I have a 3 page assignment due tomorrow on a book called Confucius l
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I have a 3 page assignment due tomorrow on a book called Confucius lives next door. by TR Reid, I am offering 30.00 if it can be done by 11 pm Est. tomorrow 09/16/2018. Only source allowed is the book... Book Review-Must be in APA format and due-tomorrow-09/15/2018 by 11:am 1. What are some specific things described by Reid that demonstrate Confucianism and/or the Confucian ethos or values during their residency in Japan and how do they relate to things we have learned in class about Confucianism? 2. How is Confucianism and/or the Confucian ethos expressed in contemporary Japanese culture? From the book, provide some evidence/examples of the 5 Confucian Virtues (jen, yi, li, chih and hsin); the 5 Confucian Key Relationships and corresponding 10 Appropriate Attitudes; the Confucian Doctrine of the Mean; Rectification; etc. 3. What lessons can we can take from the Confucian/Japanese experience that might help our culture improve and/or that might improve ourselves? 4. What anecdotes from the book struck you in either positive or negative ways? Why? Offer a discussion of education, crime, cultural rites of passage, or interpersonal relationships that you can relate to your major or field of work. Your book review should be 3-4 pages in length, Only source you can use is” Confucius Lives Next Door “ by T.R. Rein ...
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The first Book Review is based upon required course readings tha.docx
The first Book Review is based upon required course readings that offer contemporary accounts of the lived experience of Confucianism. The review calls for you to consider the contemporary expression of Confucianism and to reflect upon its relevance to your own and our collective societal experience. The Book Review should consider how central teachings, principles and practices of Confucianism could be introduced and implemented into your own life, experience and American culture so as to lend to your personal and our collective edification.
In light of the description above, your review of T. R. Reid’s book
Confucius Lives Next Door: What Living In The East Teaches Us About Living In the West
ought to consider the following:
Reid and his family’s experience of Confucianism/the Confucian ethos during their residency in Japan in the 1990’s - An experience which he describes as East Asia’s Social Miracle.
How the Confucian ethos is expressed in contemporary Japanese culture - including, when relevant/pertinent, consideration and assessment of central Confucian tenets operative in and experienced by the Reid’s during their residency in contemporary Japan i.e.:
Evidence of the 5 Confucian Virtues (
jen, yi, li, chih and hsin
);
The 5 Confucian Key Relationships and corresponding 10 Appropriate Attitudes;
The Confucian Doctrine of the Mean; Rectification etc.
What lessons we can take from the Confucian/Japanese experience that might contribute to a better social experience in our culture and to the improvement of ourselves as individuals.
In addition, allow the review to be an occasion by which you reflect upon and consider aspects, anecdotes and aspects of the book and the experience of the Reid’s which particularly struck you in some way (positively and/or negatively) and critically engage and assess why this was the case. This may lead you to gravitate on issues relevant to education or crime or social analysis or economics or cultural rites of passage or interpersonal relationships. There is freedom for you to pursue points of particular interest to you and/or relevant to your major.
...
The first Book Review is based upon required course readings tha.docx
The first Book Review is based upon required course readings that offer contemporary accounts of the lived experience of Confucianism and Islam. The reviews call for you to consider the contemporary expressions of these faiths and to reflect upon their relevance to your own and our collective societal experience--To consider how central teachings, principals and practices of these faith traditions could be introduced and implemented into your own life, experience and American culture so as to lend to your personal and our collective edification.
In light of the above description from our course syllabus, your review of T.R. Reid’s book, Confucius Lives Next Door: What Living In The East Teaches Us About Living In the West, ought to consider the following:
Reid and his family’s experience of Confucianism/the Confucian ethos during their residency in Japan in the 1990’s—An experience which he describes as East Asia’s Social Miracle.
How Confucianism/the Confucian ethos is expressed in contemporary Japanese culture—Including, when relevant/pertinent, consideration and assessment of central Confucian tenets operative in and experienced by the Reid’s during their residency in contemporary Japan, e.g., evidence of the 5 Confucian Virtues (
jen
,
yi
,
li
,
chih
and
hsin
); the 5 Confucian Key Relationships and corresponding 10 Appropriate Attitudes; the Confucian Doctrine of the Mean; Rectification; etc.
What lessons we can take from the Confucian/Japanese experience that might contribute to a better social experience in our culture and to the improvement of ourselves as individuals.
Additionally:
Allow the review to be an occasion by which you reflect upon and consider aspects, anecdotes and aspects of the book and the experience of the Reid’s which particularly struck you in some way—positively and/or negatively—and critically engage and assess why this was the case. This may lead some to gravitate on issues relevant to education or crime or social analysis or economics or cultural rites of passage or interpersonal relationships or…In short, there is freedom for you to pursue points of particular interest to you and/or relevant to your major…
.
MisteriousJapan
The document discusses aspects of Japanese culture influenced by Confucianism. It begins by explaining the core principles of Confucianism, which emphasize creating a harmonious social hierarchy. Confucianism became influential in Japan during the 6th-9th centuries when it was introduced from China. It shaped Japanese concepts like respect for elders and social obligations. The document also discusses key Confucian concepts like uchi (insiders) and soto (outsiders) that influence social interactions and views of foreigners. Overall, the document provides an overview of how Confucian philosophy has shaped various elements of traditional Japanese society and culture.
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This document outlines a research proposal to study how Japanese Buddhism has addressed its role in justifying violence during World War II. The researcher plans to examine texts on Japanese nationalism and Buddhism's involvement in the war. They will conduct surveys of American and Japanese Buddhists, and ethnographic research in Japan, including participating in rituals and interviewing people of different ages and Buddhist leaders. The goal is to understand if the ideology that led to violence still exists, and how Buddhist communities memorialize the war and its victims. The proposal provides a multi-step process over 2 years involving literature review, language learning, data collection, analysis, and writing.
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Essay On Japanese Culture
The Japanese culture has developed many traditions dating back thousands of years that are still practiced today. Their historical monuments, cultural entertainment, and cuisine draw visitors from around the world, with over 24 million international travelers visiting in 2016. Two major religions in Japan are Shintoism and Buddhism, with Shintoism originating from ancient times when people believed natural spirits called Kami inhabited the world, and Buddhism arriving from China in the 6th century without a central deity. Both religions coexist in modern Japan.
REL 2250 – RELIGIONS OF THE WORLDReflection Paper, Assignment #7.docx
REL 2250 – RELIGIONS OF THE WORLD
Reflection Paper, Assignment #7
Islam
Instructions: These reflection papers are a chance for you to think through and relate to the assigned readings in your own way. Think of this paper as a kind of “journal” in which you reflect on the ideas in the readings. The study and practice of religion is a highly personal experience and each person comes to the Qur’an, the Bible, the Bhagavad-Gita or any other religious text in his or her own way. Therefore, you are encouraged to be creative and to write about your own personal experiences, relating them to the faith practices and wisdom traditions we will be studying this semester. However, be aware that creativity and chaos are not synonymous—in other words, you need to make sure the ideas and thoughts expressed in your paper are coherent and understandable, and most importantly, that they directly relate to the readings. Essays must be typed in 12-point font and should be 2-3 pages (double spaced) in length. When you cite a source, be sure to include the title of the book and page number. If you cite a source other than our class textbooks, include a bibliography at the end of the paper.
Some of you may be very familiar with one particular religion we are discussing this semester. If this applies to you, try (if only for the short period of weeks we are in this class together) to look at your own religion with “new eyes.” For example, if you are a Christian, try to consider how a Buddhist might see your religion. If you an Atheist, try considering life from a Muslim’s perspective. Does this change anything for you? If so, how? Don’t be afraid to experiment with ideas.
Prompt: (Write on 2 of the 5 questions below, OR, you may write about two of your own questions, from the chapter on Islam, that were of particular interest to you.)
1. What do the terms Islam and Muslim mean and what are their significance?
2. Compare and contrast the life of the Prophet Muhammad with the life of Jesus, as presented by Young in our textbook. What similarities or differences stand out?
3. Discuss the nature and content of the Qur’an. How was it revealed to Muhammad? How does the Qur’an see itself (and how do Muslims see it) in relation to the Old and New Testaments?
4. In Islam, as in Judaism, humans are not inherently sinful. What is the human condition, according to Islam, and how do humans recover their remembrance of God?
5. Discuss and describe the Five Pillars of Islam, including their inner or symbolic significance.
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Reflection Paper, Assignment #6
Christianity
Instructions: These reflection papers are a chance for you to think through and relate to the assigned readings in your own way. Think of this paper as a kind of “journal” in which you reflect on the ideas in the readings. The study and practice of religion is a highly personal experience and each person comes to the Qur’an, the Bible, the Bhagavad-Gita o ...
Confucianism in the Contemporary World
- Confucianism is a major system of thought in China that was developed from the teachings of Confucius and his disciples. It is concerned with principles of good conduct, practical wisdom, and proper social relationships.
