...HUMA215-1201B-14 Unit 1 IP AIU Online/ February 2012 Lucretia Randle Abstract The author gives a visual presentation of Greek and Roman cultures as they evolved using timelines for both. She discusses similarities and differences in each as pertaining to government, geography, economics, arts and philosophy. In conclusion she summarizes how these ancient cultures helped shape the modern world. These two timelines show the evolution of both empires, Greek and Roman. As you can See the Romans only surfaced toward the end of the Greek culture was beginning its decline. Greece was the beginning of civilization in that it showed a shift from a nomadic lifestyle to an agrarian and more sedentary lifestyle (Course materials, 2012). The timelines contain information found on the following websites http://courses.wcupa.edu/jones/his101/TIMELINE/T-ROMAN.HTM and http://www.ancient-greece.org/resources/timeline.html (2012). Linear writing which was begun in Greece from about the 18th century BCE and used until about the 15th century BCE is a still undeciphered writing system closely related to the ideographic writings known as hieroglyphs (thefreedictionary.com, 2012). Polytheism was the religious belief and was closely entwined with their everyday life and was highly structured (course material, 2012). This culture was defensive in nature when it came to its architecture with the building of protective and extensive walls and it was founded on a feudal system of political structure...
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...|Topics in cultural studies | |Comparing Early Greece and Rome | |[Differences Between Early Greece and Rome] | | | |Mandy Shoplak | |[3/26/13] | |[You will see that there are many differences between early Greece and Rome but there are also some similarities as well, with their geography, government, societies, economy, trading, architecture, and | |philosophies. ...
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...BBA340 Cross Cultural Management Department of Marketing and Management Faculty of Business and Economics Unit Guide E2 Evening; Offered in Session 2, North Ryde 2012 Table of Content Table of Content General Information 2 3 Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 3 3 3 3 3 3 Learning Outcomes Graduate Capabilities 4 5 Capable of Professional and Personal Judgement and Initiative Engaged and Ethical Local and Global citizens Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Assessment Tasks 5 5 6 6 8 Case Study and Presentation Media Report Analysis Final Examination 8 9 10 Unit Schedule Delivery and Resources 12 14 Classes Prizes Required and Recommended Texts and/or Materials Teachnology Used and Required Learning and Teaching Activities Policies and Procedures 14 14 14 15 15 17 Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support Student Enquiry Service Equity Support IT Help Research and Practice 17 17 17 17 18 18 18 18 19 Page 2 of 19 General Information Convenor and teaching staff Unit Convenor: Meena Chavan Email: meena.chavan@mq.edu.au Other Staff: Choon-Hwa Lim Email: choon-hwa.lim@mq.edu.au Credit Points 3 Prerequisites 42cp Corequisites N/A Co-badged status ...
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...ANTHROPOLOGY 101 Introduction to Cultural Anthropology Queens College / CUNY, Spring 2015 TuTh 12:15-1:30PM, Kiely 150 Professor: Ramona Lee Pérez, PhD Email: ramona.perez@qc.cuny.edu Office hours: Th 2-3 PM, PH 315H COURSE DESCRIPTION This course is an introduction to the range of human diversity through an exploration of the peoples of the world. We will cover the basic concepts, theories, and methods that anthropologists use to study variations in cultural norms and social practices, economic systems and rules of law, social organization and patterns of inequality, identity and worldview, and patterns of social and cultural change. Focusing on the culture concept and the method of ethnography, we begin with the historical foundations of anthropology and then follow its attempts to understand contemporary human cultures. Comparative analysis of multiple ethnographic case studies and major theoretical approaches illuminates the range of human diversity, the forces that shape cultures, and how people adapt to a rapidly changing modern world. The central objectives of this course are to develop your intellectual skills, your cross-cultural fluency, and your sense of civic and moral engagement in global society. I hope that this course inspires many of you to become anthropology majors or minors, and grants each of you an anthropological perspective on your own life. REQUIREMENTS This is an intensive course that requires full participation from every student...
