NO REFRENCES, Explain as much as you can 1) Discuss the relati.docx
•Download as DOCX, PDF•
0 likes•2 views
NO REFRENCES, Explain as much as you can 1) Discuss the relationship between Islam and the Arts. 2) Compare the Protestant Reformation to reform movements in other religions such as Hinduism or Buddhism. Hint, there are similarities between the Bhakti Movement and Protestant Reformation. 3) What was the Council of Nicaea? Please include the nature of the theological debates in that council? Discuss its significance to understanding some of the differences within Christianity and to understanding the history of Western Civilization as we know it 4) List and explain 3 of the many Protestant denominations. Make sure to provide a distinguishing characteristic of each. 5) What is Jihad? Make sure you include the two types. Also include a discussion on jihad as it pertains to social justice. 6) Provide 3 sects of Judaism and list and explain at least 3 characteristics of each. 7) What is Zionism? 8) The Islamic religion is centered on five standards, named the Pillars of Islam. Name and EXPLAIN the 5 Pillars of Islam are 9) What is Sufism and what is it's relationship to traditional Islam? 10) Discuss the history and significance of the diaspora in Judaism .
Report
Share
Report
Share
Recommended
Pick one of the two topics below and post your responses.Choice .docx
Pick one of the two topics below and post your responses.
Choice One:
Religions have emerged and developed across the world. Some have been short-lived, while others have persisted and grown. Your book describes several major world religions.
Hinduism
Buddhism
Confucianism
Taoism
Judaism
Islam
Christianity
The major religions of the world (Hinduism, Buddhism, Islam, Confucianism, Christianity, Taoism, and Judaism) differ in many respects, including how each religion is organized and the belief system each upholds. Other differences include the nature of belief in a higher power, the history of how the world and the religion began, and the use of sacred texts and objects.
Describe in a brief paragraph one of the seven major religions in the world and how it can exist in our United States Culture. Is secularization (the different forms of religion in our culture) of religion a good thing or dysfunctional part of our overall culture today?
Choice Two:
Religions organize themselves their institutions, practitioners, and structures—in a variety of fashions. For instance, when the Roman Catholic Church emerged, it borrowed many of its organizational principles from the ancient Roman military and turned senators into cardinals, for example. Sociologists use different terms, like ecclesia, denomination, and sect, to define these types of organizations. Scholars are also aware that these definitions are not static. Most religions transition through different organizational phases. For example, Christianity began as a cult, transformed into a sect, and today exists as an ecclesia.
Describe how a religion can develop from a cult and then become a sect, then become a denomination, and then an ecclesia. Give an example of each.
.
COMPLETE GUIDE ON WRITING A DEFINITION ESSAY ON MUSLIM CULTURE
Write a definition essay on Muslim culture with pleasure. Our full guide will help you out.
Daoism, Confucianism, and Shinto SummaryComplete all three
Daoism, Confucianism, and Shinto Summary
Complete
all three parts of the assignment.
Use
Experiencing the World’s Religions
and other sources in your research as you respond.
Daoism
Write
a 75-word response for each of the following questions:
1. Describe the principles of
yang
and
yin
.
2. The main scripture in Daoism is the Daodejing (Tao Te Ching). What is the history and importance of this text for the tradition?
3. How are Daoist ideals expressed through art? Offer several examples.
4. What challenges does Daoism face in the modern world?
5. Explain a situation to which following the Daoist principle of wu wei might be beneficial to you or others. In what situation might following the principle of wu wei be harmful in some way?
Confucianism
Write
a 175- to 350-word summary on Confucianism that addresses the following topics:
· What are the Five Great Relationships?
· How is the morally upright person to act?
· What is the role of Confucianism in Chinese culture and society today?
Shinto
Write
a 175- to 350-word summary of Shinto practices that still exist today.
References:
...
REL 101HughReview Questions Chapter 10 – 13Chapter 10 – Jud.docx
REL 101
Hugh
Review Questions: Chapter 10 – 13
Chapter 10 – Judaism
1) Why is the Exodus considered the most important event in Judaism? How did it affect the development of Judaism?
The Exodus considered the most important event in Judaism because the escape of the hebrews from egyptian slavery. the exodus not only formed the people of Israel into nation, it also shaped the Jewish people’s image of God as the God of history.
2) How did the religion of Israel change when David became king? What role did prophets play during this period of Hebrew monarchy?
3) What were some of the developments that arose during the period of the second temple?
4) What was the diaspora, and what effect did it have on Jews’ concept of God and their institutions of worship?
5) How did the development and spread of Islam during the medieval era affect Judaism?
6) By the end of the fifteenth century, Jews were made to feel unwelcome in nearly every European nation. As a result, where did they settle and what were the living conditions like in these new lands?
7) One of the responses to modernity was the rise of Reform Judaism. What are the characteristics of Reform Judaism?
8) List four major divisions within modern Judaism. Explain how they differ from one another.
a. Orthodox Jews - strive to preserve traditional Jewish culture and religion and resist the secularizing elements of modernity.
b. Reform Judaism - popular mainly in United States and Europe. Reform emphasizes the universality of traditional Jewish values, interfaith Dialogue, and social activism.
c. Conservative movement - in between orthodox and the reform which arose in the nineteenth century led by Sabato Morais. it is firmly rooted in the rabbinical tradition but more relaxed in matters of religious practice than is the Orthodox movement. it is distinguished from Orthodox but greater concern with the historical and critical study of the Bible and rabbinical material.
d. Reconstructionist Judaism - grew out of the conservative movement. the founder understood the Judaism is not only a religion but a culture with its own history, laws and arts. therefore, it is not enough to practice Judaism as a religion, the entire Jewish culture must be study and experience. the reconstructionists provide complete support to the state of Israel as the home of Jewish culture.
