Victims and Aggressor (IT)
•Download as PPTX, PDF•
0 likes•87 views
This document defines and discusses key terms around aggression and victims. It defines a victim as someone who is sacrificed, perishes in a disaster, succumbs to deception/oppression, or is forced to suffer impositions from others. An aggressor is defined as someone who attacks or makes an aggression. Aggressiveness is discussed as having retained meanings including behavior, emotional responses, and cognitive processes. It distinguishes between intrapsychic tendencies and observable aggressive behavior. It also differentiates between aggressive reactions, actions, and activities based on their complexity, duration, and relation to social and cultural models. Finally, it categorizes aggression along the dimensions of physical/verbal, direct/indirect, and human.
Report
Share
Report
Share
![ VICTIM.s f. [from Latin victĭma -ae, term of dark
etymology].
1. Being living, animal or man, sacred and sacrificed to
the divinity
2:Who perishes in a disaster, in a calamity, following
serious events or situations; for example, victims of
terrorism, of drugs etc...
3: Who succumbs to the other deception and arrogance,
suffering an oppression, a damage, or being persecuted
and oppressed; for example ,victims of racial hatred
4. Who is forced to suffer the impositions of others, to be
dominated by others ;for example , victims of the
husband, of the wife ,of bullies](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
What Is Terrorism
The document discusses the difficulty in defining terrorism due to its broad and evolving nature over time. It provides definitions from various organizations like the Oxford English Dictionary, FBI, and Department of Defense, but notes they are often too broad or vague. It also outlines key traits identified by scholars like Hoffman, Primoratz, Freedman, and Schmidt, such as deliberately causing terror through violence against civilians to achieve political goals. The document concludes by presenting definitions proposed by some authors that focus on using violence or threats of violence to intimidate groups of people into actions they would otherwise not take through instilling psychological fear.
Health
Intentional injuries can be self-inflicted through suicide and parasuicide, or inflicted on others through assault. Assault includes domestic violence within families, bullying and violence between peers, and acts committed by gangs, terrorists or other groups. Domestic violence involves physical, sexual, and verbal abuse of family members. Bullying encompasses verbal, social, physical, and cyber forms of aggressive behavior among youth. Other intentional injuries include stalking, extortion, kidnapping, and different types of terrorism and abuse.
Violence : knowing it to fight it
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
Concepts : conflict, combativeness, struggle, force, violence, non-violence
Classification of violences
Actors of a violent relation
Culture of violence
Representations of violence
Counter-violence
Mass human destruction, barbary
Delegetimising violence
Realising alternatives to violence.
Aggression.pptx
The document discusses various factors that influence human aggression, including biological, social, cultural, and situational factors. It covers theories of aggression such as drive theories proposing that frustration and provocation arouse a motive to harm others. Modern theories include the social learning perspective and general aggression model. Cultural factors discussed include cultures of honor and sexual jealousy. The effects of media violence and how it can desensitize people are also summarized.
Psychological remedies available to abused women and children
This document provides an overview of rape trauma syndrome (RTS) and its stages. It describes the acute stage occurring in the days or weeks after rape, where victims may exhibit expressed, controlled, or shock/disbelief responses. The outward adjustment stage sees survivors resuming normal life while suffering internal turmoil, coping through minimization, dramatization, suppression, explanation, or flight. Long term effects can include poor health, relationship and lifestyle disruptions, physiological responses, and PTSD. The stages of RTS are acute, outward adjustment, underground, reorganization, and renormalization.
Intentional injuries
This document defines and categorizes various types of intentional injuries including suicide, domestic violence, bullying, stalking, extortion, gang violence, fraternity violence, kidnapping, abduction, terrorism, verbal abuse, and sexual abuse such as incest, molestation, and rape. It provides details on each topic, describing behaviors, patterns, and acts that cause physical or psychological harm.
Unit III SP Aggression.docx
1. The document discusses the definition, origins, types and sources of human aggression. It defines aggression as any behavior intended to harm others physically or verbally. Aggression can originate from social, biological or genetic factors. There are two main types - hostile aggression which intends harm, and instrumental aggression which is goal-oriented rather than intended to harm. Sources of aggression include social factors like frustration or media exposure, as well as personal factors like genetics or personality traits.
2. Aggression can be learned through social learning processes like imitation, reinforcement and modeling aggressive behaviors. Experiments show children imitate aggressive acts they observe in others. Reinforcement of aggression increases the likelihood of repeating it. Parents and other models influence children's aggressive
AGGRESSION.docx
Aggression can be defined as physical or verbal behavior intended to hurt someone else. There are two main types of aggression - hostile aggression, which involves wishing to hurt someone out of anger or other negative emotions, and instrumental aggression, which aims to hurt someone as a means to an end, such as attaining a goal.
Aggressive behavior stems from a variety of personal, socio-cultural, and situational factors. On a personal level, traits like type A personality and narcissism can increase aggression, as can cognitive biases and disinhibition from substances like alcohol. Socio-culturally, aggression can increase due to direct provocation, heightened arousal, frustration from not getting what one wants, and lower social
Recommended
What Is Terrorism
The document discusses the difficulty in defining terrorism due to its broad and evolving nature over time. It provides definitions from various organizations like the Oxford English Dictionary, FBI, and Department of Defense, but notes they are often too broad or vague. It also outlines key traits identified by scholars like Hoffman, Primoratz, Freedman, and Schmidt, such as deliberately causing terror through violence against civilians to achieve political goals. The document concludes by presenting definitions proposed by some authors that focus on using violence or threats of violence to intimidate groups of people into actions they would otherwise not take through instilling psychological fear.
Health
Intentional injuries can be self-inflicted through suicide and parasuicide, or inflicted on others through assault. Assault includes domestic violence within families, bullying and violence between peers, and acts committed by gangs, terrorists or other groups. Domestic violence involves physical, sexual, and verbal abuse of family members. Bullying encompasses verbal, social, physical, and cyber forms of aggressive behavior among youth. Other intentional injuries include stalking, extortion, kidnapping, and different types of terrorism and abuse.