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...NCVER Cross-cultural training and workplace performance Robert Bean Robert Bean Consulting The views and opinions expressed in this document are those of the author/project team and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER Publisher’s note Additional information relating to this research is available in Cross-cultural training and workplace performance: Support document. It can be accessed from NCVER’s website . To find other material of interest, search VOCED (the UNESCO/NCVER international database ) using the following keywords: cross cultural training; cultural awareness; workplace learning; capacity building; training provider; employee attitude; employer attitude. © Australian Government, 2008 This work has been produced by the National Centre for Vocational Education Research (NCVER) under the National Vocational Education and Training Research and Evaluation (NVETRE) Program, which is coordinated and managed by NCVER on behalf of the Australian Government and state and territory governments. Funding is provided through the Department of Education, Employment and Workplace Relations. Apart from any use permitted under the Copyright Act 1968, no part of this publication may be reproduced by any process without written permission. Requests should be made to NCVER. The NVETRE program is based upon priorities approved by ministers with responsibility for vocational education and training (VET)...
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...tutorialrank.com EED 420 Week 1 Social and Cultural Influences EED 420 Week 1 DQs EED 420 Week 2 Curriculum Map EED 420 Week 2 Assignment Case Study Linda EED 420 Week 2 DQs EED 420 Week 3 Curriculum Map EED 420 Week 3 Assignment Case Study Erien EED 420 Week 3 DQs EED 420 Week 3 Individual Assignment Inquiry-Based Science Lesson EED 420 Week 4 DQs EED 420 Week 4 Assignment Concept Mapping of Tom EED 420 Week 4 Curriculum Map EED 420 Week 5 DQs EED 420 Week 5 Science Lesson Observation Paper EED 420 Week 5 Assignment Integrated Lesson Plan EED 420 Week 5 Assignment One School Year Science Pacing Guide ------------------------------------------------------------ EED 420 Week 1 DQs (UOP) For more course tutorials visit www.tutorialrank.com EED 420 Week 1 DQs --------------------------------------------------------------- EED 420 Week 1 Social and Cultural Influences (UOP) For more course tutorials visit www.tutorialrank.com Description Reviews (1) Week 1 Individual Assignment Social and Cultural Influences Resource: University of Phoenix Material: Appendix A Review the three assignment options provided in Appendix A. Select and complete one of the options. Include the Certificate of Originality with your submission ---------------------------------------------------------- EED 420 Week 2 Assignment Case Study Linda (UOP) For more course tutorials visit www.tutorialrank.com Resource: Annenberg website video case study for Linda found on the...
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...English Cultural Studies 2014 Teacher’s Name: Mohammed A. Sahir Email: mohammed.sahir@educhina.com.cn Office Hours: 9am till 5pm - Monday to Friday Course Description: In this course, you will improve your Basic to intermediate English vocabulary skills in listening, speaking, reading, and writing through the study of various cultures, mostly Western from European to American. You will learn about cultural differences in language, behaviours, the arts, and society. This class will provide a summary of different cultures, and you will participate in considerations, online forums, and written and verbal conversations on the subjects discussed. Rules & Procedures Attendance: Students are required to attend all classes. If students miss class, 1. They must first submit the EduChina Student Leave Request Form to the teacher at least two weeks in advance. 2. Students are required to complete all assignments missed upon return. 3. The teacher will decide the due date for these assignments. 4. Excessive absences and missing assignments will result in a failing grade for the course. Behaviour: Student behaviours show be positive in class at all time, 1. Student cannot be disrespectful towards to teacher. 2. Student cannot be disrespectful toward fellow classmates. 3. No bullying. 4. No foul languages in class at all time. 5. No speaking Chinese in class at all time. Cheating/Plagiarism: Copying other people’s work is not tolerated in...
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...from illness to illness but will also be based on some cultural aspects of the patients background. As patients move through the hospital, dialysis unit or other healthcare facility it is important for care takers not to just address the clinical needs of the patient but also identify each patient’s demographics and personal characteristics. Most healthcare facilities focus on the illness and how they can treat the patient while avoiding mistakes that impact quality and safety, not really treating the patient’s as individualizes. Patients have specific needs and characteristics both clinical and non-clinical that affect the way they receive, view and participate in their treatment. There is an overwhelming body of research that shows certain patient populations have poorer outcomes, experience decreased patient safety, and receive a lower quality of care based on race, sexual orientation, language, and disability. Further studies reveal that incorporating cultural competence and patient-family centered care will increase compliance to treatment and satisfaction (US Department of Health and Human Services, 2006). In the past nurse-patient communication was considered to be a patient’s right; we have raised the bar, effective culturally competent communication is now an essential component of quality care and patient safety (JCAHO, 2007). In the field of hemo dialysis which is not governed by the Joint Commission, and the cultural needs of patients go un-met these businesses will continue...