9) Describe three of the important Jewish holidays and their significance
a. Sabbath - one of the most important Jewish holiday. Judaism gave the world 6 days work week and the 7th day reserved for worship and rest. Sabbath begins on Friday at sundown until sundown on Saturday. The sabbath ushered in with the Kiddush, the benediction over wine or bread and the lighting and blessing of Sabbath candles by the woman of the house on friday night.
b. Passover (Pesach) - holiday begins on the fifteenth of the Hebrew month of Nisan which is March-April and lasts for 8 days. it commemorates the deliverance of the Israelites from slavery in Egyp ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Recommended
Pick one of the two topics below and post your responses.Choice .docx
Pick one of the two topics below and post your responses.
Choice One:
Religions have emerged and developed across the world. Some have been short-lived, while others have persisted and grown. Your book describes several major world religions.
Hinduism
Buddhism
Confucianism
Taoism
Judaism
Islam
Christianity
The major religions of the world (Hinduism, Buddhism, Islam, Confucianism, Christianity, Taoism, and Judaism) differ in many respects, including how each religion is organized and the belief system each upholds. Other differences include the nature of belief in a higher power, the history of how the world and the religion began, and the use of sacred texts and objects.
Describe in a brief paragraph one of the seven major religions in the world and how it can exist in our United States Culture. Is secularization (the different forms of religion in our culture) of religion a good thing or dysfunctional part of our overall culture today?
Choice Two:
Religions organize themselves their institutions, practitioners, and structures—in a variety of fashions. For instance, when the Roman Catholic Church emerged, it borrowed many of its organizational principles from the ancient Roman military and turned senators into cardinals, for example. Sociologists use different terms, like ecclesia, denomination, and sect, to define these types of organizations. Scholars are also aware that these definitions are not static. Most religions transition through different organizational phases. For example, Christianity began as a cult, transformed into a sect, and today exists as an ecclesia.
Describe how a religion can develop from a cult and then become a sect, then become a denomination, and then an ecclesia. Give an example of each.
.
COMPLETE GUIDE ON WRITING A DEFINITION ESSAY ON MUSLIM CULTURE
Write a definition essay on Muslim culture with pleasure. Our full guide will help you out.
Daoism, Confucianism, and Shinto SummaryComplete all three
Daoism, Confucianism, and Shinto Summary
Complete
all three parts of the assignment.
Use
Experiencing the World’s Religions
and other sources in your research as you respond.
Daoism
Write
a 75-word response for each of the following questions:
1. Describe the principles of
yang
and
yin
.
2. The main scripture in Daoism is the Daodejing (Tao Te Ching). What is the history and importance of this text for the tradition?
3. How are Daoist ideals expressed through art? Offer several examples.
4. What challenges does Daoism face in the modern world?
5. Explain a situation to which following the Daoist principle of wu wei might be beneficial to you or others. In what situation might following the principle of wu wei be harmful in some way?
Confucianism
Write
a 175- to 350-word summary on Confucianism that addresses the following topics:
· What are the Five Great Relationships?
· How is the morally upright person to act?
· What is the role of Confucianism in Chinese culture and society today?
Shinto
Write
a 175- to 350-word summary of Shinto practices that still exist today.
References:
...
REL 101HughReview Questions Chapter 10 – 13Chapter 10 – Jud.docx
REL 101
Hugh
Review Questions: Chapter 10 – 13
Chapter 10 – Judaism
1) Why is the Exodus considered the most important event in Judaism? How did it affect the development of Judaism?
The Exodus considered the most important event in Judaism because the escape of the hebrews from egyptian slavery. the exodus not only formed the people of Israel into nation, it also shaped the Jewish people’s image of God as the God of history.
2) How did the religion of Israel change when David became king? What role did prophets play during this period of Hebrew monarchy?
3) What were some of the developments that arose during the period of the second temple?
4) What was the diaspora, and what effect did it have on Jews’ concept of God and their institutions of worship?
5) How did the development and spread of Islam during the medieval era affect Judaism?
6) By the end of the fifteenth century, Jews were made to feel unwelcome in nearly every European nation. As a result, where did they settle and what were the living conditions like in these new lands?
7) One of the responses to modernity was the rise of Reform Judaism. What are the characteristics of Reform Judaism?
8) List four major divisions within modern Judaism. Explain how they differ from one another.
a. Orthodox Jews - strive to preserve traditional Jewish culture and religion and resist the secularizing elements of modernity.
b. Reform Judaism - popular mainly in United States and Europe. Reform emphasizes the universality of traditional Jewish values, interfaith Dialogue, and social activism.
c. Conservative movement - in between orthodox and the reform which arose in the nineteenth century led by Sabato Morais. it is firmly rooted in the rabbinical tradition but more relaxed in matters of religious practice than is the Orthodox movement. it is distinguished from Orthodox but greater concern with the historical and critical study of the Bible and rabbinical material.
d. Reconstructionist Judaism - grew out of the conservative movement. the founder understood the Judaism is not only a religion but a culture with its own history, laws and arts. therefore, it is not enough to practice Judaism as a religion, the entire Jewish culture must be study and experience. the reconstructionists provide complete support to the state of Israel as the home of Jewish culture.
9) Describe three of the important Jewish holidays and their significance
a. Sabbath - one of the most important Jewish holiday. Judaism gave the world 6 days work week and the 7th day reserved for worship and rest. Sabbath begins on Friday at sundown until sundown on Saturday. The sabbath ushered in with the Kiddush, the benediction over wine or bread and the lighting and blessing of Sabbath candles by the woman of the house on friday night.
b. Passover (Pesach) - holiday begins on the fifteenth of the Hebrew month of Nisan which is March-April and lasts for 8 days. it commemorates the deliverance of the Israelites from slavery in Egyp ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction ...
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction .
Dear students,Please answer any two questions here under th.docx
Dear students,
Please answer
any two
questions here under this thread. Please use the textbook as much as possible in your answers since I will be grading your contributions with your use of the textbook in mind.
Please respond to each other's answers. If possible, provide examples from your personal experience.
Briefly describe several ways in which the emergence of urbanization affected community life.
Describe the crisis that the loss of primal collective life brought about.
Explain why you would find it hard to study and understand primal religions and some religious traditions today if you only looked at them from an exclusively monotheistic point of view.
Explain how diversity relativizes all stories.