Violence : knowing it to fight it
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
Concepts : conflict, combativeness, struggle, force, violence, non-violence
Classification of violences
Actors of a violent relation
Culture of violence
Representations of violence
Counter-violence
Mass human destruction, barbary
Delegetimising violence
Realising alternatives to violence.
Aggression.pptx
The document discusses various factors that influence human aggression, including biological, social, cultural, and situational factors. It covers theories of aggression such as drive theories proposing that frustration and provocation arouse a motive to harm others. Modern theories include the social learning perspective and general aggression model. Cultural factors discussed include cultures of honor and sexual jealousy. The effects of media violence and how it can desensitize people are also summarized.
Psychological remedies available to abused women and children
This document provides an overview of rape trauma syndrome (RTS) and its stages. It describes the acute stage occurring in the days or weeks after rape, where victims may exhibit expressed, controlled, or shock/disbelief responses. The outward adjustment stage sees survivors resuming normal life while suffering internal turmoil, coping through minimization, dramatization, suppression, explanation, or flight. Long term effects can include poor health, relationship and lifestyle disruptions, physiological responses, and PTSD. The stages of RTS are acute, outward adjustment, underground, reorganization, and renormalization.
Intentional injuries
This document defines and categorizes various types of intentional injuries including suicide, domestic violence, bullying, stalking, extortion, gang violence, fraternity violence, kidnapping, abduction, terrorism, verbal abuse, and sexual abuse such as incest, molestation, and rape. It provides details on each topic, describing behaviors, patterns, and acts that cause physical or psychological harm.
Unit III SP Aggression.docx
1. The document discusses the definition, origins, types and sources of human aggression. It defines aggression as any behavior intended to harm others physically or verbally. Aggression can originate from social, biological or genetic factors. There are two main types - hostile aggression which intends harm, and instrumental aggression which is goal-oriented rather than intended to harm. Sources of aggression include social factors like frustration or media exposure, as well as personal factors like genetics or personality traits.
2. Aggression can be learned through social learning processes like imitation, reinforcement and modeling aggressive behaviors. Experiments show children imitate aggressive acts they observe in others. Reinforcement of aggression increases the likelihood of repeating it. Parents and other models influence children's aggressive
AGGRESSION.docx
Aggression can be defined as physical or verbal behavior intended to hurt someone else. There are two main types of aggression - hostile aggression, which involves wishing to hurt someone out of anger or other negative emotions, and instrumental aggression, which aims to hurt someone as a means to an end, such as attaining a goal.
Aggressive behavior stems from a variety of personal, socio-cultural, and situational factors. On a personal level, traits like type A personality and narcissism can increase aggression, as can cognitive biases and disinhibition from substances like alcohol. Socio-culturally, aggression can increase due to direct provocation, heightened arousal, frustration from not getting what one wants, and lower social
INTENTIONAL INJURY.pptx
This document summarizes different types of intentional injuries including self-inflicted injuries, assault, sexual victimization, domestic violence, bullying, cyberbullying, stalking, extortion, gang violence, fraternity violence, kidnapping, terrorism, verbal abuse, and sexual abuse. It defines and provides examples for each type of intentional injury.
Social process[1]
This document discusses the topic of aggression from multiple perspectives. It defines aggression as behavior intended to harm others and distinguishes between physical and social/relational aggression. It explores the roots and types of aggression, including instrumental versus hostile aggression. The document also examines biological, psychological, and social factors that influence aggression, such as genetics, hormones, brain regions, personality traits, and learning from social models/media.
Final Draft
1) Sexual assault can involve nonconsensual contact through pressure, force, or intimidation. North Carolina law defines first-degree rape as involving a weapon, injury, multiple assailants, or victim under 13. Second-degree rape involves nonconsensual intercourse of an unwilling or incapacitated victim.
2) Sexual assaults typically involve a confidence approach, surprise attack, or blitz attack. Motivations include seeking power, expressing anger, or opportunism during another crime. Victims are selected based on perceived vulnerability.
3) Victims of sexual assault are at high risk for post-traumatic stress disorder, especially if the assault involved a weapon, force, or physical injury
Lecture 1 introduction to terrorism
This document provides an overview of the introductory class on terrorism. It includes the course title, instructor information, required reading materials, and an outline of course requirements. The class will cover topics such as defining terrorism, understanding the terrorist mindset, theories on the etiology of deviant behavior, and key figures involved in terrorist organizations. Students will complete quizzes, assignments, and presentations on designated terrorist groups and ideologies. The document establishes guidelines that the class will involve discussion of current events and that no political correctness or cell phone use will be tolerated.
Introduction to Aggression
Three incidents of violence are described:
1) A man was burned in a subway token booth after attackers squirted flammable liquid through the coin slot and lit it on fire.
2) A woman was stabbed over 20 times while leaving her apartment building in Chicago.
3) A man opened fire on a crowded commuter train, killing 4 people and wounding 19 others.
The chapter aims to explain what motivates aggression and how characteristics of the target and situation influence aggressive behavior.
Aggression management
This document defines and differentiates between anger, aggression, and violence. It discusses several theories of aggression including biological, psychodynamic, humanistic, and social learning theories. It outlines types of anger and aggression such as instrumental, hostile, and relational aggression. Predisposing factors that can lead to maladaptive expression of anger and aggression are also discussed, including modeling behavior from caregivers and exposure to media violence. Nursing responses and management strategies for dealing with patient anger and aggression are mentioned as topics that will be covered.
Peace and violence
This presentation highlights different notions and dimensions of peace and violence with well-defined definitions and characteristics.
UNIT 1.pptx victimology basis and terminology
Victimology is the scientific study of victims of crimes, accidents, and disasters. It examines the short and long-term impacts of victimization on individuals, how victims are treated by the criminal justice system and society, and ways to help victims recover. Key concepts in victimology include examining the origins and causes of victimization, vulnerabilities that make people more likely to be victimized, the experiences and recovery processes of various types of victims, and how societies and institutions respond to victims. Victimology aims to understand victimization in order to improve support for victims and prevent future harms.
