...Heritage Assessment and Cultural Project ********** Grand Canyon University: NRS- 429V (0101) February 27, 2014 Heritage Assessment The Heritage Assessment Tool can be used as a tool to assess health maintenance, protection, and restoration of individual cultural. This assessment tool helps explore and try to meet the needs of different patient populations to provide quality care among cultures. The purpose of this essay is to explore the finding of the evaluation from using the Heritage assessment tool between American, (European decent, white), Asian, and Middle Eastern Indian Cultured families. . The Evaluation tool The Heritage Assessment Tool (HAT) , is a check list used to help gain knowledge of patients culture and beliefs prior to initiating care (Spector 2000) It is important for the nurse to have knowledge of the cultural needs to better treat the patient and make them feel more comfortable. Nurses must apply health education to clients that is culturally sensitive, as well as each culture having their own beliefs, and way of doing things. American Culture In America people have a variety of cultures mixed together. There are some areas that have prominent cultures, but mainly cultures are combined. There are many people that have been born in America, and have many generations here. If the family was to pick a specific culture it may be difficult. This is why American is a culture. In America we have the freedom to do. For example...
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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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...WRITING ASSIGNMENT 1 1. To what did the Latin religio refer? a) The Latin word L. religionem (nom. Religio) is defined as “a respect for what is scared, reverence for the gods”, and according to the text refers to the fear or awe a person feels in the presence of a spirit or a god. 2. Taoism and Confucianism are nontheistic religions, that is, religions for which belief in God or gods is nonessential. While gods are not alien to either Taoism or Confucianism, belief in/of gods is not central to either tradition. What are a couple of other religions that can be called nontheistic religions? a) A few additional examples of some nontheistic religions are Agnosticism, Atheism, Buddhism, Secular Humanism and Scientology. 3. What is Paul Tillich's definition for religion, and why do Hopfe and Woodward consider its development too broad? a) Paul Tillich defines religion as, “that which is of ultimate concern”. Hopfe and Woodward consider the development of Tillich’s definition of religion too broad for a world religions course because a philosophical exploration of Tillich’s definition of religion, yields many an individuals personal belief of what is of ultimate concern hardly lending to the general understanding of popular or mainstream religions they hope to accomplish in this text. 4. Explain E. B. Tylor's theory concerning the origin and evolution of religion. What is animism, and to what, "ultimately" and "finally," did Tylor think it evolved? a) E.B. Tylor’s theory...
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... Contents Introduction ............................................................................................................................................... 1 Book One: Understanding Mainstream and Organised Religion.............................................................. 5 Christianity ............................................................................................................................................ 6 Islam ...................................................................................................................................................... 9 Hinduism.............................................................................................................................................. 12 Buddhism ........................................................................................................................................... 155 Chinese traditional religions ................................................................................................................ 18 African traditional religions (& African diasporic religions) .............................................................. 21 Sikhism ................................................................................................................................................ 24...
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...Quran From Wikipedia, the free encyclopedia Jump to: navigation, search Part of a series on the | Quran | | Mus'haf | Sura · Ayah | Central figures | Adam · Noah · Abraham · Joseph · Moses King David · King Solomon · Mary Jesus Christ · Muhammad | Quran reading | Tajwid · Hizb · Tarteel · Quranic guardian Manzil · Qari' · Juz' · Rasm · Ruku' · Sujud | Translations | List of translations · English translations | History | Meccan suras · Medinan suras | Tafsir | Persons related to verses · Justice Asbab al-nuzul · Naskh · Biblical narratives Tahrif · Bakkah · Muqatta'at Esoteric interpretation | Quran and Sunnah | Literalism · Miracles · Science Female figures | Perspectives | Shia · Criticism · Desecration Surah of Wilaya and Nurayn · Tanazzulat Qisas Al-Anbiya · House of the Quran | * v * d * e | | This article contains Arabic text, written from right to left in a cursive style with some letters joined. Without proper rendering support, you may see unjoined Arabic letters written left-to-right instead of right-to-left or other symbols instead of Arabic script. | This article is part of the series: | Islam | | Beliefs[show]Oneness of God Prophets · Revealed books Angels · Predestination Day of Resurrection | Practices[show]Profession of faith · Prayer Fasting · Alms · Pilgrimage | Texts & laws[show]Quran · Sunnah · Hadith Fiqh · Sharia · Kalam | History & leaders[show]Timeline · Muhammad Ahl...