What were the questions that led to the emergence of the great world religions?
Highlight how postmodernity differs from modernity, according to this text.
Explain the significance and meaning behind a typical ritual such as a Passover seder.
Explain how myth and ritual “bind” individuals.
Explain how a religion can be called a religion if it does not have a belief in God.
Discuss the significance of “story” to all religions.
Discuss how indigenous peoples viewed their identity.
Discuss the implications of the terms “ primitive,” “tribal,” and “indigenous.”
Why did a well-known scholar of comparative religions call our species
Homo religiosus
?
Discuss the concerns that the Venus figurines most likely represented and how those matters could affect the group.
List and briefly discuss the three main uses of totems in indigenous societies.
List and briefly discuss three common characteristics of shamans around the world.
Discuss the significance of the ending of the nationwide Ghost Dance movement in 1890.
Explain how shamans still remain critical figures in leading their societies in facing the crisis of modernity.
Discuss the meaning of “ White shamans.”
Discuss some features of the principle of
axis mundi
.
.
The fourth week of class covers ancient civilizations in what Bent.docx
The fourth week of class covers ancient civilizations in what Bentley and Ziegler call the classical period, between 500 B.C. (B.C.E.) and 500 A.D. (C.E.) in the Fertile Crescent, China, and India. We will also see glimpses of Greece and the Hellenistic era to come.
Please answer at least ONE of the following questions. Remember to answer as completely as possible, and explain using specific facts, events, and other points. Organize the answers and produce well-written efforts. Work to develop the answer beyond basic facts by explaining points fully. As a short cut, you may cite the text as "Bentley and Ziegler, page number" (e.g., Bentley and Ziegler, 108) . Other sources should be cited fully using the University of Chicago Style (Turabian). When in doubt, cite and reference completely.
1. Discuss the development of the Persian Empire and the dynasties that ruled it for a thousand years, noting important rulers and advances. How did the empire’s size lead to administrative changes to allow for a successful central government? Explain. Discuss the impact of war, the economy, and other matters on its society.
2. Why might it be said that Persia represents a bridge between the ancient Mesopotamian and Egyptian past and the Greek Hellenistic future? Explain this, citing examples, concentrating on events until the appearance of the Parthian Empire (which became the main organized state competitor to the Hellenized Roman Empire).
3. How did the Period of the Warring States give way to the unification of China under the Qin (Ch’in) and Han Dynasties? Explain the rise and sudden collapse of the Qin Empire? What happened? How did the Han institutionalize Qin practices and avoid its overreaches? Explain. How do the Xiongnu and other steppe nomads affect China and its stability? Discuss.
4. Why is order so important to China and the people living there? Discuss in the context of the politics and the state, the family and society, and the roles of individuals there. Why might it be said that the state is the family writ large in Chinese society? Explain.
5. Why is it said that the Persian and Greek imperial efforts assisted in the development of Indian political organization in the classical period? Explain, citing examples. How did the Mauryan and Gauptan states develop? Who and what was done? Explain.
6. How did Jainism, Buddhism, and Hinduism develop in classical Indian society? Explain the persons, ideas, and works behind these. How did they affect Indian society and its development.
7. Questions of religious salvation seem to have come into focus starting in the sixth century B.C. (BCE) in Persia and India. Who was involved and what religions originated in this period? Compare and contrast these. How did state or political power help or hinder the expansion of these religions? Explain.
8. Unlike developments in Persia and India, no salvation-oriented religions developed in China during the classical period, but significant ethical, moral, so ...
A Muslim Response To The Christian Theology Of Religions
Essay Writing Service
http://StudyHub.vip/A-Muslim-Response-To-The-Christian-Theo 👈
University of Phoenix MaterialDaoism, Confucianism, and Shinto.docx
University of Phoenix Material
Daoism, Confucianism, and Shinto Summary
Complete
all three parts of the assignment.
Use
Experiencing the World’s Religions
and other sources in your research as you respond.
Daoism
Write
a 75-word response for each of the following questions:
1.
Describe the principles of
yang
and
yin
.
2.
The main scripture in Daoism is the Daodejing (Tao Te Ching). What is the history and importance of this text for the tradition?
3.
How are Daoist ideals expressed through art? Offer several examples.
4.
What challenges does Daoism face in the modern world?
5.
Explain a situation to which following the Daoist principle of wu wei might be beneficial to you or others. In what situation might following the principle of wu wei be harmful in some way?
Confucianism
Write
a 175- to 350-word summary on Confucianism that addresses the following topics:
·
What are the Five Great Relationships?
·
How is the morally upright
p
erson to act?
·
What is the role of Confucianism in Chinese culture and society today?
Shinto
Write
a 175- to 350-word summary of Shinto practices that still exist today.
References:
...
Term Paper Guidelines It should be 8 pages long.This i.docx
Term Paper Guidelines
It should be 8 pages long.
This is a research paper, so you should be sure to include a works cited page.
The best term paper project to work on is one that excites and interests you.
Below is a list of suggested topics; you may choose from this list or come up with a topic on your own.
This is a research paper. You should cite at least three non-internet sources (books, academic journals, encyclopedias).
Citing internet sources is allowed, but don’t confine yourself to these. Try to find sources that have been prepared for
publication in a peer reviewed setting.
Monasticism: its nature and its place as a path to sanctity in Christianity.
Prayer: its purpose, the ways it is practiced, and its role in everyday life.
The Sacred: how it is conceived and experienced in different religious traditions
Mysticism: its nature and the different forms it takes.
Art: the role it plays in developing religious feeling and tradition. (e.g.: Eastern Orthodox icons)
Symbols: their origin and meaning in different religious traditions.
Authority over tradition: how it is established, and the role it plays in different religious traditions.
Saintliness: how human piety and sanctity are conceived and recognized.
Salvation: how it is conceived and how an individual achieves it.
Sacred Law: how it is established and the role in plays in religious life.
Prophecy and Revelation: their nature and the role they play in religious traditions.
Science and Secularism: how have religious traditions reacted to these modern movements?
Music: the role it plays in worship.