Chapter 10Aggression & Antisocial Behavior1
Chapter 10
Aggression & Antisocial Behavior
1
Today’s outline
Why are people aggressive?
Instinct/Biology
Narcissists
Social learning
Media & violence
Aggression under orders
Milgram’s study
Assertiveness instead of aggression
Antisocial Behavior
Antisocial behavior: any behavior that has a negative impact on other people
Aggression: hurting another person or achieving one’s goals at the expense of another person
E.g. war, homicide, riots, rape, assault, forcible robbery, family violence, bullying, etc.
Why are we aggressive?
Why are we aggressive?
First, as a quick note, with each passing year the world has grown more peaceful
Despite what it may seem like from the media
The world is many times more peaceful than in ancient times, where proportionally more people would died in wars
In the 2000’s there were only 2k deaths per year from warring countries whereas in the 1950’s there were 65k per year.
Instincts
Ethologists: people who study natural behavior patterns of animals
Believe that aggression is innate in all animals, including humans, e.g. killer instinct
Freud would have agreed
The fact that we are biologically capable of aggression does not mean that aggression is inevitable or “part of human nature”
The vast majority of people are NOT aggressive
Some cultures show very little: Eskimos, Navajo
Biology
Testosterone correlated with aggression
May partially explain why we see more physical violence from men than woman
Alcohol & other drugs lower inhibitions
The majority of murders and violent crimes involve alcohol
Body temperature is also linked to aggression
For this reason prisons usually keep a cool temperature
Other innate causes of aggression
Well, this theme has come up many times so far in this course, but once again:
Narcissists
Violent individuals often have high self-esteem and grandiose self beliefs
Bushman & Baumeister (2002), the authors of your textbook, also found that violent prisoners have higher narcissism scores than nonviolent people
Narcissism continued
Narcissistic personality inventory:
‘I insist on getting the respect I deserve’
Then participants mark the extent to which they agree
Direct quote from the Columbine killer:
“Isn’t it fun to get the respect that we’re going to deserve?”
Narcissistic rage, yikes!!!
Aggression as a response to Frustration
Frustration-aggression hypothesis: frustration tends to lead to aggression
road rage
watch for verbal aggression when people are frustrated
Why though?
Perhaps because frustration is an aversive state
Aggression as a response to aversive stimuli
Aversive stimuli make us more sensitive to aggressive cues
Aversive stimuli: pain, temperature, odors, etc.
Aggression cues: signals that are associated with aggression
Rude gestures, middle finger, body language
Weapons effect: observation that weapons serve as strong cues for aggressive behavior
Murders are much more likely in homes with guns
Hostile worl ...
Lecture for april 9
This document summarizes key concepts from trauma theory and treatment in multicultural clinical practice, including:
1. It discusses the history of trauma studies and links political movements to advances in understanding conditions like hysteria, shell shock, and PTSD.
2. It describes the three main categories of PTSD symptoms - hyperarousal, intrusion, and constriction - and provides examples of each.
3. It explains how traumatic events can damage attachments and connections to others, family, community, and faith by shattering trust and assumptions about safety. Social support is important for recovery.
4. It defines situations of captivity that involve repeated trauma, such as being unable to flee and under a perpetr
Anger ppt
This document discusses anger, aggression, and their management in mental health nursing. It defines anger and aggression, describes their characteristics and functions, and presents several theories to explain them. Anger is an emotional response to threats or injustice that involves physiological arousal, while aggression refers to intended harmful behaviors. Both can have positive and negative effects depending on how they are expressed. The document also outlines principles for safely managing aggressive patients, as well as pharmacological and behavioral nursing interventions.
Cultural Emotions Pain, Hate, Fear, Disgust, Shame, Love
Cultural Emotions:
Pain, Hate, Fear, Disgust, Shame, Love
Ted Manley, Jr. PhD
Cultural Emotion
PAIN
(Meriam Webster)
1 : punishment ·the pains and penalties of crime
2 a : usually localized physical suffering associated with bodily disorder (such as a disease or an injury) ·the pain of a twisted ankle
also : a basic bodily sensation induced by a noxious stimulus, received by naked nerve endings, characterized by physical discomfort (such as pricking, throbbing, or aching), and typically leading to evasive action ·the pain of bee stings
b : acute mental or emotional distress or suffering : grief
Sociology of Pain
Pain: A Sociological Introduction, Elaine Denny (2016)
Intersection between biology and culture (Medical Model vs Sociology Model of managing pain)
Much pain is experienced as short lived, and self-limiting or easily treated, but for those individuals who live with long term and intractable pain it can cause disruption of life as it is currently lived and alter their expectations of the future.
Sociological research has, for example, shown how men and women approach and experience pain differently, seeking to explain why women more than men report more long term and disabling pain than men. A strength of a sociological understanding of pain is that it encompasses both the interpretive perspective of the person in pain and the structural factors that influence this, offering an explanation of the way that these intersect.
Cultural Emotion
HATE
(Meriam Webster)
Intense hostility and aversion usually deriving from fear, anger, or sense of injury.
b : extreme dislike or disgust : antipathy, loathing.
The Sociology of Hate
Stereotypes
Cognitive
Prejudice
Affective
Discrimination
Behavioral
Gordon Allport (1954?:1958; 1979): The Nature of Prejudice
“Open-mindedness is considered to be a virtue. But, strictly speaking, it cannot occur. A new experience must be redacted into old categories. We cannot handle each even freshly in its own right (Allport, 1954, p. 19)
5
The Big Three
Three main topics in the psychology of racism: Stereotypes, Prejudice, and Discrimination
Stereotypes:
Stereotypes
Stereotypes categorize people according to social factors
Definition: “A cognitive structure that contains the perceiver’s knowledge, beliefs, and expectancies about some human group” (Hamilton & Trolier, 1986, p. 133).
Stereotypes are necessary
The content of stereotypes can be the problem
Outcome
Most insidious stereotypes = create, maintain, or strengthen social hierarchy
Outcomes of racial/ ethnic stereotypes
6
Categorize based on age, gender, social role, physical appearance, or relation to self
Definition: “A cognitive structure that contains the perceiver’s knowledge, beliefs, and expectancies about some human group” (Hamilton & Trolier, 1986, p. 133).
