...that caring for patients have to be individualized as cultures have differences, even those who have the same culture can adhere to traditions differently. This can be very challenging for many Healthcare providers especially in the United States of America as this country was developed on many immigrants working together as one. The most important key as a nurse is having the skills and understanding to approach and provide care individually based on the beliefs and values of their patient, this will aid to meet the patient wishes. With the help of the Heritage Assessment Tool we are able to get a more detailed look at how closely certain individual or families adhere to their traditional values. [[NEEDS A THESIS STATEMENT HERE: “In this essay, the author will…”]] Heritage Assessment Tool The Heritage Assessment Tool is a questionnaire made up of 29 questions which helps when assessing an individual’s heritage practices. The questionnaire assesses different areas such as family origin, religious beliefs, ethnicity, language, family relationship and health practice. For this paper the Heritage Assessment Tool was used to evaluate the differences in health traditions between 3 culturally different families. The three families used in this interview are: Guyanese/...
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...Multiple Choice Questions 1. How did the Girl Scouts change to meet the needs of Hispanic families? A) Training focused on how to address a Hispanic woman. B) Training focused on the importance of building a relationship. C) Brothers were encouraged to attend some events. D) Las Posadas, a Hispanic Christmas tradition that pays homage to Mary and Joseph's search for an inn, is being conducted by Girl Scout troops in some areas. E) all of the above Answer: E Page: 157 Difficulty: easy 2. A segment of a larger culture whose members share distinguishing values and patterns of behavior is known as a(n) _____. A) market segment B) subculture C) ethnic group D) reference group E) subgroup Answer: B Page: 158 Difficulty: moderate 3. Many companies develop special marketing mixes for a segment of a larger culture whose members share distinguishing values and patterns of behavior. These segments are known as _____. A) subsegments B) subgroups C) secondary markets D) subcultures E) reference groups Answer: D Page: 158 Difficulty: moderate 4. The degree to which an individual behaves in a manner unique to a subculture depends on _____. A) the extent to which the individual identifies with that subculture B) how long the individual has been in this country...
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...MODEL ESSAY ANSWER “Assess the view that New Religious Movements are mainly for the middle classes and the young.” [33 marks] Introduction New Religious Movements are often viewed as non-traditional organisations, such as sects and cults. Sociologists believe that there are differences within such groups and thus, they could help to explain why certain social groups might find them appealing. Traditional organisations are often referred to as churches and denominations. They also might appeal to certain groups more than others. Arguably, the middle classes find NRMS more appealing because according to Wallis the affluent middle class are more likely to suffer from relative deprivation. Despite their wealth and having all the material comforts of life, they feel a spiritual void. So, a cult – which, according to Stark & Bainbridge offer compensation by offering people the things they lack; might appeal to those who materially have everything but spiritually lack fulfilment. Also, most cults allow members to lead conventional lifestyles – a factor appealing to the middle classes who might need to retain this sort of life in order to keep on making money. However, Troelstch believes that the M/C actually find the more conventional church more appealing. This is because the church is very well-established in society and perceived as hierarchical and formal. Belonging to a church therefore serves to reinforce their status in society or their local community. E.G Several...