Diet: the role played by dietary restrictions in a religious life.
Sin: how it is conceived and overcome in the monotheistic traditions.
Caring for the community: the role Rabbis, Priests or Ministers, and Imams play in community life
Cults: their relationship to mainstream religious traditions.
Architecture: how the design of sacred space reflects different religious beliefs.
Sexuality and gender roles in religious traditions.
Miracles: their significance in the monotheistic traditions.
Reform of traditions: how this arises and how it transforms religious traditions and communities.
War: the attitudes taken by religious traditions towards conflict and violence.
God: how the divine is conceived and worshipped in different religious traditions.
Fundamentalism in the monotheistic traditions: what it means and how it is expressed.
These figures might make interesting subjects for biographical papers:
Abraham Malcolm X Martin Luther King St. Paul
King David Mother Theresa Ibn Arabi Elie Wiesel
Martin Luther Saladin The Baal Shem Tov Rumi
...
Review the articles, Women and Financialization Microcredit, Inst.docx
Review the articles, Women and Financialization: Microcredit, Institutional Investors, and MFIs, by Girón (2015), and Microcredit: from Hope to Scepticism to Modest Hope, by Berlage and Jasrotia (2015), which are required reading for this week. Respond to the following:
· Define microloans and determine how microloans can be utilized effectively to promote growth and development in a country?
· Specifically, what strategy would you propose to raise the effectiveness of microloans?
Major Paper #1
Worth 10% of final grade. Will be graded on a 40 point scale
Due by the start of class, Friday, February 9. Submitted as a hard copy AND online.
You have now carefully read and discussed the following readings: William Portier, Ch. 1 “The Great Questions” and Ch. 3, “Religion” from Tradition and Incarnation; Steven Prothero, Introduction from God Is Not One; and the Vatican II document, Nostra Aetate. In this first written reflection, you are going to bring these various perspectives into dialogue.
This assignment must take the form of a paper. The length should be at least 2-3 pages but no longer than 5 pages. The paper must be typed, using Times Roman 12 pt font, double spaces, one inch margins. It should be submitted as a hard copy in class on the due date and be submitted to Turn-it-in via Isidore.
The paper must address the following questions/prompts and be clearly based on the material covered thus far in class. You may need more than one paragraph to answer each part adequately. Cite all sources accurately.
Before you write, think about how each source (William Portier, Stephen Prothero, and the Catholic Church) understands “religion” (the purposes, starting points, and definitions of religion, etc…)
The paper itself with address the following four questions:
First, what are some of the most important similarities between how each of our sources understand religion? (Its purposes, starting points, definition, etc…)
Second, what are some of the most significant differences between our sources’ understandings about religion?
Third, given these similarities and differences, describe two possible approaches one might take to the study of religion. For each approach, describe what one might learn about religion from that approach. The approaches may be taken directly from a reading as long as you cite your source and are able to say why that approach makes sense. You are encouraged to offer an approach that combines what is found in the readings.
Fourth, what questions does thinking about these various perspectives on religion and approaches to the study of religion raise that require further study.
Grading criteria
1. Use of Sources: Inclusion of all four readings, accurate accounts of the content of each reading, and the proper citation of your sources. This is not a research paper. You should not need any additional sources beyond what we have read in class.
2. Content: Responses to each of the questions/prompts that demonstrat ...
number 1answer this in a paragraphShare the findings of your DiS.docx
number 1
answer this in a paragraph
Share the findings of your DiSC assessment. How can you integrate and relate to individuals with different personality and leadership styles? Include some specific examples.
number 2
reply to this persons post
Having not taken a test like this in quite some time, I was anxious to see how the 10 years in a management role may have affected my results.
The assessment showed I have a blend of both Dominant and Inspiring traits. My Dominant traits are probably a little stronger than my Inspiring traits. Some words that describe me are: Directive, Decisive, Driven and Interactive. I am task-oriented, and probably get a great deal done. I probably like problem solving and getting results. I am comfortable interacting with others to make things happen.
These results describe me to a T. In my former role, I managed a group of 12 people who supported the efforts of a National Accounts sales team for a large packaging company. We supported a sales portfolio of almost $2billion and dealt with multiple priorities and deadlines almost daily.
I come from a very small town mid-westerner background (high school graduating class of 98 -- that's people, not the year), so I can communicate with people from all walks of life. I was the only person in the office who knew the cleaning crew by name, yet the CEO knew mine. My dad was an iron worker and my mom a homemaker, but they owned several small businesses when I was growing up, so I guess I get my business sense from being raised in that type of environment.
I'm intrigued by what makes people "tick" and I think that helps me interact with people with other leadership styles. My style is very direct (obviously), but I have had the most success leading and managing people because I treat people how I want to be treated and I don't expect anyone to do anything I wouldn't do.
My leadership style served me well for 10 years after which time the company I worked for was bought by another company. The new company had different business philosophies, which included all employees being in Atlanta, with less experience, working for less money, so my department and I were laid off.
I am employed again, but not in a management role, and I struggle with the management and leaders as their style is quite different from mine and my prior boss. I have never encountered so many people who are miserable at their job, so I'm anxious to see what I can learn from this course.............jane
number 3
answer in a paragraph
Define the term "dominant culture", and in your own words give an example of an aspect of dominant culture in current American society. How does this feature of dominant culture function within our society? How did it function during the postwar era in the United States? What are some of the values or mores present within this aspect of dominant culture?
number 4
reply to post
I view dominant culture as being the "popular" thoughts of usually the majo.
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1Are you a born leader If yes, provide examples of how y.docx
number 1
Are you a born leader? If yes, provide examples of how you would prove it. If no, where are you short? Are you more comfortable as a leader or a follower? Why?
number 2
reply to this
I am not a born leader. I fall short to the take charge attitude of dominance. I do not have a dominating presence and I tend to shy away from being the center of attention. I would rather be someone's right hand man. I am the Robin to Batman or the Louis Lane to Superman. However, I strive on being a supportive follower that works hard, has a positive attitude, and is the support system for the leader. I have never sight out a leadership position, but I enjoy doing work that carries great importance and helps out the organization.