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...International Human Resource Management product: 4273 | course code: c252|c352 International Human Resource Management Centre for Financial and Management Studies, SOAS, University of London First Edition 2008, 2010 All rights reserved. No part of this course material may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, including photocopying and recording, or in information storage or retrieval systems, without written permission from the Centre for Financial & Management Studies, SOAS, University of London. International Human Resource Management Course Introduction and Overview Contents 1 Course Objectives 3 2 The Authors 4 3 Course Structure 4 4 Learning Objectives 5 5 Study Materials and Resources 6 6 Teaching and Learning Strategy 6 7 Assessment 7 International Human Resource Management 2 University of London Course Introduction and Overview Centre for Financial and Management Studies 3 1 Course Objectives This course aims to introduce you to the study and practice of International Human Resource Management (IHRM). To benefit from this, you need, of course, to have a basic understanding of Human Resource Management (HRM) itself. HRM has developed from personnel management, but instead of concentrating primarily on the hiring and firing of staff, it is the strategic and coherent approach to the overall management of an organisation’s most valued assets – the people working there who contribute...
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...Course Schedule Week | Unit/ Topic | Learning Outcomes | Readings | Events | Learning Assessments (%) | 1 Jan 7 | An Introduction to International Management | Analyze current and emerging realities in the global market place | Textbook: Chapter 1,in-class materials,Wide Web sources | LectureDiscussion | | 2 Jan 14 | An Introduction to International Management | Analyze current and emerging realities in the global market place | Textbook: Chapter 6, in-class materials,Wide Web sources | LectureCase study | 3 | 3 Jan 21 | Assessing The Global Environment: Macroeconomic | Evaluate the impact of global macroeconomic environment on managerial decisions | Textbook: Chapter 1, in-class materials,Wide Web sources | LectureMini-practicalsIntegrative Term Project | 21 | 4 Jan 28 | Assessing The Global Environment: Legal and Political | Assess major implications of the legal environment and political risks for foreign operations | Textbook: Chapter 1, in-class materials,Wide Web sources | LectureDiscussionIntegrative Term Project | 2 | 5 Feb 4 | Cultural Context of International Management | Modify management style to incorporate important cultural dimensions | Textbook: Chapter 3, in-class materials,Wide Web sources | LectureCase studyIntegrative Term Project | 22 | 6 Feb 11 | Communicating Across Cultures | Recommend effective approaches to overcome the existing barriers to communicate across borders | Textbook: Chapter 4, in-class materials |...
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...Introduction The issue of domestic violence has been examined continual both nationally and internationally, and has generated substantial amounts of literature and observed work on the subject. In 1980, women in the United States joined with women globally to illuminate domestic violence as a concern that needed international attention (Alhabib, Nar, & Jones, 2009). Adding credibility to the cries of women internationally, the United Nation “International Bill of Human Rights” in 1979, and the convention of the elimination all forms of discrimination against women in 1985, was enacted to prevent the unequal treatment of women (Weingourt, Maruyama, Sawada, & Yoshino, 2001). Intimate Partner Violence threatens the lives of women socioeconomic well-being, security, and the lives of millions of women globally each year (McAllister, & Roberts-Lewis, 2010). Women of every class, color, socioeconomic status, and religious association experience the affects of intimate partner violence is frequent, complex, and far-reaching with social and economic consequences (Ringel, & Park, 2008). Interpersonal violence has become a human rights and socioeconomic problem (Hageman & White, 2001). The cost and consequence of which are revealed in the expenditures of global governments. The socioeconomic cost of domestic violence as shown is shocking: “Australia $700 million; Canada $1.2 billion; Chile $1.73 billion; Nicaragua 32.7 million; Jamaica $454,000 or...
