The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
Talk given at the First International Conference on the Scholarship of Teaching and Learning at the Central University of Technology, Bloemfontein, on 1 - 2 October 2015
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
Talk given at the First International Conference on the Scholarship of Teaching and Learning at the Central University of Technology, Bloemfontein, on 1 - 2 October 2015
Cultural Adaptation Education: Beyond eye contact and the handshake… - Paulin...Ryerson Student Affairs
Cultural Adaptation Education: Beyond eye contact and the handshake...
by Paulina Nozka
Addressing the needs of Ryerson University’s culturally diverse student population, originating from 146 countries, the Career Centre has developed a workshop to increase students’ awareness of the multiple facets of Canada’s work culture. The aim of this innovative workshop, based on the research of Geert Hofstede, is to provide students with a deeper understanding of how to excel and progress in the Canadian workplace.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between positivist and interpretivist methodological approaches;
2. Differentiate the features of quantitative and qualitative research methods;
3. Identify and relate examples of key ethical issues involved in doing social research;
4. Summary the advantages of learning and understanding statistics
Sociology Update on new topics for 2015: Subject content and Teaching Ideas by Patrick Robinson, Teacher at Cadbury College, Birmingham. A presentation at the BSA Teaching Group Regional Conference on 28 February 2015
Critical Thinking and A Level Sociology by Charlie Masquelier - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
Cultural Adaptation Education: Beyond eye contact and the handshake… - Paulin...Ryerson Student Affairs
Cultural Adaptation Education: Beyond eye contact and the handshake...
by Paulina Nozka
Addressing the needs of Ryerson University’s culturally diverse student population, originating from 146 countries, the Career Centre has developed a workshop to increase students’ awareness of the multiple facets of Canada’s work culture. The aim of this innovative workshop, based on the research of Geert Hofstede, is to provide students with a deeper understanding of how to excel and progress in the Canadian workplace.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between positivist and interpretivist methodological approaches;
2. Differentiate the features of quantitative and qualitative research methods;
3. Identify and relate examples of key ethical issues involved in doing social research;
4. Summary the advantages of learning and understanding statistics
Sociology Update on new topics for 2015: Subject content and Teaching Ideas by Patrick Robinson, Teacher at Cadbury College, Birmingham. A presentation at the BSA Teaching Group Regional Conference on 28 February 2015
Critical Thinking and A Level Sociology by Charlie Masquelier - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
Decolonising the Canon: Contextualising Black Studies in Britain by Lisa Amanda Palmer. A presentation at the BSA Teaching Group Regional Conference on 28 February 2015
The Significance of Educational and Welfare Policies for the Experiences of Higher Education Students with Dependent Children by Rachel Brooks - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
‘Because we are the first generation to be here’: Exploring the experiences of Higher Education of British-born Bangladeshi Women by Berenice Scandone. A presentation at the BSA Teaching Group Regional event on Friday, 29 May 2015.
Understanding the role of Social Media in Contemporary Society by Chris Hine - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
Students’ reasons for choosing Sociology A level and the advice they are given by Helen Hemmings. A presentation at the BSA Teaching Group Regional event on Friday, 29 May 2015.
Thinking Intersectionally: Taking the Sociology Lecture Outside the Classroom by Rumana Hashem. A presentation at the BSA Teaching Group Regional event on Friday, 29 May 2015.
GCE AS/A Level Sociology from 2015 by Joanna Lewis - a presentation at the BSA Teaching Group Regional Conference on 28 February 2015 at Birmingham City University.
Researching families across contexts: ethical and methodological reflections on the study of everyday lives by Professor Janet Boddy. A presentation at the BSA Teaching Group Regional event on Friday, 29 May 2015.
Studying 'race' from another angle: the sociology of whiteness by Steve Garner. A presentation at the BSA Teaching Group Regional Conference on 28 February 2015.
Becoming-Woman by Practising Autofiction: Narratives of Memory-Work Applied to the Vindication of a Female Identity by Nacho Diaz-Vazquez. A presentation at the BSA Teaching Group Regional event on Friday, 29 May 2015.
AQA Sociology presentation by Lydia Rushton - a presentation at the BSA Teaching Group Regional Conference on 28 February 2015 at Birmingham City University.
Assessing the Impact of Hate: Findings from a Large-Scale Hate Crime Victimisation Survey by John Garland - a presentation from the BSA Teaching Group Regional Conference at the University of Surrey on 31 May 2014.
Capital and Accumulation: rethinking social class for the 21st century by Mike Savage. A presentation at the BSA Teaching Group Regional event on Friday, 29 May 2015.
Academics’ Perspectives of the Concept: Socially Just Pedagogies – A Universi...Jakob Pedersen
This presentation was given by Professor Brenda Leibowitz on 22 October 2015 for the NRF Posthumanism Project, based at the University of the Western Cape, South Africa. All work in this presentation is to be credited to Professor Brenda Leibowitz
socio cultural perspective in psychologyAQSA SHAHID
What is the Social-Cultural Perspective? The social-cultural perspective considers the way that different individuals interact with their social groups and how these social groups influence different individuals and how they develop throughout their lives.
Why Should You Choose the College of Humanities Arts and Social Sciences_.pptxMbzuh University
Humanities and Social Science degrees can be enormously diverse, but all have one matter in common: they're focused on human life. Social Science subjects are more scientific and experimental, while Humanities studies are mainly analytical or philosophical.