- Confucius taught his students morality, proper speech, government, and refined arts with a focus on "Six Arts" including ritual, music, archery, proper speech, government and computation. He emphasized character building and creating gentlemen through education.
- The goal of Confucian education was morality, balanced intellect, self-cultivation, and spiritual fulfillment to produce men who could serve in government and resurrect traditional Chinese values of benevolence, propriety and ritual.
Recommended
The first Book Review is based upon required course readings tha.docx
The first Book Review is based upon required course readings that offer contemporary accounts of the lived experience of Confucianism. The review calls for you to consider the contemporary expression of Confucianism and to reflect upon its relevance to your own and our collective societal experience. The Book Review should consider how central teachings, principles and practices of Confucianism could be introduced and implemented into your own life, experience and American culture so as to lend to your personal and our collective edification.
In light of the description above, your review of T. R. Reid’s book
Confucius Lives Next Door: What Living In The East Teaches Us About Living In the West
ought to consider the following:
Reid and his family’s experience of Confucianism/the Confucian ethos during their residency in Japan in the 1990’s - An experience which he describes as East Asia’s Social Miracle.
How the Confucian ethos is expressed in contemporary Japanese culture - including, when relevant/pertinent, consideration and assessment of central Confucian tenets operative in and experienced by the Reid’s during their residency in contemporary Japan i.e.:
Evidence of the 5 Confucian Virtues (
jen, yi, li, chih and hsin
);
The 5 Confucian Key Relationships and corresponding 10 Appropriate Attitudes;
The Confucian Doctrine of the Mean; Rectification etc.
What lessons we can take from the Confucian/Japanese experience that might contribute to a better social experience in our culture and to the improvement of ourselves as individuals.
In addition, allow the review to be an occasion by which you reflect upon and consider aspects, anecdotes and aspects of the book and the experience of the Reid’s which particularly struck you in some way (positively and/or negatively) and critically engage and assess why this was the case. This may lead you to gravitate on issues relevant to education or crime or social analysis or economics or cultural rites of passage or interpersonal relationships. There is freedom for you to pursue points of particular interest to you and/or relevant to your major.
...
The first Book Review is based upon required course readings tha.docx
The first Book Review is based upon required course readings that offer contemporary accounts of the lived experience of Confucianism and Islam. The reviews call for you to consider the contemporary expressions of these faiths and to reflect upon their relevance to your own and our collective societal experience--To consider how central teachings, principals and practices of these faith traditions could be introduced and implemented into your own life, experience and American culture so as to lend to your personal and our collective edification.
In light of the above description from our course syllabus, your review of T.R. Reid’s book, Confucius Lives Next Door: What Living In The East Teaches Us About Living In the West, ought to consider the following:
Reid and his family’s experience of Confucianism/the Confucian ethos during their residency in Japan in the 1990’s—An experience which he describes as East Asia’s Social Miracle.
How Confucianism/the Confucian ethos is expressed in contemporary Japanese culture—Including, when relevant/pertinent, consideration and assessment of central Confucian tenets operative in and experienced by the Reid’s during their residency in contemporary Japan, e.g., evidence of the 5 Confucian Virtues (
jen
,
yi
,
li
,
chih
and
hsin
); the 5 Confucian Key Relationships and corresponding 10 Appropriate Attitudes; the Confucian Doctrine of the Mean; Rectification; etc.
What lessons we can take from the Confucian/Japanese experience that might contribute to a better social experience in our culture and to the improvement of ourselves as individuals.
Additionally:
Allow the review to be an occasion by which you reflect upon and consider aspects, anecdotes and aspects of the book and the experience of the Reid’s which particularly struck you in some way—positively and/or negatively—and critically engage and assess why this was the case. This may lead some to gravitate on issues relevant to education or crime or social analysis or economics or cultural rites of passage or interpersonal relationships or…In short, there is freedom for you to pursue points of particular interest to you and/or relevant to your major…
.
MisteriousJapan
The document discusses aspects of Japanese culture influenced by Confucianism. It begins by explaining the core principles of Confucianism, which emphasize creating a harmonious social hierarchy. Confucianism became influential in Japan during the 6th-9th centuries when it was introduced from China. It shaped Japanese concepts like respect for elders and social obligations. The document also discusses key Confucian concepts like uchi (insiders) and soto (outsiders) that influence social interactions and views of foreigners. Overall, the document provides an overview of how Confucian philosophy has shaped various elements of traditional Japanese society and culture.
Research Proposal
This document outlines a research proposal to study how Japanese Buddhism has addressed its role in justifying violence during World War II. The researcher plans to examine texts on Japanese nationalism and Buddhism's involvement in the war. They will conduct surveys of American and Japanese Buddhists, and ethnographic research in Japan, including participating in rituals and interviewing people of different ages and Buddhist leaders. The goal is to understand if the ideology that led to violence still exists, and how Buddhist communities memorialize the war and its victims. The proposal provides a multi-step process over 2 years involving literature review, language learning, data collection, analysis, and writing.
Literature - Introduction to Literary Theories (Historical-Biographical, Mora...
This document provides an overview of three major literary theories: moral-philosophical, historical-biographical, and feminist. It explains that literary theories are approaches used to understand literature by focusing on specific elements. For each theory, it outlines the main ideas and gives examples of the types of questions asked and potential topics when applying that theory to analyze a text. The document concludes by reminding readers that multiple theories can be used and that theories are suggestive lenses rather than rules.
Essay On Japanese Culture
The Japanese culture has developed many traditions dating back thousands of years that are still practiced today. Their historical monuments, cultural entertainment, and cuisine draw visitors from around the world, with over 24 million international travelers visiting in 2016. Two major religions in Japan are Shintoism and Buddhism, with Shintoism originating from ancient times when people believed natural spirits called Kami inhabited the world, and Buddhism arriving from China in the 6th century without a central deity. Both religions coexist in modern Japan.
REL 2250 – RELIGIONS OF THE WORLDReflection Paper, Assignment #7.docx
REL 2250 – RELIGIONS OF THE WORLD
Reflection Paper, Assignment #7
Islam
Instructions: These reflection papers are a chance for you to think through and relate to the assigned readings in your own way. Think of this paper as a kind of “journal” in which you reflect on the ideas in the readings. The study and practice of religion is a highly personal experience and each person comes to the Qur’an, the Bible, the Bhagavad-Gita or any other religious text in his or her own way. Therefore, you are encouraged to be creative and to write about your own personal experiences, relating them to the faith practices and wisdom traditions we will be studying this semester. However, be aware that creativity and chaos are not synonymous—in other words, you need to make sure the ideas and thoughts expressed in your paper are coherent and understandable, and most importantly, that they directly relate to the readings. Essays must be typed in 12-point font and should be 2-3 pages (double spaced) in length. When you cite a source, be sure to include the title of the book and page number. If you cite a source other than our class textbooks, include a bibliography at the end of the paper.
Some of you may be very familiar with one particular religion we are discussing this semester. If this applies to you, try (if only for the short period of weeks we are in this class together) to look at your own religion with “new eyes.” For example, if you are a Christian, try to consider how a Buddhist might see your religion. If you an Atheist, try considering life from a Muslim’s perspective. Does this change anything for you? If so, how? Don’t be afraid to experiment with ideas.
Prompt: (Write on 2 of the 5 questions below, OR, you may write about two of your own questions, from the chapter on Islam, that were of particular interest to you.)
1. What do the terms Islam and Muslim mean and what are their significance?
2. Compare and contrast the life of the Prophet Muhammad with the life of Jesus, as presented by Young in our textbook. What similarities or differences stand out?
3. Discuss the nature and content of the Qur’an. How was it revealed to Muhammad? How does the Qur’an see itself (and how do Muslims see it) in relation to the Old and New Testaments?
4. In Islam, as in Judaism, humans are not inherently sinful. What is the human condition, according to Islam, and how do humans recover their remembrance of God?
5. Discuss and describe the Five Pillars of Islam, including their inner or symbolic significance.
REL 2250 – RELIGIONS OF THE WORLD
Reflection Paper, Assignment #6
Christianity
Instructions: These reflection papers are a chance for you to think through and relate to the assigned readings in your own way. Think of this paper as a kind of “journal” in which you reflect on the ideas in the readings. The study and practice of religion is a highly personal experience and each person comes to the Qur’an, the Bible, the Bhagavad-Gita o ...
Confucianism in the Contemporary World
- Confucianism is a major system of thought in China that was developed from the teachings of Confucius and his disciples. It is concerned with principles of good conduct, practical wisdom, and proper social relationships.
- Confucius taught his students morality, proper speech, government, and refined arts with a focus on "Six Arts" including ritual, music, archery, proper speech, government and computation. He emphasized character building and creating gentlemen through education.