We develop “Naïve theories” of social action (Tajfel & Forgas, 2000)
Used for complex social events that we can’t understand fully
Develop simplistic sy ...
Describe and provide at least two examples of direct transmission of.pdf
Describe and provide at least two examples of direct transmission of communicable diseases.
Solution
Answer:
Direct transmission is the most widely recognized type of transmitting ailments and infection.
There are two kinds of direct transmission of communicable diseases: immediate and
backhanded. Coordinate direct transmission happens when there is physical direct between a
tainted individual and a vulnerable individual. Coordinate direct contaminations spread when
ailment causing microorganisms go from the tainted individual to the solid individual by means
of direct physical direct with blood or body liquids. Diseases and can be separated into:
immediate and circuitous. A case of direct transmitted microorganisms is nor viruses which are
in charge of numerous gastrointestinal contaminations.
Examples of direct transmission of communicable diseases:
Touching, kissing, sexual direct, direct with oral emissions, or direct with body injuries. Direct is
the most successive method of transmission of social insurance related.
Coordinate direct transmission requires physical direct between a contaminated individual and a
defenceless individual, and the physical exchange of microorganisms. Coordinate direct
incorporates touching a contaminated individual, kissing, sexual direct, direct with oral
emissions, or direct with body sores. This kind of transmission requires close direct with a
tainted individual, and will for the most part happen between individuals from a similar family
unit or dear loved ones.
Infections spread only by coordinate direct can\'t get by for huge timeframes far from a host.
Sexually transmitted illnesses are quite often spread through direct transmission of
communicable diseases, as they are amazingly delicate to drying.
1. Individual to-individual contact :
Irresistible ailments are regularly transmitted through direct individual to-individual direct.
Transmission happens when a contaminated individual touches or trades body liquids with
another person. This can occur before a contaminated individual knows about the sickness.
Sexually transmitted maladies (STDs) can be transmitted thusly.
2. Bead spread :
The splash of beads amid hacking and sniffling can spread an irresistible sickness. You can even
taint someone else through beads made when you talk. Since beads tumble to the ground inside a
couple of feet, this kind of transmission requires nearness.
Irresistible maladies are transmitted from individual to individual by immediate or roundabout
direct. Certain kinds of infections, microorganisms, parasites, and growths would all be able to
cause irresistible illness. Jungle fever, measles, and respiratory ailments are cases of irresistible
ailments.
Diseases are :
1. TV
2. Chickenpox
3. Tuberculosis.
Determinants of Aggression.pptx
This ppt will explain the factors that influence people to behave aggressively.
LESSON.pptx
This document defines and describes different types of intentional injuries including self-inflicted injuries like suicide and self-harm, assaults like domestic violence, bullying, stalking, extortion, and gang violence. It also covers sexual abuse like incest and molestation, and acts of terrorism. For each topic, it provides an overview of the issue, examples of behaviors and actions, impacts and effects, and other relevant details. The overall purpose is to educate about intentional injuries, their causes and consequences.
Lecture 1 introduction to complex trauma
This is lecture 1 of a 10 week Lecture series for Level 6 students Introducing them to Complex Trauma. This module is based on Courtis & Ford (2013) Treatment of Complex Trauma : A sequenced relationship based approach.London. Guildford Press.
STOP BULLYING - Project by The Romanian Team
This document outlines an assistance project created by a Romanian team for the Erasmus+ program to fight discrimination and racism in schools. The project aims to: 1) Improve relationships between students of different backgrounds; 2) Reduce violence, abandonment, and inequality through promoting tolerance and respect; 3) Develop abilities to accept new challenges; 4) Improve communication skills; and 5) Promote the school's image. Each partner school will create an email address for students to report bullying cases and distribute flyers about it. Schools will also hold anti-bullying extracurricular activities to raise awareness. The project will run from January to June 2018 for primary, secondary, and high school students.
Questionnaire Results by The Romanian Team
The document summarizes the results of a questionnaire given to 51 students participating in a leadership training program in Romania. The questionnaire asked students about their experiences with verbal bullying and name-calling. Key findings include: over 60% of boys and over 70% of girls reported being called names, most students said they would intervene if they witnessed verbal bullying, and over 80% of boys and over 50% of girls believe verbal bullying strongly impacts personality development. The conclusions note some inconsistencies but overall show that many students are aware of verbal bullying and its harmful effects.
Our tour at pilsens zoo - students work in plzen
We visited Pilsen's zoo on a tour with other students and took many photos but unfortunately lost most of the data so we only have one photo from the trip. While it was disappointing to lose the photos, we still enjoyed seeing the zoo and spending time with our classmates.
Discovering Diversity - students work in plzen
This document describes a group discovering various types of diversity including a tank, a Czech river, an Iron Ages settlement, giraffes, a king, a German bunker, and a happy jumpy otter and sleepy hippo. The group appears to have gone on an expedition where they encountered different objects, places, and animals representing diversity.
Treasure Hunt at the Zoo - students work in plzen
The document describes a treasure hunt at the zoo. Children will search the zoo grounds to find clues that will lead them to hidden prizes. Participants should meet at the main entrance at 10am Saturday morning to receive their first clue and get started on the scavenger hunt adventure around the zoo exhibits and trails.
Romanian's Team Work and Dissemination
This document summarizes activities carried out by Romanian teachers and students between May and September 2017 as part of an Erasmus+ project to fight discrimination and racism. It describes several events held, including a sports event to raise awareness of bullying and substance abuse, a field trip to a national park to learn about the region's diversity, and a contest on tolerance. It also discusses dissemination of the project through local magazines and seminars and a visit from French partners to share experiences.
More Related Content
Similar to Victims and Aggressor (IT)
INTENTIONAL INJURY.pptx
This document summarizes different types of intentional injuries including self-inflicted injuries, assault, sexual victimization, domestic violence, bullying, cyberbullying, stalking, extortion, gang violence, fraternity violence, kidnapping, terrorism, verbal abuse, and sexual abuse. It defines and provides examples for each type of intentional injury.