The readings this week and last week makes me think about the different aspects of my personality and some of the qualities that are considered leadership. According to our readings, "Leadership is realized in the process of influencing the activities of an organized group toward goal achievement" (Yukl, 2006, P.3). Even though a person is not in a direct leadership position or prefers to stay out of the lime light, they can still influence people by their attitudes, work ethic, and loyalty to the company. It does not take a person to be in a leadership position to show leadership qualities.
In conclusion, I am not a born leader, but I show certain qualities that reflect leadership. I would rather be someone's sidekick and help them guide and influence the organization to success. Dominance is not a strength of mine and because of that I find it hard to take charge and be the boss.
References
Yukl, G. (2006) Leadership in Organizations, sixth edition. Retrieved on February 25, 2014 from
http://www.coursesmart.com/C090030010667/firstsection
number 3
When is participative leadership most likely to be effective? When not? Provide an example of when you've seen participative leadership in your experience be effective or ineffective.
number 4 reply to this
Participative leadership involves efforts by a leader to encourage and facilitate participation by others in making important decisions" (Yukl, 2006, p. 82). I think participative leadership is important because it involves an entire team, and it shows the value of others ideas and creates leadership opportunities. I think this type of leadership is most effective when there has been a steady track record of the leader following through with the thoughts of others. When a leader truly wants what is best for the company, and they can see beyond themselves. Participative leadership can effective as well as ineffective.
An effective example of participative leadership would be an employee owned company or volunteer projects. When a company is employee owned, all employees want what is best and so its important to listen to everyone and the leader to do what is best for the company. Another effective example would be volunteer projects such as .
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1answer this one in a pargraphAlthough you may not be.docx
number 1
answer this one in a pargraph
Although you may not be a formal manager, you have opportunities to be a leader, even for a short time, as part of a team or as an individual.
In your current role how do you consider yourself a leader? What leadership theories best fit you as a leader? Which theories best fit you when you are leading and when you are a follower? Are the theories the same at all times? Why or why not?
number 2
reply to this one based on the above question
Right now I am a stay at home mother, so that is currently my leadership role. I am a leader to my son and because I am a parent, I see myself as being strong and authoritative, when it comes to the “leadership role” of being a mother.
I think the leadership theories that best fit me would be:
Situational
and
Transformational
.
I feel as though one of my greatest strengths is being able to adapt to new situations very easily. I can also adapt how I am, to each individual that I am with to best suit what is needed for them to strive at their respective position.
I also like to lead by example and am confident and optimistic in my decisions. When I have a goal that needs to be set, I stand by it and believe the outcome will come with hard work and the right goal setting.
The theory that best fits me as a follower would probably have to be
The Charismatic Leader
. I would like to have a leader that is going to be sympathetic + understanding to problems that occur in the workforce. Having a leader that is willing to make sacrificies for the best of the company and is confident is also very important.
I don’t believe that all of the Theories are the same. I believe that they all have the same basic approach, which is to lead a team, but the strategies behind each Theory is different.
number 3
below is 5 emails i sent out for pretend you will reply to each email as that person i wrote to. When you reply you will reply with feedback of my leadership style. When you do reply make sure all of the replys are very good about me.
Email 1.
Dear Samson Kollock
RE: INVITATION FOR A FEEDBACK ON PERSONAL BEHAVIOUR AND STYLE
I hope you are fine and in good health. I am writing this letter to provoke feedback from you concerning my personal behavioral style. I currently undertook a disc assessment so as to know my behaviors. As you may have heard, the assessment categorizes all individuals into four subsets of behavior.
The four subsets are namely: Dominance, influence, steadiness and conscientiousness.
Accordingly, the results implied that I am a person who places emphasis in accomplishing results. The results dictate that my behaviors are: I consist of seeing a big picture. I am blunt. I accept challenges and I get straight to the point. To make the results more reliable, I am requesting you to kindly let me know the kind of a person that I am. Kindly use the descriptive words that are mainly used to describe individuals in, accordance with the Disc assessment.
Nr QuestionMarkDiscuss the three main environments that make.docx
Nr: Question:
Mark:
Discuss the three main environments that make up the management environment.
Your discussion should include:
All the variables that make up each environment.
9.
20
The level of control that the manager has over each environment.
The influences that these environments had on South African managers in the
past 5 years.
10. Explain the main reasons why people generally resist change 10
Explain the main features of each of the five stages in group and team development.
11.
Also indicate what the main role of the team or group leader would be during each
20
stage.
12. Discuss five of the characteristics of good corporate governance that were identified
10
by the King II report.
Discuss the importance of the organising function in the management process. Refer
13.
to the necessity of organising to make the other management functions work
10
effectively.
Discuss the challenges for management in each of the following features of the ‘new
organisation’:
a. Operating in a global economy
b. Virtual organisations
14.
15
c. Flatter and leaner organisational structures
d. Flexibility
e. Workforce diversity
Illustrate how the management functions vary between the different levels of
management in terms of the responsibilities, competencies and roles of managers on
these levels. Use the following format for your illustration:
Top Middle Low
Planning
15.
15
Organising
Leading
Controlling
.
nron Corporation was launched in 1985, with the merger of Houston Na.docx
nron Corporation was launched in 1985, with the merger of Houston Natural Gas and InterNorth, a Nebraska company. In 1990, Enron—which was just a natural gas transportation company at the time—started a new division to trade natural gas. The company went from being a “stodgy” gas pipeline company to being a “world-class” company overnight. Enron soon became a $55 billion empire, trading gas, electricity, minerals, water, paper and broadband capacity.
A critical part of Enron’s success was the company’s employee value proposition (EVP). The EVP focused on Enron as a dealmaker and was designed to attract the top talent the company needed to continue to move it forward. The EVP provided employees with the opportunity to do something “big” and to change how business was done in other industries. Jobs were restructured to give employees a lot of elbow room and headroom. Traditional gas pipeline employees were not the employees needed for this new, never-before-tried venture. Internal job movements at Enron were an important part of the EVP. Managers were strongly encouraged to allow employees to move within the company. The goal was to not hold anyone back. When the Global Broadband unit was launched, 100 top performers from around the company were brought together in Houston. By the end of the day, 50 had been recruited for the new project. Overall, the recruiting strategy focusing on internal recruitment paid off. The business continued to grow and attract entrepreneurial employees.
