how prostitution exists due to demand from those seeking such services and how social problems can push some into prostitution.
110
The document summarizes 6 concepts that inhibit the development of a radical theory of sex: 1) Sex essentialism views sex as determined by biology alone rather than being social/historical. 2) Sex negativity views sex as inherently dangerous/negative. 3) The fallacy of misplaced scale treats small sexual differences as major threats. 4) Acts are hierarchically valued with reproductive heterosexuality at top. 5) The domino theory fears permitting any non-standard sex will destroy barriers. 6) There is a lack of concept of benign sexual variation and insistence on a single sexual standard. These concepts rationalize privileging some groups while oppressing others.
What's hot (19)
G322 Common Representations of Specific Social Groups
G322 Common Representations of Specific Social Groups
Viewers also liked
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.
How might we erase stereotypes and misconceptions about emerging countries?
Updated version: http://goo.gl/VLq5Qb. A prototype of the research I'm developing on nation branding and cultural diplomacy for small and emerging countries, especially those carried out with negative propaganda and stereotypes. How might we erase stereotypes?
Access to HIV prevention and care: Persons with disabilities still left behin...
Access to HIV prevention and care: Persons with disabilities still left behin...terre des hommes schweiz
Access to HIV prevention and care: Persons with disabilities still left behind
presented by: Muriel Mac-Seing (Handicap International)
at: AIDSFocus Meeting
on: 07. Mai 2015
in: BernLizzie hastie & ffion curley presentation for british society
This document discusses racial representation and stereotyping in children's advertising. It notes that advertisers primarily use white children, especially blonde girls and boys, presenting them as go-getters. In contrast, black children are rarely featured and when they are, it is often in the context of sports or music, reinforcing stereotypes. The document provides examples showing how white children tend to be portrayed as adventurous and courageous explorers, while children of color are excluded or depicted as passive and primitive. It argues that advertisers take a colonialist approach to minority audiences, aiming campaigns primarily at whites while exploiting other groups. Racial stereotypes in advertising must be understood in the broader context of societal inequalities and racism.
2 M-CARE: Disability awareness
This training module is part of the M-CARE Personal Care Giver training, as developed in the context of the M-CARE project (mcare-project.eu). You can access the learning platform and online toolbox via www.pcgcare.eu.
This project (M-Care - 539913-LLP-1-2013-1-TR-LEONARDO-LMP) has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
The importance of the communication prcocess
Communication is essential for conveying thoughts, ideas, and feelings between individuals and groups. It occurs through both verbal and nonverbal means, and takes formal and informal forms. Effective communication relies on listening at least as much as speaking to understand messages and reduce interference. Culture and communication are deeply intertwined, as communication creates, shapes, and transmits cultural norms and practices over time and space. Stereotyping oversimplifies groups based on observed or imagined traits, while successful communication creates opportunities and pathways to achieving goals.
Stereotypes on Age
Stereotypes often associate certain characteristics with different age groups. Babies and infants are commonly stereotyped as cute but noisy and messy. Children are seen as playful and naïve, while teenagers are labeled as stubborn, lazy, and hormonal. Young adults are viewed as reckless or students, whereas middle-aged adults are depicted as stern, worried parents. Older individuals face stereotypes of being wise but cranky, weak, and lonely.
Disabilities rights movements
The document summarizes the history and goals of disability rights movements. Disability rights movements advocate for equal civil rights and opportunities for people with disabilities. They began in the 1930s with small protests to reform policies. More groups formed in the 1950s during the civil rights movement. By the 1960s, more students with disabilities were in universities and activism grew. The movements achieved improvements like accessible public transportation and buildings by the 1990s. They also aim to combat barriers faced by disabled individuals and ensure equal treatment in society.
Gender Stereotypes
The document discusses various gender stereotypes that are portrayed in media. It provides examples of common female stereotypes such as housewives, gold diggers, and dumb blondes. It also lists stereotypes for male characters such as jocks, layabouts, and businessmen. For each stereotype, it describes common personality traits, appearances, and settings associated with that stereotype portrayal. The document also briefly discusses the history of gender stereotypes and how roles have changed over time, such as women gaining the right to vote and work outside the home.
Stereotyping teens2
Stereotypes of teenagers are often reinforced by media representations and politicians looking to blame youth for social issues. However, the facts show that youth crime has declined in Britain while educational standards have risen. While some teenagers engage in anti-social behavior, most volunteer and are no more likely than adults to commit crimes. Negative stereotypes fuel "moral panics" about youth but ignore inequalities experienced by many teenagers today.
