...system will be the backbone of effective intervention as it is the primary agent of socialization that our society is built upon. The movie Grand Avenue depicts a multi-generational view of Native American families who are struggling to assimilate into American life while maintaining cultural beliefs and traditions. The families of Molly, Steven, and Anna will be explored looking at the different relationships and the stressors each family is faced with, their strengths, and their goals, that they want to accomplish in life. I will analyze Molly’s family first. Molly has three children; Justine, who is the oldest, Alice and Sheldon who is the youngest. They historically resided on a reservation in New Mexico with her husband Jack. Shortly after Jack passed away, Molly was asked to leave the reservation with her family. Molly returned to her hometown with her cousin Anna, who found Molly an old run down house for the family to rent on Grand Avenue. Grand Avenue is a very rough neighborhood with different races and personalities that in combination with each other result in increased gang activity and violence. It is evident that Molly loves her children, but she does not know how to express the love in a healthy manner. Molly is an alcoholic who struggles with her anger issues. Molly’s relationships with her children vary and it is evident that she does not love them all equally. Molly’s relationship with Justine is strained with Justine often rebelling against Molly. Molly has a...
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...Lehman (2017) completed a Community Needs Assessment for the Flathead Indian Reservation and Lake County Region in Montana, United States of America. The assessment led to determining that the community mental health care system was failing the Native American adolescent population; adolescent suicide in this vulnerable population remains significantly higher than the national average. In order to better meet the needs of this group of individuals, a community wide education program is needed to better identify those at risk and refer them to appropriate mental health services. The program to be implemented is a multifaceted approach that encourages community engagement and involvement to reduce the suicide rate in people 15-24 years of age. The program will utilize strategies from two different programs that have demonstrated...
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...their territories, consider themselves distinct from other sectors of the societies now prevailing on those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity, as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institutions and legal system” (NCIV). Currently, there are 4.1 million indigenous peoples living in the US, which contributes to 1.5 of the US population (Nelson 1-19). The majority of these individuals are members of one of the five greatest tribes that forms the Confederacy of the Five Nations: Navajo, Hopi, Apache, Iroquois, and Lakota. The main objective of this paper is to analyse the political, social, and economic issues that characterized the Indigenous Peoples of America, and to call for collective action to fight against these phenomenon through short-term, intermediate and long-term solutions. Among the many markers of indigenous cultural identity, the attachment to land is one of the most significant. Land is the basis of...
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...Native Americans (including Alaskan natives) consist of 5.2 million people making them only 1% of the whole United States population. There are over 566 recognized tribes and 324 federally-recognized Native American reservations. The largest tribes are Navajo, Cherokee, Choctaw, Sioux, Chippewa, Apache, Blackfeet, Iroquois, and Pueblo. Although Native Americans live all throughout the United States, they mostly populate California, Oklahoma, Arizona, Texas, New York, New Mexico, Washington, North Carolina, Florida, and Michigan (US Bureau of the Census). To be considered a Native American depends on who you ask because the rules for each tribe varies. Some tribes use the method known as the blood quantum which defines membership by the degree...
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...people with a common background or with shared interests within a society (Meriam Webster, 2010). The Native American Indians are an identified community. They share a common history and have shared interests within their society. Theirs is a unique culture with rich traditions and beliefs that have been passed on through many generations; a culture very different from many typical US ones. Historically, Native American communities have encouraged interdependence among Indian youth, families, and community connections (Long, et al.,2006). As these communities foster interdependence, many Native American youth are faced with a one sided knowledge of American society. The reservation is all they know so they cannot acclimate to anything outside of the reservation. Unfortunately, Native American reservations are not very conducive to providing healthy, productive environments for their youth. Many children are raised by single parents or by members of their extended families due to the high rate of unemployment and alcoholism (Williams, 2009). There are significant risk factors attached to Native American youths...