Social process[1]
This document discusses the topic of aggression from multiple perspectives. It defines aggression as behavior intended to harm others and distinguishes between physical and social/relational aggression. It explores the roots and types of aggression, including instrumental versus hostile aggression. The document also examines biological, psychological, and social factors that influence aggression, such as genetics, hormones, brain regions, personality traits, and learning from social models/media.
Final Draft
1) Sexual assault can involve nonconsensual contact through pressure, force, or intimidation. North Carolina law defines first-degree rape as involving a weapon, injury, multiple assailants, or victim under 13. Second-degree rape involves nonconsensual intercourse of an unwilling or incapacitated victim.
2) Sexual assaults typically involve a confidence approach, surprise attack, or blitz attack. Motivations include seeking power, expressing anger, or opportunism during another crime. Victims are selected based on perceived vulnerability.
3) Victims of sexual assault are at high risk for post-traumatic stress disorder, especially if the assault involved a weapon, force, or physical injury
Lecture 1 introduction to terrorism
This document provides an overview of the introductory class on terrorism. It includes the course title, instructor information, required reading materials, and an outline of course requirements. The class will cover topics such as defining terrorism, understanding the terrorist mindset, theories on the etiology of deviant behavior, and key figures involved in terrorist organizations. Students will complete quizzes, assignments, and presentations on designated terrorist groups and ideologies. The document establishes guidelines that the class will involve discussion of current events and that no political correctness or cell phone use will be tolerated.
Introduction to Aggression
Three incidents of violence are described:
1) A man was burned in a subway token booth after attackers squirted flammable liquid through the coin slot and lit it on fire.
2) A woman was stabbed over 20 times while leaving her apartment building in Chicago.
3) A man opened fire on a crowded commuter train, killing 4 people and wounding 19 others.
The chapter aims to explain what motivates aggression and how characteristics of the target and situation influence aggressive behavior.
Aggression management
This document defines and differentiates between anger, aggression, and violence. It discusses several theories of aggression including biological, psychodynamic, humanistic, and social learning theories. It outlines types of anger and aggression such as instrumental, hostile, and relational aggression. Predisposing factors that can lead to maladaptive expression of anger and aggression are also discussed, including modeling behavior from caregivers and exposure to media violence. Nursing responses and management strategies for dealing with patient anger and aggression are mentioned as topics that will be covered.
Peace and violence
This presentation highlights different notions and dimensions of peace and violence with well-defined definitions and characteristics.
UNIT 1.pptx victimology basis and terminology
Victimology is the scientific study of victims of crimes, accidents, and disasters. It examines the short and long-term impacts of victimization on individuals, how victims are treated by the criminal justice system and society, and ways to help victims recover. Key concepts in victimology include examining the origins and causes of victimization, vulnerabilities that make people more likely to be victimized, the experiences and recovery processes of various types of victims, and how societies and institutions respond to victims. Victimology aims to understand victimization in order to improve support for victims and prevent future harms.
Chapter 10Aggression & Antisocial Behavior1
Chapter 10
Aggression & Antisocial Behavior
1
Today’s outline
Why are people aggressive?
Instinct/Biology
Narcissists
Social learning
Media & violence
Aggression under orders
Milgram’s study
Assertiveness instead of aggression
Antisocial Behavior
Antisocial behavior: any behavior that has a negative impact on other people
Aggression: hurting another person or achieving one’s goals at the expense of another person
E.g. war, homicide, riots, rape, assault, forcible robbery, family violence, bullying, etc.
Why are we aggressive?
Why are we aggressive?
First, as a quick note, with each passing year the world has grown more peaceful
Despite what it may seem like from the media
The world is many times more peaceful than in ancient times, where proportionally more people would died in wars
In the 2000’s there were only 2k deaths per year from warring countries whereas in the 1950’s there were 65k per year.
Instincts
Ethologists: people who study natural behavior patterns of animals
Believe that aggression is innate in all animals, including humans, e.g. killer instinct
Freud would have agreed
The fact that we are biologically capable of aggression does not mean that aggression is inevitable or “part of human nature”
The vast majority of people are NOT aggressive
Some cultures show very little: Eskimos, Navajo
Biology
Testosterone correlated with aggression
May partially explain why we see more physical violence from men than woman
Alcohol & other drugs lower inhibitions
The majority of murders and violent crimes involve alcohol
Body temperature is also linked to aggression
For this reason prisons usually keep a cool temperature
Other innate causes of aggression
Well, this theme has come up many times so far in this course, but once again:
Narcissists
Violent individuals often have high self-esteem and grandiose self beliefs
Bushman & Baumeister (2002), the authors of your textbook, also found that violent prisoners have higher narcissism scores than nonviolent people
Narcissism continued
Narcissistic personality inventory:
‘I insist on getting the respect I deserve’
Then participants mark the extent to which they agree
Direct quote from the Columbine killer:
“Isn’t it fun to get the respect that we’re going to deserve?”
Narcissistic rage, yikes!!!
Aggression as a response to Frustration
Frustration-aggression hypothesis: frustration tends to lead to aggression
road rage
watch for verbal aggression when people are frustrated
Why though?
Perhaps because frustration is an aversive state
Aggression as a response to aversive stimuli
Aversive stimuli make us more sensitive to aggressive cues
Aversive stimuli: pain, temperature, odors, etc.
Aggression cues: signals that are associated with aggression
Rude gestures, middle finger, body language
Weapons effect: observation that weapons serve as strong cues for aggressive behavior
Murders are much more likely in homes with guns
Hostile worl ...
Lecture for april 9
This document summarizes key concepts from trauma theory and treatment in multicultural clinical practice, including:
1. It discusses the history of trauma studies and links political movements to advances in understanding conditions like hysteria, shell shock, and PTSD.
2. It describes the three main categories of PTSD symptoms - hyperarousal, intrusion, and constriction - and provides examples of each.
3. It explains how traumatic events can damage attachments and connections to others, family, community, and faith by shattering trust and assumptions about safety. Social support is important for recovery.