Cultural stereotyping and its effects on power balance
This document discusses cultural stereotyping and its effects on power balance. It defines stereotyping as over-generalizing group characteristics. Stereotyping can be positive by assigning good traits to one's own group, or negative by assigning bad traits to other groups. Two examples are analyzed: a rice cracker ad that positively stereotypes Japanese women, and online comments negatively stereotyping Asian drivers as unsafe. Negative stereotyping creates an in-group and out-group, allowing the in-group to feel superior and gain dominance over the out-group. By over-simplifying cultures, stereotyping can lead to misunderstanding between groups and affect power relations.
What stereotypes are found in television and films
This document discusses stereotypes presented in various forms of media, particularly related to gender. Several studies are referenced that analyzed Disney films and found predominantly negative stereotypes of female characters, portraying them as dependent, focused on appearance, and lacking power or important roles. Meanwhile, male characters tended to be depicted as strong heroes. Some positive examples were identified, like Pocahontas, though improvements could still be made. The media was found to potentially influence children's perceptions of gender, body image, race and other groups. While children may not consciously recognize stereotypes, they could shape their views and life goals. Overall, the document presents an analysis of common stereotypes in media and their possible effects on audiences.
Gender stereotyping re engineering gender
This document discusses stereotypes, their roots, and their consequences. It defines stereotypes as widely shared generalizations about social groups. It examines implicit association tests that show deep-rooted unconscious gender stereotypes associate men with careers and women with family. The document outlines how stereotypes can lead to prejudice, discrimination, and stereotype threat, where people fear confirming a negative stereotype about their social group. It proposes strategies like reframing tasks and emphasizing diverse role models to reduce stereotype threat in high-stakes situations like job interviews.
Stereotype
Stereotypes are overgeneralized beliefs about groups that tend to be simplifications. They are formed due to lack of knowledge about other people and are used to simplify social situations. While stereotypes can help with quick judgments, they ignore individual differences and can be incorrect. The movie "My Name is Khan" shows the disadvantages of stereotyping Muslims after 9/11, as the main character has to travel the US to tell people his name and that he is not a terrorist. Solutions involve open communication, tolerance, and social integration to reduce misconceptions.
Islamophobia
The document expresses Islamophobic views and argues that Islam has no place in Europe or the civilized world. It claims the author is not affiliated with any particular group but just wants to live freely and educate themselves to form personal opinions. The author believes Islam is incompatible with European values and that tolerating it will lead to enslavement or death for European children in the future.
Stereotyping, Muslim Stereotyping & Islamophobia by Abid Zafar
This presentation is related to the Stereotyping, Muslim Stereotyping and Islamophobia Factors which are specifically designed for Muslims in the Western Media by the great help of American Right wing Politicians and Think Tanks as well...
Kids, parents, toys & gender
Research report by KIDSPLAYTESTtm looking at whether UK consumers approve or embrace gender stereotyping and labelling of toys, games & kids entertainment content
Viewers also liked (20)
How might we erase stereotypes and misconceptions about emerging countries?
How might we erase stereotypes and misconceptions about emerging countries?
Access to HIV prevention and care: Persons with disabilities still left behin...
Access to HIV prevention and care: Persons with disabilities still left behin...
Lizzie hastie & ffion curley presentation for british society
Lizzie hastie & ffion curley presentation for british society
Cultural stereotyping and its effects on power balance
Cultural stereotyping and its effects on power balance
What stereotypes are found in television and films
What stereotypes are found in television and films
Stereotyping, Muslim Stereotyping & Islamophobia by Abid Zafar
Stereotyping, Muslim Stereotyping & Islamophobia by Abid Zafar
Similar to Stereotypes of different groups
7 groups of representation
This document discusses common stereotypes and representations of different social groups in television shows. It notes that upper classes are often portrayed as rich and posh, middle class as normal, and working class as poorer with strong community ties. It also discusses stereotypes around sexuality, disability, region, youth, elderly, race, and gender - with groups frequently shown as clashing or receiving family rejection, portrayed through exaggerated characteristics, or occupying secondary roles.
Stereotype report
The document discusses common stereotypes presented in media across several categories:
Gender - Males are often portrayed as strong and heroic while females are depicted as needing rescue or used to appeal to the "male gaze." However, some TV dramas are starting to challenge these stereotypes.
Age - Older people are usually shown as weak, innocent, and oblivious while teenagers are stereotyped as lazy, arrogant, and not focused on school.
Ethnicity and disability - Stereotypes are used to make characters seem more familiar but can be patronizing, such as portraying Asian students as math experts or disabled characters as inspirational heroes.