- The goal of Confucian education was morality, balanced intellect, self-cultivation, and spiritual fulfillment to produce men who could serve in government and resurrect traditional Chinese values of benevolence, propriety and ritual.
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Culture of japan
Japan's constitution provides freedom of religion and approximately 49.9% of citizens adhere to Shintoism, 44.2% to Buddhism, and 5% to other religions. Shinto focuses on worshipping kami or spirits in nature, while Buddhism incorporates rituals and practices like meditation to aid spiritual journey.
Respect for elders is highly valued in Japanese culture. Nonverbal communication is more important than words, as Japanese are a high context culture where subtle cues convey deeper meanings. Bowing is a sign of respect shown to superiors or elders, and students raise their hands quietly in class without voicing opinions.
The Japanese language uses three writing systems - kanji characters and hiragana and katak
Culture of japan
Japan's constitution provides freedom of religion and approximately 49.9% of citizens adhere to Shintoism, 44.2% to Buddhism, and 5% to other religions. Shinto focuses on worshipping kami or spirits in nature while Buddhism incorporates rituals and practices like meditation to aid spiritual journey.
Respect for elders is highly valued in Japanese culture as they pass down traditions. Nonverbal communication is more important than words as the Japanese are a high context culture. Bowing is a sign of respect shown to superiors or elders, and students raise their hands in class only to ask clarifying questions, not give opinions, as classes have a lecture format without discussion.
The Japanese language uses three character sets -
Week-14.pdf
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Defining the Japanese OL Body Through Modern Advice Literature- T
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Department of Philosophy and Religious StudiesSpring 2013Sac.docx
Department of Philosophy and Religious Studies
Spring 2013
Sacred Books of the World
Second Writing Assignment
Due Friday, May 10, 2013
Comparing and Contrasting Sacred Ethical Texts from the Abrahamic Religious Tradition with the Asian Religious Tradition
This is a hermeneutical paper. The purpose is to have you start interpreting texts. Think of the hermeneutical triangle: text, context and interpreter. Be aware of yourself as the reader and the context of the sacred book.
The paper is to be the study of the similarities and differences between ethical texts from an Abrahamic religion and an Asian religion. See Ethics section in each chapter. Pick a short manageable text (three or four verses). For example: take a small passage an ethical text in Judaism (Exodus 20), or Christianity (Matthew 5- 7) or Islam (Surah 17). Compare it with an ethical text of an Asian religion (Section 8 from the Tao Te Ching, the ethics of the Eight Fold Path or a passage from the Bhagavad Gita.)
What religions are texts connected with? Who wrote them? When were they written? What is the historical setting?
What is the core ethical teaching of the text? Is there ethical tension within the religion between the ethical ideal of the text and the practice within the religion?
What is the genre of the text? Does it focus on rules or on building character? Are there similar ethical principles, for example, the Golden Rule or the Golden Mean?
In summary, you should give your critique of the texts of both religions from your point of view as expressed in your autobiography. What do you agree with and what do you disagree with? Most importantly, what is the basis of your agreement or disagreement? What are your ethical principles?
This paper should be 4 pages, double spaced. Proof read after using the spell checker for words the spell checker does not catch, for example,
steal/ steel, Bible/ bible, alter/altar, manner/manor, definitely/defiantly.
Have a first reader review the paper.
Steps to writing a university paper:
1) Read, think, and take notes.
2) Write a first draft
3) Have a first reader review your paper (pay attention to proof reading)
4) Edit and submit
David Newcomer (1/30/13)
Sacred Books of the World
Central Washington University RELS 201.002
This is a religious studies class and when we study religion through the lens of sacred books it is important to experience and/or observe the text in practice. Each of the world's religion has a distinct style of worship, so the purpose of this assignment is to visit religious services to get a firsthand account of religion outside of the classroom.
During this visit you will need to pay close attention to your surroundings, be able to explain what happened during the service and how it felt during your time there. If you get a sense of the sacred at this service, try to describe what it was like. This report should be two pages, double spaced. Pay particular attention to.
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This document is a thesis that examines intercultural education in Takayama City, Gifu Prefecture, Japan. It begins with an introduction that outlines the research topic and methodology. Chapter 1 provides context on theories of multiculturalism and intercultural education in Japan. Chapter 2 describes the selection of Takayama City as the field site and gives an overview of foreign residents and education there. Chapter 3 details survey results from three schools in Takayama City. Chapter 4 evaluates current education for foreign students and provides suggestions for improvement. The thesis aims to understand intercultural education for foreign children in a rural Japanese municipality with a relatively low foreign population.
· Textbook Chapter 1· Lesson· Minimum of 2 scholarly sources .docx
· Textbook: Chapter 1
· Lesson
· Minimum of 2 scholarly sources (1 for the etic view, and 1 for the emic view. Your source for the emic view should come from someone who writes with authority in the religion you chose. For example, if you chose Buddhism, you could use a quotation from His Holiness, Dalai Lama XIV).
Instructions
Make sure to read the lesson this week to learn about etic and emic perspectives so that you can appropriately apply them in this assignment. In an essay, apply the etic and emic perspectives to your own religion or a religion with which you have some familiarity.
· How would your tradition be described etically? Remember that this is an outsider’s perspective of what can be measured, studied, or observed.
· How would it be described emically? Remember that this is an insider’s perspective as seen by practitioners
Make sure that you are using at least one source for each approach and include citations from the assigned readings and additional scholarly sources.
Click on the following link to view an example:
tic
Shintoism is the indigenous religious practice of the Japanese archipelago. Having no specific founder, the practices and belief of Shinto (the Way of the Gods) can be traced to Japanese pre-history (Molloy, 2018, p. 246). As an animistic tradition, 1Shinto is focused on the veneration of nature spirits, the worship of ancestors, and observance of seasonal rites. What can be called the primitive form of Shinto was strongly related to the formation of an agricultural culture… Shinto developed from the worship (matsuri) 2performed in relation to the agricultural activities engaged in by those communal societies (Bukkyo Dendo Kyokai, 1985, p. 147). Though there are no universally held doctrines in Shintoism, there are some unifying practices and texts. The Kojiki (Records of Ancient Matters) and the Nihon Shoki (Chronicles of Japan) both relate the myths of Japan’s creation and the subsequent emergence of culture and society (Bukkyo Dendo Kyokai, 1985, p. 1-11). 3These texts provide the foundation for the nature-based religions that would eventually become Shintoism, including some of the 3earliest recorded prayers to the kami (gods, or nature spirits), called norito (Molloy, 2018, p.253).
Central to Shinto practice is the idea of matsuri, or worship of the kami. Matsuri can have multiple forms and purposes, including “beseechings, giving thanks, presenting offerings, divination, announcing, praise, and making vows (Bukkyo Dendo Kyokai, 1985, p. 232).” Sometimes special celebrations, or festivals, are also referred to as matsuri, as they serve as offerings to the kami.
Traditionally, Shinto has marked the seasons with special practices, particularly for planting and harvesting rice… Because respect for nature is at the heart of Shinto, 4reverential objects and small shrines are sometimes placed in the midst of forests, in fields, or on mountains (Molloy, 2018, p. 257). It is not uncommon to find such small shrin ...
Bushido
This document provides prefaces and introductory content for the book "Bushido: The Soul of Japan" by Inazo Nitobe. It discusses the origins and sources of Bushido as an ethical code for samurai in feudal Japan. Bushido was not a written code but rather unwritten maxims and principles that samurai were expected to live by. It grew organically over centuries as the samurai class developed, focusing on virtues like courage, benevolence, honesty, loyalty and honor. The introduction provides context for understanding Bushido and its role in shaping moral ideas and culture in Japan.
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The document discusses religious confusion during the Tokugawa period in Japan. It explores the influences of Zen Buddhism, Shintoism, Confucianism, and modern rationalism on Japanese culture and society. While Zen Buddhism remained influential in private life, Confucianism became more prominent in public life over time as it merged with modern thinking. The document analyzes primary sources like sculptures and woodblock prints to understand how religion was practiced publicly and privately during the early and late Tokugawa period. Historians debate the extent to which different philosophies shaped Japanese culture and social hierarchy during this era of isolation.
Course Syllabus
This document outlines the details of a course on contemporary Japanese society taught in Spring 2015. The course will be held on Mondays from 1:30-3:45 pm and taught by Professor Robert Croker. Each weekly class will provide an overview lecture on that week's topic related to how people experience different life stages in Japan. Students will then break into small groups to lead discussions on assigned readings. Course goals are for students to understand how Japanese people develop their identity and perform gender roles through social and cultural experiences. Assessment will include weekly discussion preparation, class participation, and a final 2500-word research paper.