4. It defines situations of captivity that involve repeated trauma, such as being unable to flee and under a perpetr
Anger ppt
This document discusses anger, aggression, and their management in mental health nursing. It defines anger and aggression, describes their characteristics and functions, and presents several theories to explain them. Anger is an emotional response to threats or injustice that involves physiological arousal, while aggression refers to intended harmful behaviors. Both can have positive and negative effects depending on how they are expressed. The document also outlines principles for safely managing aggressive patients, as well as pharmacological and behavioral nursing interventions.
Cultural Emotions Pain, Hate, Fear, Disgust, Shame, Love
Cultural Emotions:
Pain, Hate, Fear, Disgust, Shame, Love
Ted Manley, Jr. PhD
Cultural Emotion
PAIN
(Meriam Webster)
1 : punishment ·the pains and penalties of crime
2 a : usually localized physical suffering associated with bodily disorder (such as a disease or an injury) ·the pain of a twisted ankle
also : a basic bodily sensation induced by a noxious stimulus, received by naked nerve endings, characterized by physical discomfort (such as pricking, throbbing, or aching), and typically leading to evasive action ·the pain of bee stings
b : acute mental or emotional distress or suffering : grief
Sociology of Pain
Pain: A Sociological Introduction, Elaine Denny (2016)
Intersection between biology and culture (Medical Model vs Sociology Model of managing pain)
Much pain is experienced as short lived, and self-limiting or easily treated, but for those individuals who live with long term and intractable pain it can cause disruption of life as it is currently lived and alter their expectations of the future.
Sociological research has, for example, shown how men and women approach and experience pain differently, seeking to explain why women more than men report more long term and disabling pain than men. A strength of a sociological understanding of pain is that it encompasses both the interpretive perspective of the person in pain and the structural factors that influence this, offering an explanation of the way that these intersect.
Cultural Emotion
HATE
(Meriam Webster)
Intense hostility and aversion usually deriving from fear, anger, or sense of injury.
b : extreme dislike or disgust : antipathy, loathing.
The Sociology of Hate
Stereotypes
Cognitive
Prejudice
Affective
Discrimination
Behavioral
Gordon Allport (1954?:1958; 1979): The Nature of Prejudice
“Open-mindedness is considered to be a virtue. But, strictly speaking, it cannot occur. A new experience must be redacted into old categories. We cannot handle each even freshly in its own right (Allport, 1954, p. 19)
5
The Big Three
Three main topics in the psychology of racism: Stereotypes, Prejudice, and Discrimination
Stereotypes:
Stereotypes
Stereotypes categorize people according to social factors
Definition: “A cognitive structure that contains the perceiver’s knowledge, beliefs, and expectancies about some human group” (Hamilton & Trolier, 1986, p. 133).
Stereotypes are necessary
The content of stereotypes can be the problem
Outcome
Most insidious stereotypes = create, maintain, or strengthen social hierarchy
Outcomes of racial/ ethnic stereotypes
6
Categorize based on age, gender, social role, physical appearance, or relation to self
Definition: “A cognitive structure that contains the perceiver’s knowledge, beliefs, and expectancies about some human group” (Hamilton & Trolier, 1986, p. 133).
We develop “Naïve theories” of social action (Tajfel & Forgas, 2000)
Used for complex social events that we can’t understand fully
Develop simplistic sy ...
Describe and provide at least two examples of direct transmission of.pdf
Describe and provide at least two examples of direct transmission of communicable diseases.
Solution
Answer:
Direct transmission is the most widely recognized type of transmitting ailments and infection.
There are two kinds of direct transmission of communicable diseases: immediate and
backhanded. Coordinate direct transmission happens when there is physical direct between a
tainted individual and a vulnerable individual. Coordinate direct contaminations spread when
ailment causing microorganisms go from the tainted individual to the solid individual by means
of direct physical direct with blood or body liquids. Diseases and can be separated into:
immediate and circuitous. A case of direct transmitted microorganisms is nor viruses which are
in charge of numerous gastrointestinal contaminations.
Examples of direct transmission of communicable diseases:
Touching, kissing, sexual direct, direct with oral emissions, or direct with body injuries. Direct is
the most successive method of transmission of social insurance related.
Coordinate direct transmission requires physical direct between a contaminated individual and a
defenceless individual, and the physical exchange of microorganisms. Coordinate direct
incorporates touching a contaminated individual, kissing, sexual direct, direct with oral
emissions, or direct with body sores. This kind of transmission requires close direct with a
tainted individual, and will for the most part happen between individuals from a similar family
unit or dear loved ones.
Infections spread only by coordinate direct can\'t get by for huge timeframes far from a host.
Sexually transmitted illnesses are quite often spread through direct transmission of
communicable diseases, as they are amazingly delicate to drying.
1. Individual to-individual contact :
Irresistible ailments are regularly transmitted through direct individual to-individual direct.
Transmission happens when a contaminated individual touches or trades body liquids with
another person. This can occur before a contaminated individual knows about the sickness.
Sexually transmitted maladies (STDs) can be transmitted thusly.
2. Bead spread :
The splash of beads amid hacking and sniffling can spread an irresistible sickness. You can even
taint someone else through beads made when you talk. Since beads tumble to the ground inside a
couple of feet, this kind of transmission requires nearness.
Irresistible maladies are transmitted from individual to individual by immediate or roundabout
direct. Certain kinds of infections, microorganisms, parasites, and growths would all be able to
cause irresistible illness. Jungle fever, measles, and respiratory ailments are cases of irresistible
ailments.
Diseases are :
1. TV
2. Chickenpox
3. Tuberculosis.
Determinants of Aggression.pptx
This ppt will explain the factors that influence people to behave aggressively.
LESSON.pptx
This document defines and describes different types of intentional injuries including self-inflicted injuries like suicide and self-harm, assaults like domestic violence, bullying, stalking, extortion, and gang violence. It also covers sexual abuse like incest and molestation, and acts of terrorism. For each topic, it provides an overview of the issue, examples of behaviors and actions, impacts and effects, and other relevant details. The overall purpose is to educate about intentional injuries, their causes and consequences.