The company that thought it had nowhere to go but up came crashing down in 2001, when it was charged with illegal activities. By 2004, Enron’s corporate officers faced numerous charges of wrongdoing, and the company was a shell of its former self. Managers were charged with manufacturing profits, hiding debt, and bullying Wall Street to buy into its questionable accounting and investment practices. An extensive amount of downsizing had occurred, and many employees had lost all of their retirement savings after Enron’s stock collapsed. Faced with bankruptcy and a sullied reputation, the company struggled to continue but finally made the decision to cease to exist once all litigation concludes.
At one time, Enron’s recruiting efforts were described as a model for other employers. Enron portrayed itself as an exciting company with lots of growth opportunity—a firm in which employees experienced a great deal of autonomy and responsibility.
DISCUSSION QUESTIONS
1.
Enron did a lot of things right from a recruiting standpoint. Discuss its recruiting strategy and why it worked.
2.
Do you think that Enron’s overall recruitment EVP and strategy played any role in the problems that resulted at Enron? If so, what and how?
3.
Discuss why it’s important to create a recruiting message that’s attractive but that doesn’t “oversell” the company.
4.
Assume that in a few years Enron decides to reconstitute itself in some form. Develop a recruiting strategy that the c.
Now that you have your GUI operational, it is time to take the appli.docx
Now that you have your GUI operational, it is time to take the application a step further. Management would like you to write the entered data into a file. They intend to use an application to read this file, evaluate the entered data, and display results. These results will help management to make decisions on sales force direction and expansion. Each time the ENTER button is pressed, the entered sales representative’s data will be written out to a file. A new button, EVALUATE will be added that reads in the sales representative’s data file after it has been created.
Design Requirements:
You must use pseudocode to design your algorithm for the ENTER button functionality.These design artifacts (pseudocode) will be inserted into a design document to be reviewed by your classmates and submitted with the final application for the final task.
Application Requirements:
Expand your Swing application to write the entered data out to a text file. Instead of displaying the data in the jTextArea when ENTER is pressed, change this functionality so that the data is written to a file. Name the output file salesrep.txt. Each time the ENTER button is pressed, the data will be written to the file. Write the data in the following format to a text file, using white spaces as the delimiter. Include the categories (SUPPLIES, BOOKS, PAPER) in your file to label the dollar amount sold for each category. The sales district entered should be converted to upper case (NORTH, SOUTH, EAST, WEST). Independent line separators should be used in the output file. Code for the ENTER button should be well commented.
Format of your file:
salesRepID firstName lastName SUPPLIES totalAmountSuppliesSold BOOKS totalAmountBooksSold PAPER totalAmountPaperSold district contactMeans
Example output file contents:
1001 Jennifer Ward SUPPLIES 2140.20 BOOKS 5200.10 PAPER 455.23 NORTH Phone
1003 Athena Andrews SUPPLIES 5155.55 BOOKS 6300.50 PAPER 223.25 SOUTH Email
Each time the ENTER button is pressed, the application should append a new line to the file. When the application starts, the file should be opened for appending. This file is to keep a running history of the entered data
.
More Related Content
Similar to NO REFRENCES, Explain as much as you can 1) Discuss the relati.docx
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research Article
Journal of Global Buddhism 11 (2010): 1-25
Two Buddhisms, Three Buddhisms, and
Racism
Wakoh Shannon Hickey, Ph.D.
Assistant Professor of Religion, Alfred University
Division of Human Studies
Kanakadea Hall, 1 Saxon Drive
Alfred, New York 14802
[email protected]
ISSN 1527-6457
Copyright Notice: This work is licensed under Creative Commons.
Copies of this work may be made and distributed non-commercially
provided attribution is given to the original source and no alteration is
made to the content.
For the full terms of the license:
http://creativecommons.org/licenses/by-nc-nd/3.0
All enquiries to: http://www.globalbuddhism.org
Journal of Global Buddhism Vol. 11 (2010): 1-25
R e s e a r c h A r t i c l e
Two Buddhisms, Three Buddhisms, and Racism
Wakoh Shannon Hickey
Abstract
Over the past several decades, observers of American Buddhism have created numerous typologies to
describe different categories of Buddhists in the United States. These taxonomies use different criteria
to categorize groups: style of practice, degree of institutional stability, mode of transmission to the U.S.,
ethnicity, etc. Each reveals some features of American Buddhism and obscures others. None accounts
adequately for hybrids or for long-term changes within categories. Most include a divide between
convert Buddhists, characterized as predominantly Caucasian, and “heritage” or “ethnic” Buddhists,
characterized as Asian immigrants and refugees, as well as their descendants. This article examines
several typologies, and considers two dynamics: the effects of white racism on the development of
American Buddhist communities; and the effects of unconscious white privilege in scholarly discourse
about these communities. It critiques “ethnic” categories and proposes other ways to conceptualize the
diverse forms of Buddhism outside Asia.
or several summers I have taught a class in Berkeley on Buddhism in the United States,
which alternates between classroom sessions and visits to various Buddhist
communities. It gives students a chance to experience for themselves the incredible
diversity of Buddhist traditions. In just the three adjoining towns of Berkeley, Oakland, and
Emeryville, the class has many options: Jōdo Shinshu, at least three varieties of American Zen,
two kinds of Korean Zen, Japanese Sōtō-shū, Thai Theravāda, Vipassanā, Nyingma,
Shambhala, Sōka Gakkai, and Ch’an. For the past three decades, scholars have been trying to
make sense of this dizzying variety nationwide.
A number of scholars have tried to create some clarity by developing taxonomies and sorting
Buddhist groups into them. This paper will mention a dozen examples. Typically, the
taxonomies divide Buddhist groups and practitioners into two or three major categories. The
criteria vary. Some focus on styles of religious practice; others on the religious identity of
members or the mode by which a tradition was transmitted from Asia to the U.S. Several
make a distinction .