Chinese literature
Chinese literature has been heavily influenced by Confucianism. Some of the most important classical texts in Chinese literature include the Five Classics and Four Books, which cover history, poetry, divination, annals, rites, and the teachings of Confucius. The Tang dynasty from the 7th to 10th centuries AD was considered a golden age of Chinese poetry, drama, and the novel. Three of the most renowned Chinese poets were Li Po, Tu Fu, and Po Chu-i.
Life of Christ: Course Introduction
This course focuses on providing students with a chronological understanding of the life of Christ within its historical and cultural context. The course objectives are for students to demonstrate understanding of Christ's teachings, events and miracles; describe major life events in order; understand geographical movements; and gain social/cultural background knowledge from the Gospels. Students will read from biblical texts and complete assignments involving research papers and summarizing a Gospel.
The Cultural Understanding of Tantra
Throughout the history of religion, there are many cultural symbols that appear in certain cultures but later become a part of another “more dominant” culture at its time. However, the traces of the past still echo on from the scriptures of the dominant culture or the people acculturated into the larger culture. So how does one learn about such cultural origins and their original symbolic meanings? How does such information benefit us? Through looking at some of the major texts like the Yoga Spandakarika and Paratrisika Vivarana in comparison to later Tantric texts, one can find how the concepts of Tantra remain the same throughout all major texts but with changes in the language, archetypes, and symbolism to cope with the culture at its time. Thus, although the texts of the Tantric tradition are numerous each has its unique imageries and deities, the underlying idea of the Tantric texts are the same: there is no separation between the devotee and the devoter.
The Great Depression Essays.pdf
Causes of the Great Depression Essay | Essay on Causes of the Great .... Great Depression Photo Essay - Great Depression Essay Sample | Freddie ....
Confucianism
The document discusses three East Asian religions - Confucianism, Daoism, and Shintoism. It provides background information on each religion's origins, key figures, sacred texts, concepts, and beliefs. The document also examines similarities between the religions, such as a shared emphasis on harmony between heaven and earth.
Discussion 1Choose any four ‘causes’ of change within a projec.docx
Discussion 1
Choose any four ‘causes’ of change within a project in table 9.1 in the text. Provide a project example and scenario, and describe the impact of each change. Was there a level of change control in the project examples that tracked ownership, documentation and approval of these changes?
Discussion 2
The identification of all changes to a project is only the first step for ensuring a control system is in place. Describe the detailed steps you would implement for your project to ensure an entire change control process is in place. Consider the following topics in your answer: documentation, analysis, approval and implementation. Why is the baseline configuration important to this topic?
.
DISCUSSION 1Community and Health Information Networks Please .docx
A key trend supporting CHINs and RHINOs is increased data sharing across organizations to improve care coordination. Transitioning from CHINs to RHINOs has more benefits than challenges as it allows for broader sharing of health information across larger regions. Integrating CPOE and CDSS into EHRs has the advantage of catching errors and providing treatment recommendations to improve patient safety and outcomes. Electronic database systems are more efficient than paper records as they reduce errors, save space, and allow easy access to records. The main advantages of EMRs are reduced errors, easy sharing of information, and improved treatment while the disadvantages include costs of implementation and concerns about privacy and security.
Discussion 10 Concluding the SemesterPurposeThis assignment is .docx
Discussion 10: Concluding the Semester
Purpose
This assignment is closely tied to specific course objectives. Two of the major primary course objectives of CST 100 are that students show respect for ethical codes that govern spoken discourse, such as tolerance for differences of opinion, preference for civility and that students will demonstrate increased understanding and appreciation of the communication process as it relates to speaker and listener interactions. By completing this assignment students will reflect on the things they learned and articulate important lasting lessons of public speaking.
Directions
Part 1: Initial Post
Find the due date for this part on the course calendar.
As we conclude the semester, reflect on some of the things that you learned about public speaking and your growth as a communicator throughout the semester.
In a 3-4 paragraph posting, address the four items below
What are the most important areas of personal growth that you have experienced as a communicator? Identify personal insights and communication competencies that are part of that growth.
What are some of the most useful theories and concepts that we examined in the class?
How can you apply some of the things that you learned during the semester to your professional life and to your current or future work?
What aspects of communication do you want to learn more about?
.
Discussion 1 Social Security and Social Welfare ProgramsFor years.docx
Discussion 1: Social Security and Social Welfare Programs
For years, many working individuals in the United States have counted on Social Security as their primary retirement income. With the deductions from every paycheck to fund this future benefit, Americans looked forward to a comfortable retirement based on the assumption that these funds were being invested wisely. Is this a factual assumption, or is it another myth of the U.S. social welfare system?
Relying on Social Security as a sole means of support in retirement is uncommon. As society’s work habits and life expectancies change, Social Security has come to mean different things to different people. For those who are unable to save and/or invest on their own, it functions like a forced retirement program that provides a financial safety net for the future. For those who become unable to work, social security often is viewed by others as a public assistance program. For others who are financially secure and prepared for retirement, it is an entitlement program where individuals draw Social Security at retirement in an effort to recoup what they paid into the program by deductions from their wages. How might these perceptions of Social Security relate to the perceptions of public assistance programs that were discussed in last week’s resources?
For this Discussion,
review this week’s resources. Then, consider how Social Security is different from public assistance programs. Finally, think about how these differences are important in terms of the general perception of Social Security benefits.
Post by Day 3
an explanation of how Social Security is different from public assistance programs. Then, explain how these differences are important, in terms of the general perception of Social Security benefits.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
.
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Culture of japan
Japan's constitution provides freedom of religion and approximately 49.9% of citizens adhere to Shintoism, 44.2% to Buddhism, and 5% to other religions. Shinto focuses on worshipping kami or spirits in nature, while Buddhism incorporates rituals and practices like meditation to aid spiritual journey.
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Culture of japan
Japan's constitution provides freedom of religion and approximately 49.9% of citizens adhere to Shintoism, 44.2% to Buddhism, and 5% to other religions. Shinto focuses on worshipping kami or spirits in nature while Buddhism incorporates rituals and practices like meditation to aid spiritual journey.
Respect for elders is highly valued in Japanese culture as they pass down traditions. Nonverbal communication is more important than words as the Japanese are a high context culture. Bowing is a sign of respect shown to superiors or elders, and students raise their hands in class only to ask clarifying questions, not give opinions, as classes have a lecture format without discussion.
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Week-14.pdf
This document provides an overview of Shintoism in 3 pages. It discusses the history and core beliefs of Shintoism, including that it originated in Japan as a system of animistic beliefs and nature worship. It does not have a founder or major religious texts. Key beliefs include worshipping kami (spirits) and ancestors to achieve harmony. During the Meiji period, Shintoism became intertwined with Japanese nationalism and the emperor was promoted as a divine being. After World War 2, Shinto shrines were separated from state control.
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Department of Philosophy and Religious StudiesSpring 2013Sac.docx
Department of Philosophy and Religious Studies
Spring 2013
Sacred Books of the World
Second Writing Assignment
Due Friday, May 10, 2013
Comparing and Contrasting Sacred Ethical Texts from the Abrahamic Religious Tradition with the Asian Religious Tradition
This is a hermeneutical paper. The purpose is to have you start interpreting texts. Think of the hermeneutical triangle: text, context and interpreter. Be aware of yourself as the reader and the context of the sacred book.
The paper is to be the study of the similarities and differences between ethical texts from an Abrahamic religion and an Asian religion. See Ethics section in each chapter. Pick a short manageable text (three or four verses). For example: take a small passage an ethical text in Judaism (Exodus 20), or Christianity (Matthew 5- 7) or Islam (Surah 17). Compare it with an ethical text of an Asian religion (Section 8 from the Tao Te Ching, the ethics of the Eight Fold Path or a passage from the Bhagavad Gita.)
What religions are texts connected with? Who wrote them? When were they written? What is the historical setting?
What is the core ethical teaching of the text? Is there ethical tension within the religion between the ethical ideal of the text and the practice within the religion?
What is the genre of the text? Does it focus on rules or on building character? Are there similar ethical principles, for example, the Golden Rule or the Golden Mean?
In summary, you should give your critique of the texts of both religions from your point of view as expressed in your autobiography. What do you agree with and what do you disagree with? Most importantly, what is the basis of your agreement or disagreement? What are your ethical principles?
This paper should be 4 pages, double spaced. Proof read after using the spell checker for words the spell checker does not catch, for example,
steal/ steel, Bible/ bible, alter/altar, manner/manor, definitely/defiantly.
Have a first reader review the paper.
Steps to writing a university paper:
1) Read, think, and take notes.
2) Write a first draft
3) Have a first reader review your paper (pay attention to proof reading)
4) Edit and submit
David Newcomer (1/30/13)
Sacred Books of the World
Central Washington University RELS 201.002
This is a religious studies class and when we study religion through the lens of sacred books it is important to experience and/or observe the text in practice. Each of the world's religion has a distinct style of worship, so the purpose of this assignment is to visit religious services to get a firsthand account of religion outside of the classroom.