Develop a 3-5 page outline of concepts you would like to apply to .docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
Develop a 3-5 page outline of concepts you would like to apply t.docxkhenry4
Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.
As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk.
Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.
We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.
Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.
What makes the experience of bereavement through military death different? by Liz Rolls with Dr Gillian Chowns and Dr Mairi Harper - a presentation at the BSA Death, Dying and Bereavement Study Group Conference in November 2014.
Negotiating personal networks: lesbian, gay, bisexual and trans older people’s networks of support towards the end of life by Kathryn Almack - a presentation at the BSA Death, Dying and Bereavement Study Group Conference in November 2014.
“Had he had cancer I’d have been fine”: inequalities in care provision at the end of life by Emily Moran, Sue Boase, Brooke Swash and Stephen Barclay - a presentation at the BSA Death, Dying and Bereavement Study Group Conference in November 2014.
Organ donation, ethnicity and the negotiation of death: ethnographic insights from the UK by Jessie Cooper and Ciara Kieran - a presentation at the BSA Death, Dying and Bereavement Study Group Conference in November 2014.
Exploring responses to death in varying cultural contexts: adopting a reflexive approach by Ruth Evans, Jane Ribbens McCarthy, Sophie Bowlby, Joséphine Wouango and Fatou Kébé - a presentation at the BSA Death, Dying and Bereavement Study Group Conference in November 2014.
Family systems as sites of psychopathology: a critical realist account by David Pilgrim PhD, Professor of Health and Social Policy, University of Liverpool - presented at the BSA Medical Sociology Annual Conference 2014, Aston University.
Commentary on identities and ideologies in the women’s and service user/survivor movements by Dr Lydia Lewis - a presentation from the symposium on social movements and their contributions to sociological knowledge on mental health at the University of Wolverhampton. Held on 13 June 2014.
The Potential of Autoethnography for Generating User/Survivor Knowledge by Dr Sarah Carr - a presentation from the symposium on social movements and their contributions to sociological knowledge on mental health at the University of Wolverhampton. Held on 13 June 2014.
Women, alcohol, mental health: a politics of oppression by Patsy Staddon - a presentation from the symposium on social movements and their contributions to sociological knowledge on mental health at the University of Wolverhampton. Held on 13 June 2014.
Origins of self advocacy discourse by Jan Wallcraft - a presentation from the symposium on social movements and their contributions to sociological knowledge on mental health at the University of Wolverhampton. Held on 13 June 2014.
Is the personal (bio)political in the digital age?: Feminism, depression and the troubling of neuro selfhood by Professor Simone Fullagar - a presentation from the symposium on social movements and their contributions to sociological knowledge on mental health at the University of Wolverhampton. Held on 13 June 2014.
Solidarity between survivor and trade union activists: organising for democratic alliances by Mick McKeown - a presentation from the symposium on social movements and their contributions to sociological knowledge on mental health at the University of Wolverhampton. Held on 13 June 2014.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Teaching A Level Sociology by Jayne Kumi
1. T O E X A M I N E W H E T H E R O R N O T A L E V E L
T E A C H I N G P R O M O T E S D E S I R E D
E N G A G E M E N T A N D I F I T I S A B L E T O
D E V E L O P T H E R E Q U I R E D S K I L L S :
P E R C E P T I O N S , E X P E C T A T I O N S A N D
R E A L I T Y
Jayne Kumi
Teaching GCE A level sociology
Sociology opens the mind !! BSA Conference 31/5/2014
2. Teachers
Liberating Discipline
Sociology gives a quality of mind that will lay a
foundation for critical reasoning, communication
skills, ethical capacities, respect for human diversity
and much more.
Sociology provides a valuable foundation for better
understanding and engagement with the global
world.
Sociology opens the mind !! BSA Conference 31/5/2014
3. Teachers
The discipline will allow students to organise their
thinking around key social issues which apply to all
members of society (which sometimes they and other
may not be aware of). Understanding of these issues
lead to social progress.
The discipline will provide a scientific basis that teaches
the use of empirical data to understand social realities;
thus teaching our students to reason as social scientists-
paying attention to facts, probing hypothesis, offering
explanations, critically analysing and evaluating for
conclusions.
Moving from passive to active and influential members in society!
Sociology opens the mind !! BSA Conference 31/5/2014
4. Students
1. Was it what you expected?
2. Have you learnt anything? If so, what?
3. List some positives and negatives of studying the
subject.?
4. How do you see sociology assisting with higher
education learning and future career?
5. Any suggestions?
Sociology opens the mind !! BSA Conference 31/5/2014
5. Expectations/Challenges Classroom reality What can be done?
Recruitment (grades,
perceptions, curriculum
limitations /competition...)
Writing competency
Sociology opens the mind !! BSA Conference 31/5/2014
6. “Sociology does not close doors; it opens
the mind”
Sociology is the discipline that gives the greatest attention to
social difference -- social hierarchy, the relevance of social
power in everyday life. Sociology allows for consideration of
things that are not immediately visible in our ordinary lives,
and often not neatly understandable. These things are
relevant to how social life is structured and organized. We
need to look beyond people's individual motivations or their
psychological foundations and gain a better understanding of
how people's social location with regard to gender or race
influences their thinking and behavior. We often don't notice
those factors and how they influence us and the opportunities
we have. These matter very much in ordinary life. (Daniel
Little: Univerity of Michigan-Deanton)
Sociology opens the mind !! BSA Conference 31/5/2014