Dear students,Please answer any two questions here under th.docx
Dear students,
Please answer
any two
questions here under this thread. Please use the textbook as much as possible in your answers since I will be grading your contributions with your use of the textbook in mind.
Please respond to each other's answers. If possible, provide examples from your personal experience.
Briefly describe several ways in which the emergence of urbanization affected community life.
Describe the crisis that the loss of primal collective life brought about.
Explain why you would find it hard to study and understand primal religions and some religious traditions today if you only looked at them from an exclusively monotheistic point of view.
Explain how diversity relativizes all stories.
What were the questions that led to the emergence of the great world religions?
Highlight how postmodernity differs from modernity, according to this text.
Explain the significance and meaning behind a typical ritual such as a Passover seder.
Explain how myth and ritual “bind” individuals.
Explain how a religion can be called a religion if it does not have a belief in God.
Discuss the significance of “story” to all religions.
Discuss how indigenous peoples viewed their identity.
Discuss the implications of the terms “ primitive,” “tribal,” and “indigenous.”
Why did a well-known scholar of comparative religions call our species
Homo religiosus
?
Discuss the concerns that the Venus figurines most likely represented and how those matters could affect the group.
List and briefly discuss the three main uses of totems in indigenous societies.
List and briefly discuss three common characteristics of shamans around the world.
Discuss the significance of the ending of the nationwide Ghost Dance movement in 1890.
Explain how shamans still remain critical figures in leading their societies in facing the crisis of modernity.
Discuss the meaning of “ White shamans.”
Discuss some features of the principle of
axis mundi
.
.
The fourth week of class covers ancient civilizations in what Bent.docx
The fourth week of class covers ancient civilizations in what Bentley and Ziegler call the classical period, between 500 B.C. (B.C.E.) and 500 A.D. (C.E.) in the Fertile Crescent, China, and India. We will also see glimpses of Greece and the Hellenistic era to come.
Please answer at least ONE of the following questions. Remember to answer as completely as possible, and explain using specific facts, events, and other points. Organize the answers and produce well-written efforts. Work to develop the answer beyond basic facts by explaining points fully. As a short cut, you may cite the text as "Bentley and Ziegler, page number" (e.g., Bentley and Ziegler, 108) . Other sources should be cited fully using the University of Chicago Style (Turabian). When in doubt, cite and reference completely.
1. Discuss the development of the Persian Empire and the dynasties that ruled it for a thousand years, noting important rulers and advances. How did the empire’s size lead to administrative changes to allow for a successful central government? Explain. Discuss the impact of war, the economy, and other matters on its society.
2. Why might it be said that Persia represents a bridge between the ancient Mesopotamian and Egyptian past and the Greek Hellenistic future? Explain this, citing examples, concentrating on events until the appearance of the Parthian Empire (which became the main organized state competitor to the Hellenized Roman Empire).
3. How did the Period of the Warring States give way to the unification of China under the Qin (Ch’in) and Han Dynasties? Explain the rise and sudden collapse of the Qin Empire? What happened? How did the Han institutionalize Qin practices and avoid its overreaches? Explain. How do the Xiongnu and other steppe nomads affect China and its stability? Discuss.
4. Why is order so important to China and the people living there? Discuss in the context of the politics and the state, the family and society, and the roles of individuals there. Why might it be said that the state is the family writ large in Chinese society? Explain.
5. Why is it said that the Persian and Greek imperial efforts assisted in the development of Indian political organization in the classical period? Explain, citing examples. How did the Mauryan and Gauptan states develop? Who and what was done? Explain.
6. How did Jainism, Buddhism, and Hinduism develop in classical Indian society? Explain the persons, ideas, and works behind these. How did they affect Indian society and its development.
7. Questions of religious salvation seem to have come into focus starting in the sixth century B.C. (BCE) in Persia and India. Who was involved and what religions originated in this period? Compare and contrast these. How did state or political power help or hinder the expansion of these religions? Explain.
8. Unlike developments in Persia and India, no salvation-oriented religions developed in China during the classical period, but significant ethical, moral, so ...
A Muslim Response To The Christian Theology Of Religions
Essay Writing Service
http://StudyHub.vip/A-Muslim-Response-To-The-Christian-Theo 👈
University of Phoenix MaterialDaoism, Confucianism, and Shinto.docx
University of Phoenix Material
Daoism, Confucianism, and Shinto Summary
Complete
all three parts of the assignment.
Use
Experiencing the World’s Religions
and other sources in your research as you respond.
Daoism
Write
a 75-word response for each of the following questions:
1.
Describe the principles of
yang
and
yin
.
2.
The main scripture in Daoism is the Daodejing (Tao Te Ching). What is the history and importance of this text for the tradition?
3.
How are Daoist ideals expressed through art? Offer several examples.
4.
What challenges does Daoism face in the modern world?
5.
Explain a situation to which following the Daoist principle of wu wei might be beneficial to you or others. In what situation might following the principle of wu wei be harmful in some way?
Confucianism
Write
a 175- to 350-word summary on Confucianism that addresses the following topics:
·
What are the Five Great Relationships?
·
How is the morally upright
p
erson to act?
·
What is the role of Confucianism in Chinese culture and society today?
Shinto
Write
a 175- to 350-word summary of Shinto practices that still exist today.
References:
...
Term Paper Guidelines It should be 8 pages long.This i.docx
Term Paper Guidelines
It should be 8 pages long.
This is a research paper, so you should be sure to include a works cited page.
The best term paper project to work on is one that excites and interests you.
Below is a list of suggested topics; you may choose from this list or come up with a topic on your own.
This is a research paper. You should cite at least three non-internet sources (books, academic journals, encyclopedias).
Citing internet sources is allowed, but don’t confine yourself to these. Try to find sources that have been prepared for
publication in a peer reviewed setting.
Monasticism: its nature and its place as a path to sanctity in Christianity.
Prayer: its purpose, the ways it is practiced, and its role in everyday life.