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...What Is LGBT? LGBT stands for lesbian, gay, bisexual and transgender and along with heterosexual they describe people's sexual orientation or gender identity. These terms are explained in more detail here. Lesbian A lesbian woman is one who is romantically, sexually and/or emotionally attracted to women. Many lesbians prefer to be called lesbian rather than gay. Gay A gay man is one who is romantically, sexually and/or emotionally attracted to men. The word gay can be used to refer generally to lesbian, gay and bisexual people but many women prefer to be called lesbian. Most gay people don't like to be referred to as homosexual because of the negative historical associations with the word and because the word gay better reflects their identity. Bisexual A bisexual person is someone who is romantically, sexually and/or emotionally attracted to people of both sexes. Transgender or Trans Is an umbrella term used to describe people whose gender identity (internal feeling of being male, female or transgender) and/or gender expression, differs from that usually associated with their birth sex. Not everyone whose appearance or behaviour is gender-atypical will identify as a transgender person. Many transgender people live part-time or full-time in another gender. Transgender people can identify as transsexual, transvestite or another gender identity. Gender Identity One's gender identity refers to whether one feels male, female or transgender (regardless of one's biological...
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...IN CONTEMPORARY SOUTHEAST ASIA ISLAMIC STUDIES AND ISLAMIC EDUCATION i ii IN CONTEMPORARY SOUTHEAST ASIA ISLAMIC STUDIES AND ISLAMIC EDUCATION Editors KAMARUZZAMAN BUSTAMAM-AHMAD PATRICK JORY YAYASAN ILMUWAN iii Perpustakaan Negara Malaysia Cataloguing-In-Publication Data Islamic studies and Islamic education in contemporary Southeast Asia / editors: Kamaruzzaman Bustamam-Ahmad, Patrick Jory ISBN 978-983-44372-3-7 (pbk.) 1. Islamic religious education--Southeast Asia. 2. Islam--Education--Southeast Asia. I. Kamaruzzaman Bustamam-Ahmad. II. Jory, Patrick. 297.77 First Printed 2011 © 2011 Kamaruzzaman Bustamam-Ahmad & Patrick Jory Publisher: Yayasan Ilmuwan D-0-3A, Setiawangsa Business Suites, Taman Setiawangsa, 54200 Kuala Lumpur, Malaysia. 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 – for example, electronic, photocopy, recording – without prior written permission of the publisher. The only exception is brief quotations in printed review. The opinions expressed in this publication is the personal views of the authors, and do not necessary reflect the opinion of the publisher. Layout and cover design: Font: Font size: Printer: Hafizuldin bin Satar Goudy Old Style 11 pt Gemilang Press Sdn Bhd iv ACKNOWLEDGEMENTS T his book grew out of a three-day workshop jointly held by the Regional Studies Program, Walailak University, and the Department...
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...Hindus in South Asia and the Diaspora: A Survey of Human Rights 2011 www.HAFsite.org March 12, 2012 “All human beings are born free and equal in dignity and rights.” “One should never do that to another which one regards as injurious to one’s own self. This, in brief, is the rule of dharma. Yielding to desire and acting differently, one becomes guilty of adharma.” “Thus, trampling on every privilege and everything 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 ...
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...TITLE Social Contracts and Marketing Ethics CITE “Social Contracts and Marketing Ethics,” Journal of Marketing, 63(July): 14-32 1999. AUTHORS Thomas W. Dunfee 1 N. Craig Smith2 William T. Ross Jr. 3 1- The Wharton School, University of Pennsylvania, 3620 Locust Walk, Philadelphia, Pennsylvania, 19036-6369. Phone: 215.898.7691 Fax: 215.573.2006 Email: dunfeet@wharton.upenn.edu. 2- The McDonough School of Business, Georgetown University, Washington, DC, 20057 Phone: 202.687.5405 Fax: 202.687.4031 Email, smithn@gunet.georgetown.edu. 3- School of Business and Management, Temple University, Speakman Hall (006-00), Philadelphia, Pennsylvania, 19122 Phone: 215.204.8111 Fax: 215.204.6237 Email: rossw@sbm.temple.edu. Acknowledgements: The authors thank Thomas Donaldson, Diana Robertson and participants in the Kennedy Institute of Ethics Seminar at Georgetown University, and three anonymous reviewers for helpful comments on earlier versions of this article. Funding by the Carol and Lawrence Zicklin Center for Business Ethics Research and the Georgetown University School of Business summer research fund is gratefully acknowledged. Abstract This paper describes the need and the search to date for a normative moral foundation for marketing. Social contract theory appears promising because of its clear correspondence to the exchange relationships central to marketing thought and practice. It is introduced in a specific formulation known as Integrative Social...
