Culture can be defined as the beliefs, values, and behaviors shared by a group of people. It is learned and shared, evolving over time in a cumulative and dynamic way. A culture comprises various elements like beliefs, values, norms, language, and material objects. Culture is transmitted through enculturation and shapes people's identities. There are various perspectives of analyzing culture including anthropological, sociological, and social views. The sociological perspective examines concepts such as mainstream culture, subcultures, countercultures, ethnocentrism, xenocentrism, xenophobia, and multiculturalism.
Understanding culture and society
Chapter 1 The social science and the three faces of the social
lesson 1 Key observation
Lesson 2 The social science
Objective
question
what is social science
herbert spencer survival of the fittest
emile dukheim suicide
Understanding Culture, Society and Politics
Lesson 1: Enculturation/Socialization
Lesson 2: Conformity and Deviance
Lesson 3: Human Dignity, Rights and the Common Good
Understanding culture and society
Chapter 1 The social science and the three faces of the social
lesson 1 Key observation
Lesson 2 The social science
Objective
question
what is social science
herbert spencer survival of the fittest
emile dukheim suicide
Understanding Culture, Society and Politics
Lesson 1: Enculturation/Socialization
Lesson 2: Conformity and Deviance
Lesson 3: Human Dignity, Rights and the Common Good
Culture
Types of Culture
Xenocentrism
Ethnocentrism
Culture shock
Cultural universals
Ideal and Real Culture
Elements of Culture
Kinds of Norms
folkways
mores
Taboos
Laws
Business Environment - SBAA3002 - UNIT 2 Final-1.pptxHarish940427
Business environment B.Com is an undergraduate academic degree awarded for a course or program in Commerce. The duration of the B.Com course is 3 years in India, divided into six distinct semesters. The B.Com courses list includes Marketing, accounting, entrepreneurship, various taxation and industrial laws etc.
Bachelor of Commerce is one of the more sought-after courses in the field of Commerce, as it teaches topics that are very relevant to financial organizations, banks, and businesses. Below are a few points that give us in-depth insight into why to choose BCom courses:
The course offers a wide range of subjects that cover various aspects of accounting, economics, finance, and business management.
With the growth of globalization and the rise of MNC companies in India, there has been an increasing demand for finance and commerce professionals who can manage the financial aspects of these businesses.
Moreover, the government's policies like the Make in India initiative, Digital India, and GST implementation have opened up various job opportunities for commerce graduates.
As per the AISHE report, the growth of BCom courses has been increasing at a steady pace over the years. The growth rate of B.Com courses between 2015-16 to 2019-23 has been around 9.75.
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.
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
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2. Culture (in an
Anthropological
Perspective)
•Is a complex whole which
encompasses beliefs,
practices, values, attitudes,
laws norms, artefacts,
symbols, knowledge, and
everything that a person
learns and shares as a
member of society (E.B.
Tylor)
ENCULTURATION:
•A diffusion of one’s culture
to another through diverse
means, namely learning,
imposition by force, and
conquest, among others.
3. Enculturation
leads to:
•Identity formation
-the formation of
the identity of an
individual through his
interaction with other
people.
ex. Chinese foods
and traditions. Korean
language and culture
4. Elements of
Culture
• Beliefs- the conceptions and ideas of man
regarding his environment.
• Symbols- anything that has meaning and
represents something else (Kendall, 2013)
• Language- a set of symbols that expresses
ideas which enables people to formulate
thoughts and communicate with one
another.
•Values- a sum of all ideas and
concepts that is desirable in a
particular culture.
•Norms- a concrete set of rules and
standards to be observed by man in
his cultural setting.
•Law- a rule or policy that governs the
conduct of men which is mostly
enacted by a sovereign power
5. •Norms
-are culturally determined rules that guide
people regarding what’s right, wrong proper, or
improper.
-It creates predictability in daily affairs and
interactions, making it easier to live with other
members of society.
ex. Wearing decent clothes for specific events or
occasions.
- not laughing when someone commits mistake.
6. •Values:
-Are experimented by a particular
society to check its relevance and
appropriateness to existing norms and
laws.
-Are created and shaped in the
community through time.
•Status
-is any position that an individual
can occupy in society. It is not a ranked
position, but simply label that implies
certain roles that must be performed.
Ex. Being a singer, a student, and an
artist at the same time.
7. 2 Types of
Status
•1. Ascribed: it is given at birth,
or assigned later in life.
•Ex. Age, sex, ethnicity, and
membership in a family.
•2. Achieved: It is acquired
willfully and consciously
through effort, talent,
decisions, and
accomplishments.
•Ex. Being someone’s girlfriend
/boyfriend, being a top
student, etc.
8. Aspects of
Culture
•Culture is Learned
-Enculturation- the process of
learning the accepted norms and
values of the culture or society
where the individual lives.
•Culture is Shared- it is not
something that an individual
alone can possess.
•Culture is Cumulative- based on
the knowledge and
understanding gained from
specific experiences.
9. Aspects of
Culture
•Culture is Dynamic- It exists as a
continuous process
•Culture is Diverse- It varies from
society to society.
•Culture is Communicated- it is
communicated from one
generation to another through
language.
15. Culture (in a
Sociological
Perspective)
1. Mainstream Culture
•Includes the cultural
patterns that are broadly in
line with a society’s cultural
ideas and values.
a. Low Culture (Pop
Culture)
- includes the cultural
behaviors and ideas that
are popular with most
people in a society.
b. High Culture
- refers to cultural
patterns that distinguish
a society’s elite.
16. Culture (in a
Sociological
Perspective)
2. Subculture: Refers to the
cultural patterns that set
apart a segment of a
society’s population.
3. Counter-culture: pushes
back on mainstream culture
in an attempt to change how
society functions.
-ex. Feminism, LGBTQI Rights
19. Culture as a
Social
Perspective
•Ethnocentrism
-seeing one culture as
superior than the other.
-the practice of judging one
culture by the standards of
another.
a. It encourages the solidarity
of a group in a negative way.
b. It hinders the understanding
or the cooperation between
groups.
c. It leads to cultural conflict.
20. Culture as a
Social
Perspective
•Xenocentrism- It is
characterized by a strong belief
that one’s own culture
(products, style, or ideas) is
inferior to those which
originate elsewhere.
Ex. Filipino’s preference for
imported goods because
anything abroad is better
(Balikbayan Box).
21. Culture as a
Social
Perspective
•Xenophobia- It is the fear of
what is perceived as foreign or
strange.
It may include:
a. The fear of losing identity
b. Suspicion of the other
group’s activities
c. Aggression
d. The desire to eliminate the
presence of the other group
to secure a presumed purity.
22. Culture as a
Social
Perspective
•Multiculturalism (Cultural
Relativism)
-recognizes cultural
diversity while advocating
for equal standing for all
cultural traditions.
Appreciation of other
cultures may come from
two reasons:
a. Acquisition of sufficient
knowledge about other
culture.
b. Direct exposure to other
cultures