During this visit you will need to pay close attention to your surroundings, be able to explain what happened during the service and how it felt during your time there. If you get a sense of the sacred at this service, try to describe what it was like. This report should be two pages, double spaced. Pay particular attention to.
EPQ Presentation
The document is a presentation by Melissa Parnaby about her EPQ project exploring the impact of religion on Japanese culture today. She became interested in the topic after living in Japan and realizing she did not understand Japanese religion. Her project aims to examine religion's involvement in cultural history and traditions. Some key findings from her research include: Shintoism is inherently Japanese with nature-based beliefs; Buddhism was introduced in the 6th century and now complements Shintoism; the Imperial family is seen as direct descendants of the sun goddess Amaterasu in Shinto mythology; samurai embraced Zen Buddhism which aligned with their values; and Shinto and Buddhist festivals are important cultural traditions but now treated more as cultural rather than religious
Seijo CGS Working Paper No. 10
This document is a thesis that examines intercultural education in Takayama City, Gifu Prefecture, Japan. It begins with an introduction that outlines the research topic and methodology. Chapter 1 provides context on theories of multiculturalism and intercultural education in Japan. Chapter 2 describes the selection of Takayama City as the field site and gives an overview of foreign residents and education there. Chapter 3 details survey results from three schools in Takayama City. Chapter 4 evaluates current education for foreign students and provides suggestions for improvement. The thesis aims to understand intercultural education for foreign children in a rural Japanese municipality with a relatively low foreign population.
· Textbook Chapter 1· Lesson· Minimum of 2 scholarly sources .docx
· Textbook: Chapter 1
· Lesson
· Minimum of 2 scholarly sources (1 for the etic view, and 1 for the emic view. Your source for the emic view should come from someone who writes with authority in the religion you chose. For example, if you chose Buddhism, you could use a quotation from His Holiness, Dalai Lama XIV).
Instructions
Make sure to read the lesson this week to learn about etic and emic perspectives so that you can appropriately apply them in this assignment. In an essay, apply the etic and emic perspectives to your own religion or a religion with which you have some familiarity.
· How would your tradition be described etically? Remember that this is an outsider’s perspective of what can be measured, studied, or observed.
· How would it be described emically? Remember that this is an insider’s perspective as seen by practitioners
Make sure that you are using at least one source for each approach and include citations from the assigned readings and additional scholarly sources.
Click on the following link to view an example:
tic
Shintoism is the indigenous religious practice of the Japanese archipelago. Having no specific founder, the practices and belief of Shinto (the Way of the Gods) can be traced to Japanese pre-history (Molloy, 2018, p. 246). As an animistic tradition, 1Shinto is focused on the veneration of nature spirits, the worship of ancestors, and observance of seasonal rites. What can be called the primitive form of Shinto was strongly related to the formation of an agricultural culture… Shinto developed from the worship (matsuri) 2performed in relation to the agricultural activities engaged in by those communal societies (Bukkyo Dendo Kyokai, 1985, p. 147). Though there are no universally held doctrines in Shintoism, there are some unifying practices and texts. The Kojiki (Records of Ancient Matters) and the Nihon Shoki (Chronicles of Japan) both relate the myths of Japan’s creation and the subsequent emergence of culture and society (Bukkyo Dendo Kyokai, 1985, p. 1-11). 3These texts provide the foundation for the nature-based religions that would eventually become Shintoism, including some of the 3earliest recorded prayers to the kami (gods, or nature spirits), called norito (Molloy, 2018, p.253).
Central to Shinto practice is the idea of matsuri, or worship of the kami. Matsuri can have multiple forms and purposes, including “beseechings, giving thanks, presenting offerings, divination, announcing, praise, and making vows (Bukkyo Dendo Kyokai, 1985, p. 232).” Sometimes special celebrations, or festivals, are also referred to as matsuri, as they serve as offerings to the kami.
Traditionally, Shinto has marked the seasons with special practices, particularly for planting and harvesting rice… Because respect for nature is at the heart of Shinto, 4reverential objects and small shrines are sometimes placed in the midst of forests, in fields, or on mountains (Molloy, 2018, p. 257). It is not uncommon to find such small shrin ...
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The document discusses religious confusion during the Tokugawa period in Japan. It explores the influences of Zen Buddhism, Shintoism, Confucianism, and modern rationalism on Japanese culture and society. While Zen Buddhism remained influential in private life, Confucianism became more prominent in public life over time as it merged with modern thinking. The document analyzes primary sources like sculptures and woodblock prints to understand how religion was practiced publicly and privately during the early and late Tokugawa period. Historians debate the extent to which different philosophies shaped Japanese culture and social hierarchy during this era of isolation.
Course Syllabus
This document outlines the details of a course on contemporary Japanese society taught in Spring 2015. The course will be held on Mondays from 1:30-3:45 pm and taught by Professor Robert Croker. Each weekly class will provide an overview lecture on that week's topic related to how people experience different life stages in Japan. Students will then break into small groups to lead discussions on assigned readings. Course goals are for students to understand how Japanese people develop their identity and perform gender roles through social and cultural experiences. Assessment will include weekly discussion preparation, class participation, and a final 2500-word research paper.
Chinese literature
Chinese literature has been heavily influenced by Confucianism. Some of the most important classical texts in Chinese literature include the Five Classics and Four Books, which cover history, poetry, divination, annals, rites, and the teachings of Confucius. The Tang dynasty from the 7th to 10th centuries AD was considered a golden age of Chinese poetry, drama, and the novel. Three of the most renowned Chinese poets were Li Po, Tu Fu, and Po Chu-i.
Life of Christ: Course Introduction
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The Cultural Understanding of Tantra
Throughout the history of religion, there are many cultural symbols that appear in certain cultures but later become a part of another “more dominant” culture at its time. However, the traces of the past still echo on from the scriptures of the dominant culture or the people acculturated into the larger culture. So how does one learn about such cultural origins and their original symbolic meanings? How does such information benefit us? Through looking at some of the major texts like the Yoga Spandakarika and Paratrisika Vivarana in comparison to later Tantric texts, one can find how the concepts of Tantra remain the same throughout all major texts but with changes in the language, archetypes, and symbolism to cope with the culture at its time. Thus, although the texts of the Tantric tradition are numerous each has its unique imageries and deities, the underlying idea of the Tantric texts are the same: there is no separation between the devotee and the devoter.
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The document discusses three East Asian religions - Confucianism, Daoism, and Shintoism. It provides background information on each religion's origins, key figures, sacred texts, concepts, and beliefs. The document also examines similarities between the religions, such as a shared emphasis on harmony between heaven and earth.
Similar to I have a 3 page assignment due tomorrow on a book called Confucius l (18)
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Discussion 1Choose any four ‘causes’ of change within a projec.docx
Discussion 1
Choose any four ‘causes’ of change within a project in table 9.1 in the text. Provide a project example and scenario, and describe the impact of each change. Was there a level of change control in the project examples that tracked ownership, documentation and approval of these changes?
Discussion 2
The identification of all changes to a project is only the first step for ensuring a control system is in place. Describe the detailed steps you would implement for your project to ensure an entire change control process is in place. Consider the following topics in your answer: documentation, analysis, approval and implementation. Why is the baseline configuration important to this topic?
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A key trend supporting CHINs and RHINOs is increased data sharing across organizations to improve care coordination. Transitioning from CHINs to RHINOs has more benefits than challenges as it allows for broader sharing of health information across larger regions. Integrating CPOE and CDSS into EHRs has the advantage of catching errors and providing treatment recommendations to improve patient safety and outcomes. Electronic database systems are more efficient than paper records as they reduce errors, save space, and allow easy access to records. The main advantages of EMRs are reduced errors, easy sharing of information, and improved treatment while the disadvantages include costs of implementation and concerns about privacy and security.
Discussion 10 Concluding the SemesterPurposeThis assignment is .docx
Discussion 10: Concluding the Semester
Purpose
This assignment is closely tied to specific course objectives. Two of the major primary course objectives of CST 100 are that students show respect for ethical codes that govern spoken discourse, such as tolerance for differences of opinion, preference for civility and that students will demonstrate increased understanding and appreciation of the communication process as it relates to speaker and listener interactions. By completing this assignment students will reflect on the things they learned and articulate important lasting lessons of public speaking.
Directions
Part 1: Initial Post
Find the due date for this part on the course calendar.
As we conclude the semester, reflect on some of the things that you learned about public speaking and your growth as a communicator throughout the semester.
In a 3-4 paragraph posting, address the four items below
What are the most important areas of personal growth that you have experienced as a communicator? Identify personal insights and communication competencies that are part of that growth.
What are some of the most useful theories and concepts that we examined in the class?
How can you apply some of the things that you learned during the semester to your professional life and to your current or future work?
What aspects of communication do you want to learn more about?