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...of JAWAHARLAL NEHRU The Discovery of India JAWAHARLAL NEHRU The Discovery of India DELHI OXFORD UNIVERSITY PRESS OXFORD NEW YORK Oxford University ATHENS (Press, Walton Street, Oxford 0X2 61X2 OXFORD AUCKLAND CAPE TOWN CALCUTTA FLORENCE NEW YORK BANGKOK ISTANBUL MADRID PARIS BOMBAY DELHI KARACHI MELBOURNE SINGAPORE DAR ES SALAAM HONG KONG MADRAS NAIROBI TOKYO KUALA LUMPUR MEXICO CITY TAIPEI TORONTO and associates in BERLIN IBADAN © Rajiv Gandhi 1985 First published 1946 by The Signet Press, Calcutta Centenary Edition 1989 Sixth impression 1994 Printed at Rekha Printers Pvt. Ltd., New Delhi 110020 and published by Neil O'Brien, Oxford University Press YMCA Library Building, Jai Singh Road, New Delhi 110001 To my colleagues and co-prisoners in the A h m a d n a g a r Fort Prison C a m p from 9 August 1942 to 28 March 1945 FOREWORD My father's three books — Glimpses of World History, An Autobiograpy and The Discovery of India — have been my companions through life. It is difficult to be detached about them. Indeed Glimpses was' written for me. It remains t h e best introduction to the story of man for young and growing people in India and all over the world. The Autobiography has been acclaimed as not merely the quest of one individual for freedom, b u t as an insight into the making of the mind of new India. I h a d to correct the proofs of Discovery while my father was away, I think in Calcutta, and I was...
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...Dictionary of Travel, Tourism and Hospitality By the same author Britain – Workshop or Service Centre to the World? The British Hotel and Catering Industry The Business of Hotels (with H. Ingram) Europeans on Holiday Higher Education and Research in Tourism in Western Europe Historical Development of Tourism (with A.J. Burkart) Holiday Surveys Examined The Management of Tourism (with A.J. Burkart eds) Managing Tourism (ed.) A Manual of Hotel Reception (with J.R.S. Beavis) Paying Guests Profile of the Hotel and Catering Industry (with D.W. Airey) Tourism and Hospitality in the 21st Century (with A. Lockwood eds) Tourism and Productivity Tourism Council of the South Pacific Corporate Plan Tourism Employment in Wales Tourism: Past, Present and Future (with A.J. Burkart) Trends in Tourism: World Experience and England’s Prospects Trends in World Tourism Understanding Tourism Your Manpower (with J. Denton) Dictionary of Travel, Tourism and Hospitality S. Medlik Third edition OXFORD AMSTERDAM BOSTON LONDON NEW YORK PARIS SAN DIEGO SAN FRANCISCO SINGAPORE SYDNEY TOKYO Butterworth-Heinemann An imprint of Elsevier Science Linacre House, Jordan Hill, Oxford OX2 8DP 200 Wheeler Road, Burlington MA 01803 First published 1993 Reprinted (with amendments) 1994 Second edition 1996 Third edition 2003 Copyright © 1993, 1996, 2003, S. Medlik. All rights reserved The right of S. Medlik to be identified as the author of this work has been asserted...
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...CONNECT FEATURES Interactive Applications Interactive Applications offer a variety of automatically graded exercises that require students to apply key concepts. Whether the assignment includes a click and drag, video case, or decision generator, these applications provide instant feedback and progress tracking for students and detailed results for the instructor. Case Exercises The Connect platform also includes author-developed case exercises for all 12 cases in this edition that require students to work through answers to assignment questions for each case. These exercises have multiple components and can include: calculating assorted financial ratios to assess a company’s financial performance and balance sheet strength, identifying a company’s strategy, doing five-forces and driving-forces analysis, doing a SWOT analysis, and recommending actions to improve company performance. The content of these case exercises is tailored to match the circumstances presented in each case, calling upon students to do whatever strategic thinking and strategic analysis is called for to arrive at a pragmatic, analysis-based action recommendation for improving company performance. eBook Connect Plus includes a media-rich eBook that allows you to share your notes with your students. Your students can insert and review their own notes, highlight the text, search for specific information, and interact with media resources. Using an eBook with Connect Plus gives your...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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