Lecture 1 introduction to complex trauma
This is lecture 1 of a 10 week Lecture series for Level 6 students Introducing them to Complex Trauma. This module is based on Courtis & Ford (2013) Treatment of Complex Trauma : A sequenced relationship based approach.London. Guildford Press.
Similar to Victims and Aggressor (IT) (16)
Cultural Emotions Pain, Hate, Fear, Disgust, Shame, Love
Cultural Emotions Pain, Hate, Fear, Disgust, Shame, Love
Describe and provide at least two examples of direct transmission of.pdf
Describe and provide at least two examples of direct transmission of.pdf
More from Fight Against Discrimination And Racism
STOP BULLYING - Project by The Romanian Team
This document outlines an assistance project created by a Romanian team for the Erasmus+ program to fight discrimination and racism in schools. The project aims to: 1) Improve relationships between students of different backgrounds; 2) Reduce violence, abandonment, and inequality through promoting tolerance and respect; 3) Develop abilities to accept new challenges; 4) Improve communication skills; and 5) Promote the school's image. Each partner school will create an email address for students to report bullying cases and distribute flyers about it. Schools will also hold anti-bullying extracurricular activities to raise awareness. The project will run from January to June 2018 for primary, secondary, and high school students.
Questionnaire Results by The Romanian Team
The document summarizes the results of a questionnaire given to 51 students participating in a leadership training program in Romania. The questionnaire asked students about their experiences with verbal bullying and name-calling. Key findings include: over 60% of boys and over 70% of girls reported being called names, most students said they would intervene if they witnessed verbal bullying, and over 80% of boys and over 50% of girls believe verbal bullying strongly impacts personality development. The conclusions note some inconsistencies but overall show that many students are aware of verbal bullying and its harmful effects.
Our tour at pilsens zoo - students work in plzen
We visited Pilsen's zoo on a tour with other students and took many photos but unfortunately lost most of the data so we only have one photo from the trip. While it was disappointing to lose the photos, we still enjoyed seeing the zoo and spending time with our classmates.
Discovering Diversity - students work in plzen
This document describes a group discovering various types of diversity including a tank, a Czech river, an Iron Ages settlement, giraffes, a king, a German bunker, and a happy jumpy otter and sleepy hippo. The group appears to have gone on an expedition where they encountered different objects, places, and animals representing diversity.
Treasure Hunt at the Zoo - students work in plzen
The document describes a treasure hunt at the zoo. Children will search the zoo grounds to find clues that will lead them to hidden prizes. Participants should meet at the main entrance at 10am Saturday morning to receive their first clue and get started on the scavenger hunt adventure around the zoo exhibits and trails.
Romanian's Team Work and Dissemination
This document summarizes activities carried out by Romanian teachers and students between May and September 2017 as part of an Erasmus+ project to fight discrimination and racism. It describes several events held, including a sports event to raise awareness of bullying and substance abuse, a field trip to a national park to learn about the region's diversity, and a contest on tolerance. It also discusses dissemination of the project through local magazines and seminars and a visit from French partners to share experiences.
International sports personalities - Romanian Team
This document discusses racism in sports and examples of athletes who fought against discrimination and racism. It describes how racism has been prevalent in sports, especially towards African Americans in the US and globally. It then highlights three incredible moments in sports history when athletes stood up against racism: Jesse Owens at the 1936 Olympics confronting Adolf Hitler, Tommie Smith and John Carlos' black power salute at the 1968 Olympics, and AC Milan players quitting a match in response to racial taunts against a player. The document concludes by profiling several prominent athletes like Colin Kaepernick, Muhammad Ali, Jackie Robinson, Tiger Woods, and female athletes who have taken stands against racism in sports.
Famous Romanian minority sportsmen - Romanian Team
This document provides biographies of several famous Romanian minority sportspeople. It describes Simona Halep as a professional tennis player who reached number 1 in the world. Gheorghe Hagi is discussed as one of the best Romanian footballers of all time. Béla Károlyi is presented as a gymnastics coach who trained Nadia Comăneci and later coached the US women's gymnastics team. Ivan Patzaichin is highlighted as the most decorated Romanian canoeist with 4 Olympic gold medals who later became a canoeing coach.
Fighting against-bullying-through-music- Romania Team
This document discusses how music can be used to fight against bullying. It begins by defining bullying, particularly verbal bullying, and notes that many famous artists experienced bullying themselves in their childhood or school days. It then provides examples of several artists like Lady Gaga, Taylor Swift, Eminem, Rihanna, Sam Smith, and others who have written songs about their experiences being bullied or that promote anti-bullying messages. The document explores some of these artists' experiences with bullying and analyzes some of their famous anti-bullying songs.
Discrimination in dance mocanu, ionescu, chiriac-Romanian Team
Discrimination in dance mocanu, ionescu, chiriac-Romanian TeamFight Against Discrimination And Racism
The document discusses discrimination faced by black dancers in classical ballet. Stereotypes of black bodies as not fitting the aesthetic of ballet are used to justify discrimination. The document profiles notable black ballet dancers who overcame barriers, including Debra Austin, the first African American woman principal dancer with a major American ballet company, and Misty Copeland, the first African American female principal dancer at American Ballet Theatre. It also discusses men pursuing dance forms typically practiced by women, such as belly dancing and ballet, and the questions about masculinity and sexuality they face. Gender inequality in contemporary dance is also addressed, with fewer opportunities for female choreographers despite large numbers of women in dance professions.Romanian s team work and dissemination
This document summarizes activities carried out by Romanian teachers and students between October 2017 and March 2018 as part of the Erasmus+ project "Romanian’s Team Work and Dissemination in the FIGHT AGAINST DISCRIMINATION AND RACISM". It describes commemorations of important historical events, cultural celebrations of minority groups in Romania, anti-bullying activities, and dissemination of the project through local newspapers, magazines, and national education competitions. The goal was to expand anti-discrimination and tolerance messages to 1,500 students across five additional schools through a new educational project called "STOP BULLYING".