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...IGOROTS * Home * IGOROT SONGS * IGOROT DANCE * IGOROT TRADITIONS * MONEY ON THE MOUNTAIN IGOROT TRADITIONS IGOROT TRADITIONS When we talk about Igorot identity and culture, we also have to consider the time. My point is that: what I am going to share in this article concerning the Igorot culture might not be the same practiced by the Igorots of today. It has made variations by the passing of time, which is also normally happening to many other cultures, but the main core of respect and reverence to ancestors and to those who had just passed is still there. The Igorot culture that I like to share is about our practices and beliefs during the "time of Death". Death is part of the cycle of life. Igorots practice this part of life cycle with a great meaning and importance. Before the advent of Christianity in the Igorotlandia, the Igorots or the people of the Cordilleran region in the Philippines were animist or pagans. Our reverence or the importance of giving honor to our ancestors is a part of our daily activities. We consider our ancestors still to be with us, only that they exist in another world or dimension. Whenever we have some special feasts (e.g., occasions during death, wedding, family gathering, etc.), when we undertake something special (like going somewhere to look for a job or during thanksgiving), we perform some special offer. We call this "Menpalti/ Menkanyaw", an act of butchering and offering animals. During these times we call them...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...EXECUTIVE SUMMARY In its basic form, negotiation is a method of conflict resolution. It is a problem-solving process in which two or more parties attempt to resolve their disagreement or conflict in a manner, and through a process, that is mutually agreeable. Whereas the general concept of negotiation is easy enough to understand, in practice it can be an extremely difficult proposition. Opposing views about what is right and wrong, disagreement on what is fair and equitable, understanding each other’s message and form of communication, and even the procedures that will be used to conduct negotiations are but a few of the hurdles that negotiators will encounter. Negotiation is further complicated when the parties find themselves negotiating across dissimilar cultures. Culture is a powerful factor in shaping how people think, communicate and behave. It therefore affects how they negotiate. In business arena, negotiations are crucial aspects of inter-organizational relationships like joint ventures, mergers and acquisitions, licensing and distribution agreements, and sales of products and services. As the proportion of foreign to domestic trade increases, so does the frequency of business negotiations between people from different countries and cultures. To successfully manage these negotiations, businesspeople need to know how to influence and communicate with members of cultures other than their own. This paper investigates the impact of culture on negotiations. It begins...
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...Culture Essay Culture is pervasive in all marketing activities”, (Albaum et al, 2005) Hall distinguishes culture according to the degree of context in their communication systems (De Mooij, 2010). High context cultures (Japanese, Chinese) contrast greatly with low context cultures (USA), who require a more explicit conveyance of messages. As Hall (1984) says, “Many Americans don’t seem able to evaluate anything unless they can attach a number to it”. Introduction One of the early scholars of culture, Linton (1945), defines it as: ‘‘The configuration of learned behavior and results of learned behavior whose component elements are shared and transmitted by the members of a particular society.’’ Other early scholars like Kluckhorn (1954) conceptualized that the cultural influences transcend in terms of the beliefs, norms, traditions, and values of society and this view still prevails among the scholars of culture. Why is culture important? Global Marketing in the simplest description attempts to understand customers in terms of what they buy, when they buy, why they buy, how much they buy, where they buy it, and with what they buy. Internationally, this means understanding culture. How marketing efforts interact with culture determines the success or failure of a product. "There are many examples of cultural differences that have affected marketing success or failure." (Buzzell) The relationship with culture comes into play with the realization that each of the consumer...
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...means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING 75 Arlington Street, Suite 300, Boston, MA 02116 A Pearson Education Company Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. 1 Reading Arguments ontemporary American culture often seems dominated by argument. Television talk show hosts and radio shock jocks battle over countless issues. Hip-hop artists...
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...John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael...
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... in us that works for privilege, let us work for that knowledge which will bring the feeling of sameness towards all mankind.” Swami Vivekananda, “The Complete works of Swam Vivekananda,” Vol 1, p. 429 Mahabharata XII: 113, 8 Universal Declaration of Human Rights, 1948, Article 1 "All men are brothers; no one is big, no one is small. All are equal." Rig Veda, 5:60:5 © Hindu American Foundation 2012 Endorsements of Hindu American Foundation's Seventh Annual Report Hindus in South Asia and the Diaspora: A Survey of Human Rights 2010 "As the founder and former co-‐chair of the...
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...Chapter 1 INTRODUCTION Thich Nhat Hanh: “Buddhism is already engaged. If it is not, it is not Buddhism.” Walpola Rahula: “Buddhism is based on service to others”…political and social engagement is the “heritage of the bhikkhu” and the essence of Buddhism. Robert Thurman: “The primary Buddhist position on social action is one of total activism, an unswerving commitment to complete self-transformation and complete world-transformation.” Stated in simplest terms, engaged Buddhism means the application of Buddhist teachings to contemporary social problems. Engaged Buddhism is a modern reformist movement. A practitioner is socially engaged “in a nonviolent way, motivated by concern for the welfare of others, and as an expression of one’s own practice of the Buddhist Way” (King Being 5). In this description Sallie B. King invokes the spirit of the Bodhisattva vow: May I attain Buddhahood for the benefit of all sentient beings. According to Ken Jones engaged Buddhism is “an explication of social, economic, and political processes and their ecological implications, derived from a Buddhist diagnosis of the existential human condition” (Kraft New). Jones emphasizes the social theory underlying engaged Buddhism. According to engaged Buddhists the “three poisons” of greed, anger and ignorance apply both to the individual and to “large-scale social and economic forces” (Kraft New); their remediation is therefore the collective concern of society. As the subject...