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...understanding of Indian and Alaska Native tribes. (http://www.ncai.org/about-ncai) Teams such as Washington Redskins, Chicago Blackhawks, Cleveland Indians, and others are disrespectful because Native Americans are humans, not mascots. Native Americans define redskins as a derogatory word. There used to be more than 3,000 teams that used Native American names and mascots, however, that number has dropped to about 900. Although that a 2100 decrease, that’s still a high number of team mascots. The Cleveland Indians logo “Chief Wahoo” has been the prime focus of controversy for years. Chief Wahoo appearance is triangular eyes, big nose, redskin, and a pointing feather on his head. “It’s been offensive since day one,” Robert Roche, a Chiricahua Apache and longtime opponent of the Indians’ team name and logo, told NBC News. “We are not mascots. My children are not mascots. We are people.” (http://www.nbcnews.com/news/us-news/native-groups-look-retire-cleveland-indians-chief-wahoo-n137176) Andrew Johnson said, “I think if you look at the two most disparaging symbols you have Chief Wahoo and the Redskins”. The Atlanta Braves also represent Native Americans in a negative way. The “Tomahawk Chop” is described as extending the arm and mimic an act of chopping. A tomahawk is a small ax that the Indians used as a tool and weapon. In battle, Indians used their weapon and throw them at enemies. During the Brave games, fans do the “Tomahawk Chop” as a form of taunting the team. The logo that once...
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...“Culture Paper: American Indian Pride” December 2. 2012 Survey of Exceptionalities 1. What is the name of this culture? The name of the culture of people I selected is the American Indians of North American. I did not want to select just one type or subgroup of this culture, but capture a few elements of the people altogether as one whole culture. The four largest tribes of American Indians are Navajo (308,013), Cherokee (285, 476), Sioux (131, 048), and Chippewa (115, 859). These tribes of American Indians are the most indentify by people of this culture - according to the website www.infoplease.com. Each tribe has a special tradition or custom that is passed down from generation to generation, but the three common core themes of American Indians were family, story telling, and ritual dance. (Wikipedia, 2012) 2. What language do the people of this culture speak? I will continue to discuss American Indians as one whole culture, but will use the Navajo tribe above and explain the native tongue of their people. The Navajo people speak the native language of Navajor. Each tribe had their own native tongue common to the people of that subgroup, but all American Indians shared a common core element of hieroglyphics that told stories of past experiences or explain the existence of mankind. For example, The Navajo had ancient text on the Sacred Mountains, which was described as the Four Sacred Mountain of the Dire. These ancient images could be found on the sides of rocks...
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...Inipi, the Lakota Sweat Lodge Ceremony Shawn Peverill ANT351: Anthropology of Religion, Magic and Ritual Instructor: Katie Bojakowski July 23, 2014 Inipi, the Lakota Sweat Lodge Ceremony In this paper, I will be conducting research at a fellow Spiritual Leaders ceremony his name is Ed Fox, He has a sweat lodge built on his property in which I will be participating in. The Lakota sweat lodge ritual, or Inipi, is a familiar aspect of Lakota religion, incorporated and appropriated from reservations to urban areas, from traditional native ceremonies to New Age religion (Pickering, K.1999). I have spoken to him and gained his permission to describe the events of this ceremony. First the fire is to be built around the stones to be used, each of the first seven stones are blessed with tobacco along with a prayer conducted by the chosen individual to build the ceremonial fire. The ceremony itself consists for four rounds. In this ceremony, I will ask him why he has chosen this path and accepted the responsibility of the people’s lives that come to his ceremony. Also, if he feels that the creator speaks through him, or if he feels he is just a messenger for the creator. In this ceremony I will be interviewing the men of the ceremony since this will be a “Men’s Lodge”, there is also a woman’s lodge going at the same time but men are forbidden to attend because it is said that woman have more power than men since they have the power to give...
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...fetal alcohol syndrome ( FAS) , alcohol-related birth defects ( ARBD) , and alcohol-related neurodevelopmental disorders (ARND) . The three main types of research methods used in these studies are passive surveillance, clinic-based studies, and active case ascertainment. This article describes each of these methods, including their strengths and weaknesses, and summarizes the estimated prevalence of FAS produced by each of these approaches. The maternal risk factors associated with FAS and other alcohol-related anomalies include advanced maternal age, low socioeconomic status, frequent binge drinking, family and friends with drinking problems, and poor social and psychological indicators. Overall, the available literature points to a prevalence rate of FAS of 0.5 to 2 cases per 1,000 births in the United States during the 1980s and 1990s. KEY WORDS: fetal alcohol syndrome; prevalence; epidemiological indicators; alcohol-related neurodevelopmental disorder; birth defects; statistical estimation; data collection; clinical aspects; population dynamics; risk factors; research in practice; research quality Establishing the prevalence 1 (1 See the sidebar on page 160 for the definition of prevalence as it is used in this article.) and other epidemiological characteristics of fetal alcohol syndrome ( FAS) , alcohol-related birth defects ( ARBD) , and alcohol-related neurodevelopmental disorder ( ARND) 2 (2 FAS is a set of birth defects caused by maternal consumption of alcohol during...