Sexuality and social class - Heterosexual and
Representation
This document discusses representation in media and society. It defines representation as how a person or group is presented to the public, and identifies common forms of representation such as gender, class, age, ethnicity, region, sexuality, and ability. It then provides examples of how each of these groups is typically represented. The document also summarizes some key theories about representation from scholars like John Berger, Bell Hooks, Laura Mulvey, and Stuart Hall. Finally, it discusses how the protagonist and antagonist are represented in a specific media production.
Representation
This document discusses representation in media and society. It defines representation as how a person or group is presented to the public, and identifies common forms of representation such as gender, class, age, ethnicity, region, sexuality, and ability. It then provides examples of how each of these groups is typically represented. The document also summarizes some key theories about representation from scholars like John Berger, Bell Hooks, Laura Mulvey, and Stuart Hall. Finally, it discusses how the protagonist and antagonist are represented in a specific media production.
Representation
This document discusses representation in media and society. It defines representation as how a person or group is presented to the public, and identifies common forms of representation such as gender, class, age, ethnicity, region, sexuality, and ability. It then provides examples of how each of these groups is typically represented. The document also summarizes some key theories about representation from scholars like John Berger, Bell Hooks, Laura Mulvey, and Stuart Hall. Finally, it discusses how the protagonist and antagonist are represented in a specific media production.
Representation & stereotypes
This document discusses representation and stereotypes in media across various dimensions including gender, age, ethnicity, sexuality, class, physical ability, and region. It notes that representation focuses on how these groups are portrayed, while stereotypes involve oversimplified or fixed portrayals of people from a particular group. Common stereotypes described include portraying the elderly as dependent, women as emotional, minorities as criminals, the LGBTQ community as deviant, the disabled as pitiable, and regional or class identities through exaggerated accents or behaviors.
Task 4 media
This document analyzes common stereotypical representations of social groups in teen musicals. It finds that teenage characters are typically ages 16-19, with parents and teachers portrayed as clueless and boring. Females are shown as promiscuous and unintelligent, falling in love easily, while males are immature but admired. Ethnic minority characters usually play supporting roles and are stereotyped, such as a shy Chinese character in Pitch Perfect. Wealthy characters are portrayed as rude bullies but get their comeuppance, while middle/lower class characters are relatable underdogs. Gay characters often have stereotypical traits, and disabled characters are sometimes shown as equals to challenge discrimination.
Representations
The document discusses various issues surrounding the representation of different groups in TV drama, including age, race, gender, class, disability, and regional identity. It provides examples of common stereotypes used to portray each group, such as rebellious teens or forgetful old people to represent age; criminal or intelligent stereotypes for different races/ethnicities; clothing and possessions used to indicate class; emphasis on beauty, relationships and emotions for women versus strength and independence for men in terms of gender; people with disabilities sometimes being bullied or looked down upon; and regional stereotypes like Scots loving the outdoors or drinking for identity.
Representation and stereotypes
This document discusses representation and stereotypes in media. It defines representation as how people, events, and ideas are depicted. When media focuses on representation, it looks at gender, age, ethnicity, sexuality, class, physical ability, and regional identity. It then provides examples of how different groups are commonly stereotyped in media, such as women being emotional and reliant on men, the elderly being grumpy and dependent, and gay people being feminine. The document stresses that stereotypes are oversimplified or fixed ideas about types of people. It concludes by defining verisimilitude as how close a story is to realistic events and provides an example of a storyline in a TV show that is not very truthful.
Representation and stereotypes
This document discusses representation and stereotypes in media. It defines representation as how people, events, and ideas are depicted. When media focuses on representation, it looks at gender, age, ethnicity, sexuality, class, physical ability, and regional identity. It then provides examples of common stereotypes within media for each of these categories. For example, it states that femininity is often represented in pink and focuses on emotions and reliance on men, while masculinity focuses on muscles and being in charge. It concludes by defining stereotypes and verisimilitude, or how close a story is to realistic events.
What is Representation?
Representation is how groups are portrayed in media using stereotypes. Stereotypes are commonly used to represent people based on their age, gender, ethnicity, sexuality, class and ability. Negative stereotypes are often used and include portraying teenagers as anti-social, the elderly as helpless, women as dependent, minorities as criminals or exotic, and the disabled as victims. Positive representation in media can challenge stereotypes and show groups in a more realistic light.
QUESTION 2
Our media product represents various social groups in the following ways:
1) It features both male and female youth characters from a variety of ethnic backgrounds engaged in both criminal and educational activities, challenging stereotypes about gender, ethnicity, and social class.
2) Working class males are shown as drug dealers but also loving and creative, while working class females are hardworking and well-behaved. Middle class females are elegant but neglected.