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...special article caste in the 21st century: From system to elements A M Shah The argument that while caste as a system is more or less dead, individual castes are flourishing is widely accepted. However, the notion of “caste as a system” is derived mainly from studies of the rural rather than the urban community. In this article, individual caste is seen in the context of both rural and urban communities and its several aspects, particularly the rule of endogamy as its defining criterion, are analysed at some length and some implications of the analysis are pointed out. n 1955, M N Srinivas presented a paper, ‘Castes: Can They Exist in the India of Tomorrow?’, at a national seminar on “Casteism and Removal of Untouchabilty” in Delhi, attended, among others, by such distinguished persons as S Radhakrishnan, Jagjivan Ram, Govind Ballabh Pant, V K R V Rao, Kaka Kalelkar and Irawati Karve. The paper was published in the seminar report as well as in the Economic Weekly (1955). After a lifetime of scholarship on caste, in 1999, the last year of his life, Srinivas delivered a lecture under different titles in Bangalore, Delhi and Kolkata, on the passing away of caste as a system. It was published posthumously in 2003 in the Economic and Political Weekly under the title, ‘An Obituary on Caste as a System’. Srinivas expanded this title into a sentence, “While caste as a system is dead, individual castes are flourishing” (ibid: 459). He made this statement almost at the end of...
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...The Nobel Prize in Literature 1913 Rabindranath Tagore Tagore and His India by Amartya Sen* Voice of Bengal Rabindranath Tagore, who died in 1941 at the age of eighty, is a towering figure in the millennium-old literature of Bengal. Anyone who becomes familiar with this large and flourishing tradition will be impressed by the power of Tagore's presence in Bangladesh and in India. His poetry as well as his novels, short stories, and essays are very widely read, and the songs he composed reverberate around the eastern part of India and throughout In contrast, in the rest of the world, especially in Europe and America, the excitement that Tagore's writings created in the early years of the twentieth century has largely vanished. The enthusiasm with which his work was once greeted was quite remarkable. Gitanjali, a selection of his poetry for which he was awarded the Nobel Prize in Literature in 1913, was published in English translation in London in March of that year, and had been reprinted ten times by November, when the award was announced. But he is not much read now in the West, and already by 1937, Graham Greene was able to say: "As for Rabindranath Tagore, I cannot believe that anyone but Mr. Yeats can still take his poems very seriously." The Mystic The contrast between Tagore's commanding presence in Bengali literature and culture, and his near-total eclipse in the rest of the world, is perhaps less interesting than the distinction between the view of Tagore...
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...Early life and education Early years [pic] [pic] Muhammad Yunus at Chittagong Collegiate School, while visiting the school in 2003. The third of nine children,[10] Yunus was born on 28 June 1940 to a Muslim family in the village of Bathua, by the Boxirhat Road in Hathazari, Chittagong, in the British Raj (modern Bangladesh).[11][12] His father was Hazi Dula Mia Shoudagar, a jeweler, and his mother was Sufia Khatun. His early childhood years were spent in the village. In 1944, his family moved to the city of Chittagong, and he was shifted to Lamabazar Primary School from his village school.[11][13] By 1949, his mother was afflicted with psychological illness.[12] Later, he passed the matriculation examination from Chittagong Collegiate School securing the 16th position among 39,000 students in East Pakistan.[13] During his school years, he was an active Boy Scout, and traveled to West Pakistan and India in 1952, and to Canada in 1955 to attend Jamborees.[13] Later when Yunus was studying at Chittagong College, he became active in cultural activities and won awards for drama acting.[13] In 1957, he enrolled in the department of economics at Dhaka University and completed his BA in 1960 and MA in 1961. After graduation Following his graduation, Yunus joined the Bureau of Economics as a research assistant to the economical researches of Professor Nurul Islam and Rehman Sobhan.[13] Later he was appointed as a lecturer in economics in Chittagong College in 1961.[13] During...
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