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...Unit 2 Theoretical and Methodological Issues Subunit 1 Conceptual Issues in Psychology and Culture 12-1-2011 Article 8 Dimensionalizing Cultures: The Hofstede Model in Context Geert Hofstede Universities of Maastricht and Tilburg, The Netherlands, hofstede@bart.nl Recommended Citation Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, Unit 2. Retrieved from http://scholarworks.gvsu.edu/orpc/vol2/iss1/8 This Online Readings in Psychology and Culture Article is brought to you for free and open access (provided uses are educational in nature)by IACCP and ScholarWorks@GVSU. Copyright © 2011 International Association for Cross-Cultural Psychology. All Rights Reserved. ISBN 978-0-9845627-0-1 Dimensionalizing Cultures: The Hofstede Model in Context Abstract This article describes briefly the Hofstede model of six dimensions of national cultures: Power Distance, Uncertainty Avoidance, Individualism/Collectivism, Masculinity/Femininity, Long/ Short Term Orientation, and Indulgence/Restraint. It shows the conceptual and research efforts that preceded it and led up to it, and once it had become a paradigm for comparing cultures, research efforts that followed and built on it. The article stresses that dimensions depend on the level of aggregation; it describes the six entirely different dimensions found in the Hofstede et al. (2010) research into organizational cultures. It warns against confusion with...
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...the organisation. The culture of an organisation is derived from its aims and purpose, its past, its present and its current ways of managing its people and resources. Because every organisation is unique in terms of these features, each will have a culture that is unique. Analysis of culture is important within an organisation because, as we will see in this unit, it impacts on everything the organisation does. But very often these values and beliefs are not explicit and people take them for granted. This ‘taken-for-grantedness’ is what frequently makes culture problematic in organisations. People assume that everyone views things in the same way. But as you will see as you work through this unit, nothing could be further from the truth.National culture, in turn, is the culture that exists outside the organisation at the level of a society or country. National culture is made up of the societal values and belief system of a country and is influenced by several factors, including its languages, religions, gender roles, age profiles of its population, socio-economic groups and government policy.The aim of this unit is to look at aspects of both national culture and organisational culture. As you...
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...Anthropology Unit 1 – online Anthropology is the study of humans, past and present. There are 4 areas of Anthropology- 1. sociocultural - examine social patterns and practices across cultures, with a special interest in how people live in particular places and how they organize, govern, and create meaning 2. , biological/physical - seek to understand how humans adapt to diverse environments, how biological and cultural processes work together to shape growth, development and behavior, and what causes disease and early death 3. archaeology - study past peoples and cultures, from the deepest prehistory to the recent past, through the analysis of material remains, ranging from artifacts and evidence of past environments to architecture and landscapes 4. linguistics- is the comparative study of ways in which language reflects and influences social life Unit 1 – Book Anthropology – the study of humankind in all times and places Colonialism – when one nation dominates another through occupation, admin (military) and control of resource’s. Cultural imperialism – refers to the promotion of one nation’s values, beliefs, and behavior above those of all others. Most famous empiricist – Franz Boas (1858-1942) he rejected racism and saw everyone as equal Radcliffe Brown – focused on how culture worked as a whole to maintain itself Malinowski – paid attention to his key informants’ point of view (groundbreaking methodology) Influences on Canadian Anthro – museums, academic...
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...GROUP- I SERVICES SYLLABUS GENERAL STUDIES AND MENTAL ABILITY (SCREENING TEST – OBJECTIVE TYPE) 1. General Science – Contemporary developments in Science and Technology and their implications including matters of every day observation and experience, as may be expected of a well-educated person who has not made a special study of any scientific discipline. 2. Current events of national and international importance. 3. History of India – emphasis will be on broad general understanding of the subject in its social, economic, cultural and political aspects with a focus on AP Indian National Movement. 4. World Geography and Geography of India with a focus on AP. 5. Indian polity and Economy – including the country’s political system- rural development – Planning and economic reforms in India. 6. Mental ability – reasoning and inferences. 7. DISASTER MANAGEMENT (Source : CBSE Publications) 1. Concepts in disaster management and vulnerability profile of India / State of A.P. 2. Earth quakes / Cyclones / Tsunami / Floods / Drought – causes and effects. 3. Man made disasters - Prevention strategies. 4. Mitigation strategies / Mitigation measures MAIN EXAMINATION (CONVENTIONAL TYPE) GENERAL ENGLISH (X CLASS STANDARD, QUALIFYING FOR INTERVIEW) 1. Comprehension 2. Precis-writing 3. Re-arrangement of sentences 4. Correction of sentences 5. Synonyms 6. Antonyms 7. Filling in the blanks 8. Correction of spellings 9. Vocabulary and usage 10. Idioms and phrases ...
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