3) Masculinity is represented both positively as creative and sensitive and negatively as rebellious criminals, while femininity is shown as intelligent and confident rather than the stereotypes often seen in youth films.
Q 2
The document discusses how different social groups are represented in the media product. Males are shown as masculine and involved in crime through drug dealing, while females are portrayed as composed and carefree. Working class characters are depicted as popular yet lacking money. Middle class is represented as well-groomed and stable. Masculinity is shown both as rebellious criminals but also loving and creative. Femininity is depicted as sensible and talented rather than stereotypical portrayals. The media product aims to represent a multicultural society by including characters of different ethnicities who follow both criminal and educational paths.
Representations cie – common stereotypes
This document outlines common stereotypes seen in representations of age, gender, ethnicity, physical ability, social class, region, and sexuality in US and UK television dramas. It discusses how characters within these groups are often portrayed through binary oppositions such as young vs old, strong vs weak, domestic vs professional, urban vs rural, and refined vs crude. The document advises the reader to analyze whether characters conform to or challenge these stereotypes when evaluating representations in television shows.
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.
Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes across various social groups. It examines how media represents age, gender, ethnicity, class, status, sexuality, region, ability and disability. For each group, it provides examples of representations and common stereotypes, such as the elderly being slow, women being delicate, black people liking reggae music, gay men acting feminine, northerners being tough, and the disabled being segregated. The document suggests media representations do not always reflect reality and often rely on oversimplified stereotypes.
Media AS Section A- Stereotypes
The document discusses common stereotypes related to gender, age, ethnicity, disability, sexuality, regional identity, and social class. It notes that males are often portrayed as dominant over females, who are seen as more focused on appearance. The elderly are seen as nostalgic and in need of care, while children are portrayed as innocent and carefree. Black people may be seen as athletic but in inferior roles, while white people are often in prominent roles and seen as racist. The disabled are viewed as vulnerable and the abled as superior. Heterosexuals are the norm while homosexuals challenge norms. Regional identities come with stereotypes of intelligence and class.
Media presentation on representation stereotypes and verisimilitude
The document discusses representation and stereotypes in media across various groups. It addresses representation and stereotypes related to age, gender, ethnicity, class, sexuality, region, and physical ability. For each category, it provides examples of how groups within that category may be represented as well as common stereotypes associated with each group. The goal of the document is to examine how various groups are portrayed in media and the oversimplified ideas that are often associated with them.
Stereotypes in media
The document discusses how stereotypes are often presented in media based on gender, age, ethnicity, disability, sexuality, regional identity, and social class. It provides examples of common stereotypes, such as women being less successful and needing to be saved, Asian people being portrayed as smart, and disabled people being weak. While stereotypes are becoming less common, the document argues they are still present in many television and film portrayals of characters.
Year 12 revision for G322
This document provides information on representations in TV and film, including:
- Class is often represented through stereotypes like upper class being rich/snobby, working class being poorer/less intelligent.
- Gender is often represented through stereotypes like males being masculine/providers, females being feminine/caregivers.
- Other representations discussed include ethnicity, region, age, sexuality, and ability, each with their own stereotypes.
- Key things to analyze for any representation include how characters are portrayed, treated by others, and any messages about that group.
Similar to Stereotypes of different groups (20)
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
Media presentation on representation stereotypes and verisimilitude
More from jemmaashaw
Storyboards
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Merged (4)
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Storyboards
The document discusses the results of a study on the impact of COVID-19 lockdowns on air pollution. Researchers found that lockdowns led to significant short-term reductions in nitrogen dioxide and fine particulate matter pollution globally as human activity declined. However, the impacts on air quality were temporary and pollution levels rebounded once lockdowns were lifted and human activity resumed.
Storyboards
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Storyboards
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Storyboards
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Bradford Short Film Festival
The Bradford International Film Festival has been held annually in Bradford, UK since 1995. It screens a wide variety of independent and international films with the goals of showcasing new artistic visions, connecting filmmakers and industry, and enhancing understanding of film culture. Notable guests have included Lord Attenborough, John Hurt, and Ken Loach. Programmers seek both the best films and interesting contexts, screening shorts alongside features to reach larger audiences. Films that have competed include Small Little Things, a dreamy portrait of young love; Tree Trap, about a boy's battle with an old man and a tree; and Cadet, a sports drama about a father-son relationship with an idiosyncratic touch.