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...IHS Affirmative Observation One: Inherency 2 Advantage One: Health 5 Advantage Two: Indigenous Economy 9 Observation Two: Solvency 14 Only federal action can solve the case- denying Indian health care furthers an ongoing policy of American Indian genocide 17 Inherency – Lack of Funding 18 Inherency – Lack of Funding 19 Inherency – Lack of Funding 20 Inherency – Lack of Funding 21 Health Impacts – Disease/Death 22 Health Impacts – Disease/Death 23 Health Impacts – Disease/Death 24 IMPACT: Mental Health and Suicide 25 IMPACT: Mental Health and Suicide 26 Extensions to Genocide/Racism Impact 27 Extensions to Genocide/Racism Impact 28 IMPACT: Moral Obligation/Human Rights 29 Solvency Extension - IHCIA/IHS Solves 30 Solvency Extension - IHCIA/IHS Solves 31 Solvency Extension - IHCIA/IHS Solves 32 Solvency Extension - IHCIA/IHS Solves 33 Solvency Extension - IHCIA/IHS Solves for cultural sensitive health 34 Solvency Extension – Congress Key 35 Solvency Extension – Federal Government Key 36 A2: I.H.S. is Racist 37 A2: Transportation 38 A2: “Structural/Distribution Barriers” 39 A2: No Qualified Professionals 40 A2: Bureaucrats 41 A2: IHS has arbitrary eligibility standards 42 A2: Blood Quantum 43 A2: Medicaid Solves 44 AT: Medicaid Solves 45 AT: Medicaid Solves 46 A2: IHS doesn’t use traditional medicine 47 Tribal...
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...co Food and Beverage Operations DHM 102 The Official Guide Boston Business School 520 North Bridge Road #03-01 Wisma Alsagoff Singapore 188742 www.bostonbiz.edu.sg All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the Publisher. This guide may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover, other than that in which is published, without the prior consent of the Publisher. The Guide is a useful resource for those seeking to gain the internationally recognised CTHCM qualifications. The Guide however must be used together with the recommended textbooks. CONTENTS 1. Introduction 2. Food Production Methods 3. Food Service Outlets 4. Food Service Methods 5. Food and Beverage Service Staff 6. Menus and Beverage Lists 7. Food and Beverage Service Area and Equipment 8. Food Service – Accompaniments and Covers 9. Food and Beverage Service Sequence 10. Beverage Service – Non Alcoholic Beverages 11. Alcoholic Beverage Service – Wine and Beer 12. Alcoholic Beverage Service – Spirits, Liqueurs and Bar Operations 13. Customer Care and Selling Skills 14. Functions and Events 15. Supervisory Aspect of Food and Beverage Management 1 5 31 46 65 77 92 113 128 167 181 207 228 244 262 1 Introduction Description The aim of Food and...
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...Food and Beverage Operations DHM 102 The Official Guide Boston Business School 520 North Bridge Road #03-01 Wisma Alsagoff Singapore 188742 www.bostonbiz.edu.sg All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the Publisher. This guide may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover, other than that in which is published, without the prior consent of the Publisher. The Guide is a useful resource for those seeking to gain the internationally recognised CTHCM qualifications. The Guide however must be used together with the recommended textbooks. CONTENTS 1. Introduction 2. Food Production Methods 3. Food Service Outlets 4. Food Service Methods 5. Food and Beverage Service Staff 6. Menus and Beverage Lists 7. Food and Beverage Service Area and Equipment 8. Food Service – Accompaniments and Covers 9. Food and Beverage Service Sequence 10. Beverage Service – Non Alcoholic Beverages 11. Alcoholic Beverage Service – Wine and Beer 12. Alcoholic Beverage Service – Spirits, Liqueurs and Bar Operations 13. Customer Care and Selling Skills 14. Functions and Events 15. Supervisory Aspect of Food and Beverage Management 1 5 31 46 65 77 92 113 128 167 181 207 228 244 262 1 Introduction Description The aim of Food and...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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