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Discussion 1 Social Security and Social Welfare ProgramsFor years.docx
Discussion 1: Social Security and Social Welfare Programs
For years, many working individuals in the United States have counted on Social Security as their primary retirement income. With the deductions from every paycheck to fund this future benefit, Americans looked forward to a comfortable retirement based on the assumption that these funds were being invested wisely. Is this a factual assumption, or is it another myth of the U.S. social welfare system?
Relying on Social Security as a sole means of support in retirement is uncommon. As society’s work habits and life expectancies change, Social Security has come to mean different things to different people. For those who are unable to save and/or invest on their own, it functions like a forced retirement program that provides a financial safety net for the future. For those who become unable to work, social security often is viewed by others as a public assistance program. For others who are financially secure and prepared for retirement, it is an entitlement program where individuals draw Social Security at retirement in an effort to recoup what they paid into the program by deductions from their wages. How might these perceptions of Social Security relate to the perceptions of public assistance programs that were discussed in last week’s resources?
For this Discussion,
review this week’s resources. Then, consider how Social Security is different from public assistance programs. Finally, think about how these differences are important in terms of the general perception of Social Security benefits.
Post by Day 3
an explanation of how Social Security is different from public assistance programs. Then, explain how these differences are important, in terms of the general perception of Social Security benefits.
Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
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Discussion 1 Religion and Privilege For citizens in some countrie.docx
Discussion 1: Religion and Privilege
For citizens in some countries, religious oppression is common and long standing. While freedom of religion is guaranteed in the U.S., religious intolerance still exists. According to the Equal Opportunity Employment commission, the number of lawsuits filed for religious discrimination doubled between 2000–2010 (Pledger, 2011). Social workers must be alert for the complex ways that religious privilege functions. By creating an awareness of the privilege given to some while marginalizing others, social workers can understand how this bias impacts their clients.
Post an explanation of the connections between privilege and religion.
Describe a situation in which members of a religion experience privilege.
Describe a situation in which members of a religion experience religious oppression
.
References (use at least 2)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 43, (pp. 237–242)
Chapter 44, (pp. 243–244)
Discussion 2: Self-Assessment
Competent social workers have many traits and characteristics, one of which is the ability to be self-reflective. The best way to begin critically thinking about the impact of ethnocentrism and racism is to start with oneself. How do these issues affect you? For this Discussion, think about when and how you became aware of your own racial identity and consider how this awareness has impacted your life.
Post an explanation of a time in your childhood when you became aware of your own racial identity (African American).
Be sure to include a description of how this newfound awareness impacted both your development and views of difference.
Please use the Learning Resources to support your answer.
References (use at least 2)
Cristol, D., & Gimbert, B. (2008). Racial perceptions of young children: A review of literature post-1999.
Early Childhood Education Journal, 36
(2), 201–207.
Patcher, L. M., Szalacha, L. A., Bernstein, B., & Garcia Coil, C. (2010). Perceptions of racism in children and youth: Properties as a self-report instrument for research on children’s health and development.
Ethnicity & Health, 15
(1), 33–46.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.)
.
Boston, MA: Cengage Learning.
Chapter 5 (pp. 254-294)
.
Discussion 1 Social and Economic JusticeThe Center for Economic a.docx
Discussion 1: Social and Economic Justice
The Center for Economic and Social Justice defines “social justice” as “giving to each what he or she is due.” “Economic justice” is concerned with determining what an individual’s “due” actually encompasses.
For this Discussion, select a case study in this week’s Readings. Review the case study, focusing on the social or economic justice issues at play in the situation described.
***Post
a description of a social or economic justice issue that is evident in the case. Suggest two strategies the social worker might employ to address the issue.
Reference: Center for Economic and Social Justice. (n.d.).
Defining economic justice and social justice
. Retrieved from June 11, 2013, from
http://www.cesj.org/thirdway/economicjustice-defined.htm
CASE STUDY:
Working With Survivors of Sexual Abuse and Trauma: The Case of Brenna
Brenna is an 18-year-old, heterosexual, African American female. She is pregnant, residing in a homeless shelter, and has no income source. Brenna was raised by her biological mother in a one-bedroom apartment in an urban neighborhood. When Brenna was 15 years old, her mother began dating a new man. This man sexually assaulted Brenna while they were home alone one evening. She immediately disclosed the sexual assault to her mother who called her a liar and told her to move out. Brenna then lived in a variety of situations, sometimes residing with friends for short periods and sometimes living in a youth shelter. During this period she attended high school intermittently but did not graduate.
After her 18th birthday, Brenna moved in with her boyfriend, Cameron. Also living in the household were Cameron’s mother, his 16-year-old sister, and a 7-year-old brother. Shortly after moving in with Cameron, Brenna became pregnant with his child. Prior to the pregnancy, Cameron would often abuse her physically, verbally, and emotionally. When Brenna announced the pregnancy, Cameron became even more violent, accused her of sleeping with other men, and denied paternity of the baby. When Brenna was 4 months pregnant, Cameron attempted to strangle her, so Brenna moved to a shelter. Although the shelter was willing to house Brenna and her newborn temporarily, their policy required Brenna to secure new living arrangements prior to giving birth.
I was assigned to be Brenna’s social work case manager at this shelter. Brenna and I worked together to set manageable goals during her stay at the shelter and also developed a plan for ongoing mental health support. Utilizing individual case manage- ment sessions, I worked with Brenna to prioritize goals regarding nancial stability, permanent housing, and medical care. Brenna had dif culty reading and writing, so we worked together to
PRACTICE
31
SOCIAL WORK CASE STUDIES: FOUNDATION YEAR
complete the applications for Medicaid; General Assistance; the Supplemental Nutrition Program for Women, Infants, and Chil- dren (WIC); and a local subsidized apartment.
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Discussion 1
Challenging Behavior
After reading Chapter 1 of the course text, write a response to the following question:
At what point does behavior become challenging? Include at least 3 examples of challenging behavior that are commonly seen in young children. Cite at least one source, in addition to course text, to substantiate your response.
(Due: Thursday 10/13)
Discussion 2
The Resilient Child
After reading Chapter 3 of the course text, write a response to the following question:
Why is it important for early childhood educators to have an understanding of resiliency? How could knowledge of a child’s risk and protective factors change your attitude and your behavior toward a child or her family?
(Due: Thursday 10/13)
Discussion 1 and 2 needs to be done separately... Please DO NOT put them on the same paper.
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Discussion 1 Sara Parker and EthicsOne of the reasons there can.docx
Discussion 1: Sara Parker and Ethics
One of the reasons there can be so much debate about ethical issues is because ethics are opinions informed by people's values and people have different values. People can disagree about whether or not something is unethical, and, oftentimes, there is no right answer. In order to make decisions about what may be ethical or unethical, Yegidis (2012, p. 29) suggests focusing on these three questions:
"Who should benefit or suffer from the actions of the researcher?"
"Whose rights should take priority over those of others?"
"Does the end (increased knowledge) justify the means (the methods used to acquire it and their potential for harm)?"
For this Discussion, view the Sessions episode on the Parker family. As you do so, consider which, if any, ethical mandates or standards were violated.
·
Post
a response explaining your reaction to the Parker episode.
·
Be sure to address whether or not the social worker violated any ethical mandates or standards.
·
Also explain which strategies could have been used to guide ethical practice.
·
Finally, describe the responsibility of the social workers in the Parker case.
Please use the resources to support your answers.
References
Laureate Education. (Producer). (2013).
Parker Family [Video File]
. In Sessions.
Labott, S. M., & Johnson, T. P. (2004). Psychological and social risks of behavioral research. IRB: Ethics & Human Research, 26(3), 11–15.
Nicotera, N., & Walls, N. E. (2010). Challenging perceptions of academic research as bias free: Promoting a social justice framework in social work research methods courses. Journal of Teaching in Social Work, 30(3), 334–350.
Parker Family Episode 4
Program Transcript
SOCIAL WORKER: Well, I think we should wrap things up. Does this same time
work for you next week?
SARA: Yes, it's fine.
SOCIAL WORKER: Let me give you an appointment card. By the way, something occurred to me that might interest you. I have a colleague that's doing a study on the impact of hoarding on family members. She wants to identify potential interventions. I think she'd love to talk to you and Stephanie.
SARA: Talk to me?
SOCIAL WORKER: She's paying participants in her study. I don't know how much.
SARA: Do I have to do it? I-- I just don't like people knowing my business.
SOCIAL WORKER: It's totally confidential and anonymous.
SARA: I don't know.
SOCIAL WORKER: I think it'd be a great opportunity for you.
SARA: I don't know. Would she have to come see my home? I mean, I don't like people seeing how I live.
SOCIAL WORKER: Don't worry about that. You should at least talk to her. Like I
said, there's some money in it for you. Can I give her your number?