Bullying and its Victims-by the Romanian Team
Bullying is defined as unwanted aggressive behavior among school children involving a real or perceived power imbalance that is repeated over time. The three main types of bullying are verbal, social, and physical. Victims of bullying experience low self-esteem, anxiety, depression, and social withdrawal. Without intervention, victims are at risk of long-term emotional and psychological harm, and in severe cases some take their own lives. To reduce risk of bullying, potential victims should work on exhibiting self-confidence, avoiding bullies, responding assertively, and obtaining support.
Bullies(aggressors) by the Romanian Team
This document discusses various forms of bullying and discrimination. It defines bullying as repeated harmful behavior against someone who cannot easily defend themselves. It also defines cyberbullying as the repeated use of technology like social media or texting to harass or threaten others. The document provides tips to avoid accidentally bullying others through "banter" or joking and emphasizes the importance of taking responsibility if one's actions have hurt someone. Overall, the document aims to raise awareness about different types of bullying and provide guidance on preventing and addressing discriminatory behavior.
What is hate speech ? - By The Greek Team
This document summarizes a 4th LTTA (long term training activity) held in Romania from March 30th to April 4th 2018 on fighting discrimination and racism. It defines various types of discriminatory speech such as hate speech, homophobia, sexism, ageism, anti-semitism, and Islamophobia. For each type of discriminatory speech, it provides reasons for why they exist. It also discusses when hate speech becomes a crime and the role social media plays in spreading hate speech. Finally, it provides several links to external sources on these topics.
Hatred Speech - By The Greek Team
This document summarizes the results of a survey of 49 students in Romania on issues related to racism and discrimination. The survey asked students questions about their views on a far-right Greek political party called Golden Dawn (G.D.), its rhetoric and behavior towards immigrants, and whether its influence is a concern. Results were broken down by gender, ethnicity as Greek or immigrant students, and responses included strongly disagree, disagree, agree, strongly agree, and don't know. In general, most students disagreed or strongly disagreed that G.D.'s arguments are valid, their speech is not racist, or that their influence on society is not a worry.
Posters of the LTTAs by The Turkish Team
The document outlines four learning/teaching/training activities that took place in different European countries between 2017-2018. Each activity included seminars on topics related to discrimination and bullying, cultural tours of cities in the host country, and visits to organizations that help victims of discrimination and racism. Students presented works and engaged in arts, sports, music, and dance activities to promote stopping violence.
Teachers role in combating bullying by the Greek Team
The document outlines the key roles teachers play in combating bullying. It discusses that teachers should learn about bullying behaviors and warning signs, assess bullying levels at their school, develop plans for how to respond to bullying as a school and classroom, establish a safe school climate through anti-bullying rules and cooperation activities, immediately address bullying when observed privately, involve parents of bullied students and bullies, and consult sources on best practices for bullying prevention. The overall message is that teachers must be knowledgeable about bullying, have plans to address it, and work to establish a supportive environment to reduce bullying in schools.
Work Done In Pilsen By The Czech Team
The document discusses international projects aimed at fighting discrimination and racism in nursing. It describes creating adaptation camps and an anti-bullying email to promote inclusion. The presenter works as a manager of international projects for an organization in Pilsen, Czech Republic, and their motto is "once we will be patients too..."
More from Fight Against Discrimination And Racism (20)
International sports personalities - Romanian Team
International sports personalities - Romanian Team
Famous Romanian minority sportsmen - Romanian Team
Famous Romanian minority sportsmen - Romanian Team
Fighting against-bullying-through-music- Romania Team
Fighting against-bullying-through-music- Romania Team
Discrimination in dance mocanu, ionescu, chiriac-Romanian Team
Discrimination in dance mocanu, ionescu, chiriac-Romanian Team
Teachers role in combating bullying by the Greek Team
Teachers role in combating bullying by the Greek Team
Recently uploaded
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/y977uz6bpd3af4qsebv7r9b7s21935vdANATOMY 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.
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
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.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Recently uploaded (20)
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...
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...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Victims and Aggressor (IT)
- 2. VICTIM.s f. [from Latin victĭma -ae, term of dark etymology]. 1. Being living, animal or man, sacred and sacrificed to the divinity 2:Who perishes in a disaster, in a calamity, following serious events or situations; for example, victims of terrorism, of drugs etc... 3: Who succumbs to the other deception and arrogance, suffering an oppression, a damage, or being persecuted and oppressed; for example ,victims of racial hatred 4. Who is forced to suffer the impositions of others, to be dominated by others ;for example , victims of the husband, of the wife ,of bullies
- 3. AGGRESSOR [from Latin aggressor -oris]. 1. who attacks, who makes an aggression 2. which attacks or threatens another state. AGGRESSIVINESS s.f. (from Latin adgredior ) 1."to approach 2."assault", 3."to accuse", 4."to undertake“ 5."to begin“ According to its etymological root, this noun has retained a considerable wealth of meanings, for a positive or a negative appearance. It includes very different phenomena, such as behavior, emotional responses and cognitive processes.
- 4. 1.an intrapsychic push or predisposition of the subject 2. aggressive, objective and visible behavior This distinction is more explicitly underlined in the English language, where the two phenomena are indicated by two distinct terms, respectively aggressiveness and aggression.
- 5. HOW CAN “AGGRESSIVE” BE DISTINGUISHED? 1.Aggressive reaction, that is the organism's response to simple external or internal stimuli that results in an impulsive behavior directed against. 2.Aggressive action, i.e. a behavior of greater complexity that takes place over a longer period of time; 3.Aggressive activity, which is a form of persistent and long-lasting activity, determined and assessed in relation to socio-cultural behavioral models.
- 6. 1. physical / verbal (in the physical the harmful stimuli consist of pain or damage, in the verbal the harmful stimuli are rejection and threat; 2. direct / indirect (in the former the aggressor is easily identified by the victim, while in the latter no; this possibility can occur if the victim isn’t present or if she isn’t in the first person to be attacked. 3. human (aggression can have various outcomes and can be characterized by varying levels of intensity ranging from the relatively harmless aggressive conduct of everyday life to violence, to cruelty and extreme will to destruction). Edited by Finizio Lorenzo