Bradford Short Film Festival
The Bradford International Film Festival has been held annually in Bradford, UK since 1995. It has grown to be one of the most respected film festivals in the UK, welcoming famous filmmakers like Lord Attenborough. The festival aims to showcase new, distinctive films with an emphasis on artistic vision from around the world. It also provides networking opportunities for filmmakers and enhances understanding of film culture. Programmers curate the best contexts for screening films in various venues in order to reach larger audiences. Films that have competed in past festivals include Small Little Things, a dreamy portrait of young love, Tree Trap, a battle between a boy and an old man, and a tree, and In my Corner, a simple film about the father
Questionnaire Post Production
This document is a post-audience questionnaire for a short film called "Coming Home" that asks viewers about their reactions to and opinions on various aspects of the film such as whether they enjoyed it, which parts could be improved, if the narration was effective, who the target audience seemed to be, what genre it was, how they would rate it, what age rating they would give it, if they predicted the ending, if it was predictable, what the strongest part was, if they would watch it again, and what they think the moral of the film was. It collects both multiple choice and open-ended feedback.
Application form
This document is an application form for a job at Wetherby Whaler. It requests personal information such as name, contact details, availability, education history, employment history including references, relevant skills, hobbies and a declaration signing consent for the company to process the application information. The format is blocks of text requesting details under headings like personal information, education, employment and references.
More from jemmaashaw (20)
Recently uploaded
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
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.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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!"
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdThe History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Stereotypes of different groups
- 2. What is stereotyping? Stereotyping is “the portrayal of people of places through a few obvious characteristics.”
- 3. Class… What is class? a set of categories of things having something or attributes in common, differentiated from others by kind, type or quality. There are many types of class for example Upper class – often shown as rich, clever and snobby. Middle class – often shown as „normal,‟ with good family values. Working class – often shown as poorer, less happy and intelligent but strong community links. Lower class – often shown as criminals, no family values and no community links. The lower the class the less people think and the more stereotypes. In TV drama, people of different classes don‟t tend to mix and when they are shown together, they are shown to be clashing with each other and also very different.
- 4. Sexuality… What is sexuality? Sexuality is sexual character or potency. Typical stereotypes for sexuality, for example Gay men, are portrayed as camp, feminine, funny, outrageous OR very attractive and sleep around. Lesbian women, as seen as butch, manly, blunt and „man haters.‟ In TV drama heterosexual characters are represented as the „norm,‟ whereas homosexual characters are often represented as being different, strange or separate from mainstream society.
- 5. Disability… What is disability? a physical or mental condition that limits a person's movements, senses, or activities. There are many stereotypes of disability, for example Physically Disabled/ Disfigured people are often shown as outsiders and unable to do normal things. Mentally disabled are often shown as strange, odd, childlike and outsiders. Finally able bodied and minded people are shown as normal and ideal. Traditionally, villains were often given a disability or deformity to make them seem more scarier or evil. However disability is still linked to weakness and makes disabled characters object to pity.
- 6. Regional Identity… What is regional identity? Regional identity is identifying a person‟s identity which is rooted not only in the setting of the film but also in the speech, costumes and the region they live in. There are many different stereotypes of regional identity for example; Scottish people are usually seen as being money obsessed, won‟t pay for anything, drink a lot of alcohol however they are also seen as being aggressive and violent. Northerners don‟t tend to speak/pronounce words properly. Whereas stereotypes of southerners are that they are quite posh and rude. Yorkshire people are often shown as living in rural countryside, with rolling hills and being quite old fashioned.
- 7. Age… What is age? the length of time that a person has lived or a thing has existed. There are many different types of stereotypes for age, for example Children are often shown as the innocent, naïve, sweet but also helpless and powerless. This is because they are seen as „treasurable‟ but also with being such a young age the range of knowledge can‟t always be used to help others out and don‟t know how to act or think in certain situations. Teenagers however are shown as aggressive, moody, lazy and have a negative attitude towards most things. This is because they usually lounge about the house or hang around on street corners. Elderly people, are often shown as being unattractive, slow, weak confused and dependent on others. In TV drama most ages are shown, however they don‟t always get along when they are together.
- 8. Ethnicity… What is ethnicity? the fact or state of belonging to a social group that has a common national or cultural tradition. The typical stereotypes of different ethnicities are; White people are often shown as good, pure, heroes and strong, however they are also sometimes racist. Black people are shown as exotic, strange however there are also negative stereotypes, such as; criminal and poor. Asian people are mainly shown as intelligent, submissive and also interested in technology. Often in TV drama people from particular ethnicities have storylines that centre around their culture, for example Indian characters often battle with the clash between British culture and their own, e.g. arranged marriages.
- 9. Gender… What is gender? the state of being male or female The typical stereotypes of Females are that they are usually seen as girly, stays at home to look after the children and do work around the house. Males are shown as being muscly, brave, however sometimes aggressive and dominant over women. In TV drama both genders are widely shown.