THE END
Discussion 2: The Research Approval Process
The early years of the 20th century were host to a number of unethical research studies. Research involving the way that a young child reacts to and generalizes fear responses, medical experiments conducted i.
Discussion 1 Reflections on Qualitative Research for Social Change.docx
Discussion 1: Reflections on Qualitative Research for Social Change
Introduction: Social Change
In the recent years, the pursuit for institutions, “practical researchers” and individuals to join in the crusade for
social change
has been remarkable; as many people around the world are reaching out to their neighborhoods as a member of the community to contribute to the common good through research, service, and educational opportunities (
Yob
& Brewer, 2015. p.2). Social change constitutes a change in the nature, the social institutions, the social behavior or the social relations of a society, community of people, or other social structures (Walden University, 2016). Social change can be at the micro scale (that positively shape values, attitudes and behaviors) or at the macro scale (that positively shape
economies, religion and families).
The Essence of Social Change to a Walden Student
Yob
& Brewer (2015) observed that the term “social change” has been defined and analyzed across the academic disciplines, reflecting the particular perspective of that discipline and its research agenda. Prominent among the definition of
social change
are the concepts of
social justice
and
equity
which have been significant in discussions of social change in education, psychology, and social and cultural studies (Curry-Stevens, 2007; Drury &
Reicher
, 2009;
Moely
,
Furco
, & Reed, 2008; and
Peterson, 2009, as were cited in
Yob
& Brewer (2015). There are as many definitions for
social change
as we have social scientists. However
Hoff and
Hickling
-Hudson (2011), supporting the definition of
Aloni
(2002), provided the definition which places social change as “challenging trends of discrimination, exploitation, oppression, and subjugation displayed by groups who regard themselves as favored and, thus, take privileges for themselves and deprive other groups of the right to a dignified life” (p. 189). In this context, “
change”
as is used in the “social change” is defined here in positive and value-laden terms that relate more particularly to the agents of social change than to others they might want to change.
There is a great range and variation in the roles and positions that researchers takes up in research, as was observed by
Ravitch
& Carl (2016).
Over the years (
more than 45 years), Walden University has produced career professionals with the opportunity to transform themselves as scholar-practitioners so that they can apply what
they’ve
learned to effect positive social change. Walden is focused on inspiring and celebrating the remarkable achievements of community members who continue to make a difference by addressing challenges where they live, in their professions, and in the world around them. This was a major factor that attracted me to pursue a
programme
at Walden. In our sub-region, (the sub-Sahara Africa), addressing the issue of social change from the national perspective has not been as significant relative to the.
Discussion 1As of my experience and observations mainly there ar.docx
Discussion 1
As of my experience and observations mainly there are Two key themes in contemporary information systems development there are First one is: how to build and issue systems in tinier time settings second one is: how to empower development clusters to build systems in a consistent manner. This is reflected in present days’ principal fashionable this information system development methods such as nimble, their characteristic feature being an unambiguous prominence on unremitting, appropriate proclamations and a simplification of operative cluster association and announcement. As of my experience and observations most of the software developers we reconnoitre the personal property of cluster consistency and two categories of time pressure, deterrent and challenge, on the decision-making eminence of system development clusters. The challenge time pressure and cluster consistency to have a optimistic consequence with interruption time pressure having no substantial influence.
As well working composed in a consistent cluster, petite, system development cycles mean that Software Development clusters obligation similarly work under fluctuating gradations of time pressure. Most studies in this field of information systems development and software development on time pressure measure time as a rectilinear hypothesis and enumerate it in terms of time ancient history. In this Developments I observed One of the major matters with these revisions nevertheless is that they frequently harvest contradictory consequences and as hitherto, there is no any approved and comprehensive hypothetical empathetic of the time pressure hypothesis.
In my experience, I would like to share one example, some outcomes recommend that software development clusters achieve improved under time pressure. So far others recommend that clusters accomplish improved up to a convinced argument after which presentation deteriorations, important to the generally recognized reversed-U model. It is clear that time pressure is a multipart hypothesis and while typically scrutinized as a linear hypothesis, nonlinear associations are conceivable. With a present prominence in information system development and in particular software development on clusters conclusion production in pressurized environments it is domineering that investigators endure to gain larger empathetic of the anthropological behavioural characteristic of the decision-making development. Sympathetic how clusters work composed under time pressure is a key goal in development system and its essential to entirely appreciate this complication and help comprehend accurately how and if time pressure and consistency influence of software development clusters.
Seeming Time Pressure in Teams
Time pressure is abstractly diverse from insistence. Perseverance is a unchanging peculiarity that reproduces a anxiety for time and a feeling of being recurrently pressurized In disparity, time pressure is an assessment of the task si.
Discussion 1Body Image Please respond to the followingDebate.docx
Discussion 1:
"Body Image" Please respond to the following:
Debate It – take a position on this statement: Media cause individuals to develop negative and unrealistic body images. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.)
Debate It – take a position on this statement: Males and females are both targeted about body image to the same extent by advertisers. Support your views with one or two reasons and / or examples. (Cite any sources you referenced.)
Discussion 2:
"Do Video Games Encourage Sexist Behavior?" Please respond to the following:
Discuss one or two conflicting issues involving the view that video games encourage sexist behavior.
Debate It – Take a position on this statement: Violent video games encourage sexist behavior in adolescent and adult men. Support your views with two or three reasons and / or examples. (Cite any sources you referenced.)
.
Discussion 1 Influence of Classical Democratic TheoristsSince anc.docx
Discussion 1: Influence of Classical Democratic Theorists
Since ancient times, the idea of how people should govern has been a mainstay of philosophers and political theorists. One of the most enduring notions to emerge from early theorists is the basic belief that people are capable of governing themselves. The concept of democratic governance developed out of those early intellectual discussions. Democratic governance enjoys widespread acceptance in many parts of the world today. Yet, the exact meaning of democratic governance and how it should be implemented still remains a topic of debate. Democratic theory has evolved because of contributions from classical democratic theorists such as Aristotle, Plato, Rousseau, Locke, and Jefferson. It is important to consider of the ideas of these classical theorists when thinking about modern democratic theory.
To prepare for this Discussion
Review the Course Introduction. Keep this overview in mind as you work through each week of the course.
Review the article “American Nightmare: Neoliberalism, Neoconservatism, and De-Democratization” in this week’s Learning Resources. Think about the effects of political democratic theories on contemporary democracy.
Review the article “Rhetoric and the Public Sphere: Has Deliberative Democracy Abandoned Mass Democracy?” in this week’s Learning Resources. Consider how Plato’s theory of deliberative democracy influenced contemporary theories of democracy.
Review the articles “John Locke” and “Jean Jacques Rousseau” in this week’s Learning Resources. Think about how social contract theory is related to contemporary democratic theory.
Select at least one classical democratic theorist and consider his influence on contemporary democratic theory.
With these thoughts in mind:
Post by Day 3
an analysis of the influence of at least one classical democratic theorist on modern democratic theory. Be specific and provide examples.
.
Discussion 11-Mitosis and meiosis are important processes. a) What.docx
Discussion 11
-Mitosis and meiosis are important processes. a) What does each accomplish; b) where in the human body can each occur and c) how do the cells produced compare in chromosome number to the parent cells?
Discussion 12
- Assumed simple dominant and recessive genetics apply for this discussion. You are looking at two people, one shows a dominant phenotype (in this example a tall person) and the other a recessive phenotype (in this example a short person). Is it possible to positively determine the genotype of either person? If so which one and why. Explain your answer.
.
Discussion 1 Coding Scholar of Change of Video # 3 (John Anner) .docx
Discussion 1: Coding Scholar of Change of Video # 3 (John Anner)
Brief Description of the Video
The scholar of change video (program transcript) was presented by John Anner, a PhD candidate in Public Policy Administration (with concentration on International Non-governmental Organizations. – Walden University.
Over the years, Anner have been
focusing on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, where he worked as a Peace Corps volunteer in agriculture in Mauritania and West Africa.
Anner has been a
practitioner for almost 30 years and quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work.
He hope to
bring to bear, his knowledge, experience and understanding to build national policy networks targeted at addressing directed social problems.
Coding the Scholar Change
A code in qualitative inquiry is most often a word or a short phrase that symbolically assigns a summative, a summary, a salient or essence-capturing attribute, for some portion of language, or visual data (
Saldana, 2016)
. My coding preference will be the use of the Excel spreadsheet with the labelling of the columns to include; the video code number (under this, I’ll have my notes), the name of the student, gender, program of study, subject matter/topic, what happened in the video (under this I’ll have my transcript which will capture my report content), quick memo.
To demonstrate the first coding, for instance, I’ll have the following; under the column for video code number (I’ll have video #3), the column for the name of the student (I’ll have
John Anner
), under gender column (
male
), program of study (
PhD in Public Policy Administration
), subject matter/topic (
scholar of change
), under the transcript (I’ll have
focused his attention on agricultural problems in Africa and the Caribbean, and later joined the Peace Corps, and worked as a Peace Corps volunteer in agriculture in Mauritania, West Africa;
a practitioner for almost 30 years; his quest to acquire a PhD is to enable him add some intellectual and academic rigor to his work).
Explaining My Choice of Coding
Another attractive aspect of this qualitative coding system is the insertion of a column for
memos
. “Memos are a very important part of qualitative data analysis process because they offer a great platform to put very short notes which can be expanded and placed in in the researcher’s analytic memo notebook” (
Laureate Education - Producer, 2016). Again at periods of data analysis and reflections, a memo will enable the interviewer to
know what part of the text (or the questionnaire) the information came from and what the interviewer was thinking about at that period in time.
References
Anner, J. (2015).
John Anner, PhD student in public policy and administration
[Video file].
Laureate Education (Producer). (2016).
Introduction to coding
[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2016).
Discussion 1 Managing Diverse TeamsFor the last half-century, the.docx
Discussion 1: Managing Diverse Teams
For the last half-century, the workforce in the United States has been undergoing tremendous demographic changes. For example, in 2009 women accounted for almost 48% of American workforce, compared to 37% in 1970 (Barsh & Yee, 2011). Additionally, workers under the age of 44, and those most likely to be in school, college, or professional training, are more ethnically and racially diverse than ever before (Policy Alert, 2005). This is only diversity of gender, race, and ethnicity; consider how managers today must also lead increasingly diverse teams in terms of age, experience, nationality, geographic location, and even diversity of thinking styles. Contemporary businesses draw employees from a more diverse pool of talent than ever before. To be successful, top managers must understand how to develop and lead diverse teams.
Managing a group composed of individuals with unique cultures, backgrounds, personalities, and abilities can be a daunting task. As a manager, it is your responsibility to ensure that team and group interactions are successful. As you review the Learning Resources this week to prepare for your Discussion posting, think about how you define diversity and diversity affects teams. Pay particular attention to the media resource, “Will Differences Doom the Team,” which presents some of the challenges managers face when leading a diverse team, and consider the key competencies managers must possess to effectively manage a diverse team. As you prepare for your post, consider what diversity means for you and how the diversity you have encountered in your professional experience have impacted how the team functions.
.
Discussion 1 ClassismIncome and wages are measurable indicators.docx
Discussion 1: Classism
Income and wages are measurable indicators of how prosperity is distributed amongst social class. Wealth, often determined by an individual's net worth (assets minus liabilities), is another indicator that is used to determine class. Wealth for working class families is measured by their cars, savings, and home. As people improve their social and economic standing, wealth may include things like stocks and bonds, commercial real estate, and expensive jewelry.
Wealth is an important indicator because it spans past, present, and future generations. For example, compare the children of parents who can save money and leave an inheritance with children of parents who economically struggle and have few assets to pass on to the next generation. Historically, the creation and accumulation of wealth provides evidence of the legacy of racism, sexism, and discrimination and their role in determining class. Black/African Americans, women, and Hispanic/Latinos have historically been denied the means to obtain assets and grow wealth. Consider the impact of chronic marginalization on the Black/African American community's ability to build wealth. While the income gaps between various ethnic groups may be decreasing, the gap between assets remains wide. Data from the Pew Research center show that the median wealth of Caucasian households is 20 times that of Black/African American households and 18 times that of Hispanic/Latinos households in the U.S. (Pew Research Center, 2011).
Class extends beyond wealth and other financial indicators. Class also includes details like the amount of free time you enjoy (because you are not working three jobs to make ends meet) or feeling like there is a "right" way to speak and act in order to be heard. For this Discussion, analyze how classism has impacted your life.
·
Post
an analysis of how classism has factored into your life.
·
Then, explain a strategy you might use as a social worker to address the impact of class and class differences on the lives of your clients.
References (use 2 or more)
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Discussion 2: Power, Privilege, and Classism
Power, privilege, and classism are interconnected. The more privilege you enjoy, the more power you have to access opportunities that build wealth. The more wealth you can amass, the higher your social standing. It is important to note that having wealth is not an indictment. However, the privileges that have often led to inequalities in wealth distribution are real. As a social worker, you may find yourself working with clients who do not enjoy the privileges you knowingly or unknowingly enjoy. The more you understand your own relationship to power, privilege, and class, the better you will understand your clients' realities. For this Discussion, review how classis.
Discussion 1 Cultural IdentityWhat is culture Is it synonymous w.docx
Discussion 1: Cultural Identity
What is culture? Is it synonymous with nationality? Can culture emerge from the intersection of multiple factors, such as gender identity, ability status, or language? Consider these questions as you prepare to describe your own culture.
For this Discussion, think about how you would identify your culture. Consider aspects of your identity.
I am black, a male, christian, heterosexual and do not have any disabilites.
Or explain any other identifiers that contribute to what you would consider your culture.
Post a description of important aspects of your culture that an outsider might not know.
Explain the information a social worker would need to know about your culture in order to effectively assist your family in the face of a pressing issue.
Describe potential consequences of a lack of cultural awareness on the social worker’s part.
References
James, J., Green, D., Rodriguez, C., & Fong, R. (2008). Addressing disproportionality through undoing racism, leadership development, and community engagement.
Child Welfare, 87
(2), 279–296.
[removed]O’Brien, M. (2011). Equality and fairness: Linking social justice and social work practice.
Journal of Social Work, 11
(2), 143–158.
.
Discuss the value of studying the arts. Consider the following quest.docx
Discuss the value of studying the arts. Consider the following questions:
What can it teach us about the past? The present? The future?
How has art influenced society? How has society influenced art?
How does an awareness of all of this impact your own life?
a 2page paragraph.
.
Discussion $5.00 Please use detailDiscuss the importance of pos.docx
Discussion $5.00 Please use detail
Discuss the importance of positive socialization and how different cultural and ethical perspectives influence different aspects of development, self-concept, and identity.
Evaluate environmental influences such as geographical variance, religious beliefs, and the construction of the school setting (e.g., boarding school versus public school, traditional versus experiential learning) for cultural and ethical differences on development.
Short Paper $10.00 at least 3 pages and 3 cited sources apa format. Please answer all questions
Prompt:
Based on the articles you read in Module Four on gender dysphoria, write a short paper about the influence of acceptance, parenting styles, and how
these can directly steer a child’s gender id
entity. Moreover, think about society today and acceptance of varied gender roles compared to the 1950s.
Also, consider and explore society’s influence on gender dysphoria in your argument. Is there a direct correlation to gender
identity and society or not?
Gender Dysphoria: Two Steps Forward, One Step Back
Gender Dysphoria
Gender Stereotypes in the Family Context: Mothers, Fathers, and Siblings
The Early Development of Gender Differences
Specifically, your paper should address the following:
What is different today in
parenting styles
compared to the 1950s?
Considering the criteria and changes made in the DSM in the most recent version (DSM-5) compared to earlier, outdated versions, is there a direct
correlation to
gender identity and society
or not?
.
Discuss why terrorism is difficult to quantify and has numerous defi.docx
Discuss why terrorism is difficult to quantify and has numerous definitions that are used throughout the world. In addition, compare and contrast the definitions of terrorism from the following agencies: FBI, DOD, DHS, DIA, CIA, U.S. State Department. What similarities or differences do you notice? Are the definitions aligned with the individual agency mission? Do you think the “cyclical nature of violence” discussed by Combs bears on these differences? Why or why not?
at least one page please answer all questions
.
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I have a 3 page assignment due tomorrow on a book called Confucius l
- 1. I have a 3 page assignment due tomorrow on a book called Confucius lives next door. by TR Reid, I am offering 30.00 if it can be done by 11 pm Est. tomorrow 09/16/2018. Only source allowed is the book... Book Review-Must be in APA format and due-tomorrow- 09/15/2018 by 11:am 1. What are some specific things described by Reid that demonstrate Confucianism and/or the Confucian ethos or values during their residency in Japan and how do they relate to things we have learned in class about Confucianism? 2. How is Confucianism and/or the Confucian ethos expressed in contemporary Japanese culture? From the book, provide some evidence/examples of the 5 Confucian Virtues (jen, yi, li, chih and hsin); the 5 Confucian Key Relationships and corresponding 10 Appropriate Attitudes; the Confucian Doctrine of the Mean; Rectification; etc. 3. What lessons can we can take from the Confucian/Japanese experience that might help our culture improve and/or that might improve ourselves? 4. What anecdotes from the book struck you in either positive or negative ways? Why? Offer a discussion of education, crime, cultural rites of passage, or interpersonal relationships that you can relate to your major or field of work.
- 2. Your book review should be 3-4 pages in length, Only source you can use is” Confucius Lives Next Door “ by T.R. Rein