The Sacred: how it is conceived and experienced in different religious traditions
Mysticism: its nature and the different forms it takes.
Art: the role it plays in developing religious feeling and tradition. (e.g.: Eastern Orthodox icons)
Symbols: their origin and meaning in different religious traditions.
Authority over tradition: how it is established, and the role it plays in different religious traditions.
Saintliness: how human piety and sanctity are conceived and recognized.
Salvation: how it is conceived and how an individual achieves it.
Sacred Law: how it is established and the role in plays in religious life.
Prophecy and Revelation: their nature and the role they play in religious traditions.
Science and Secularism: how have religious traditions reacted to these modern movements?
Music: the role it plays in worship.
Diet: the role played by dietary restrictions in a religious life.
Sin: how it is conceived and overcome in the monotheistic traditions.
Caring for the community: the role Rabbis, Priests or Ministers, and Imams play in community life
Cults: their relationship to mainstream religious traditions.
Architecture: how the design of sacred space reflects different religious beliefs.
Sexuality and gender roles in religious traditions.
Miracles: their significance in the monotheistic traditions.
Reform of traditions: how this arises and how it transforms religious traditions and communities.
War: the attitudes taken by religious traditions towards conflict and violence.
God: how the divine is conceived and worshipped in different religious traditions.
Fundamentalism in the monotheistic traditions: what it means and how it is expressed.
These figures might make interesting subjects for biographical papers:
Abraham Malcolm X Martin Luther King St. Paul
King David Mother Theresa Ibn Arabi Elie Wiesel
Martin Luther Saladin The Baal Shem Tov Rumi
...
Review the articles, Women and Financialization Microcredit, Inst.docx
Review the articles, Women and Financialization: Microcredit, Institutional Investors, and MFIs, by Girón (2015), and Microcredit: from Hope to Scepticism to Modest Hope, by Berlage and Jasrotia (2015), which are required reading for this week. Respond to the following:
· Define microloans and determine how microloans can be utilized effectively to promote growth and development in a country?
· Specifically, what strategy would you propose to raise the effectiveness of microloans?
Major Paper #1
Worth 10% of final grade. Will be graded on a 40 point scale
Due by the start of class, Friday, February 9. Submitted as a hard copy AND online.
You have now carefully read and discussed the following readings: William Portier, Ch. 1 “The Great Questions” and Ch. 3, “Religion” from Tradition and Incarnation; Steven Prothero, Introduction from God Is Not One; and the Vatican II document, Nostra Aetate. In this first written reflection, you are going to bring these various perspectives into dialogue.
This assignment must take the form of a paper. The length should be at least 2-3 pages but no longer than 5 pages. The paper must be typed, using Times Roman 12 pt font, double spaces, one inch margins. It should be submitted as a hard copy in class on the due date and be submitted to Turn-it-in via Isidore.
The paper must address the following questions/prompts and be clearly based on the material covered thus far in class. You may need more than one paragraph to answer each part adequately. Cite all sources accurately.
Before you write, think about how each source (William Portier, Stephen Prothero, and the Catholic Church) understands “religion” (the purposes, starting points, and definitions of religion, etc…)
The paper itself with address the following four questions:
First, what are some of the most important similarities between how each of our sources understand religion? (Its purposes, starting points, definition, etc…)
Second, what are some of the most significant differences between our sources’ understandings about religion?
Third, given these similarities and differences, describe two possible approaches one might take to the study of religion. For each approach, describe what one might learn about religion from that approach. The approaches may be taken directly from a reading as long as you cite your source and are able to say why that approach makes sense. You are encouraged to offer an approach that combines what is found in the readings.
Fourth, what questions does thinking about these various perspectives on religion and approaches to the study of religion raise that require further study.
Grading criteria
1. Use of Sources: Inclusion of all four readings, accurate accounts of the content of each reading, and the proper citation of your sources. This is not a research paper. You should not need any additional sources beyond what we have read in class.
2. Content: Responses to each of the questions/prompts that demonstrat ...
Similar to NO REFRENCES, Explain as much as you can 1) Discuss the relati.docx (14)
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Research ArticleJournal of Global Buddhism 11 (2010) 1-25.docx
Dear students,Please answer any two questions here under th.docx
Dear students,Please answer any two questions here under th.docx
The fourth week of class covers ancient civilizations in what Bent.docx
The fourth week of class covers ancient civilizations in what Bent.docx
A Muslim Response To The Christian Theology Of Religions
A Muslim Response To The Christian Theology Of Religions
University of Phoenix MaterialDaoism, Confucianism, and Shinto.docx
University of Phoenix MaterialDaoism, Confucianism, and Shinto.docx
Term Paper Guidelines It should be 8 pages long.This i.docx
Term Paper Guidelines It should be 8 pages long.This i.docx
Review the articles, Women and Financialization Microcredit, Inst.docx
Review the articles, Women and Financialization Microcredit, Inst.docx
More from abhi353063
number 1answer this in a paragraphShare the findings of your DiS.docx
number 1
answer this in a paragraph
Share the findings of your DiSC assessment. How can you integrate and relate to individuals with different personality and leadership styles? Include some specific examples.
number 2
reply to this persons post
Having not taken a test like this in quite some time, I was anxious to see how the 10 years in a management role may have affected my results.
The assessment showed I have a blend of both Dominant and Inspiring traits. My Dominant traits are probably a little stronger than my Inspiring traits. Some words that describe me are: Directive, Decisive, Driven and Interactive. I am task-oriented, and probably get a great deal done. I probably like problem solving and getting results. I am comfortable interacting with others to make things happen.
These results describe me to a T. In my former role, I managed a group of 12 people who supported the efforts of a National Accounts sales team for a large packaging company. We supported a sales portfolio of almost $2billion and dealt with multiple priorities and deadlines almost daily.
I come from a very small town mid-westerner background (high school graduating class of 98 -- that's people, not the year), so I can communicate with people from all walks of life. I was the only person in the office who knew the cleaning crew by name, yet the CEO knew mine. My dad was an iron worker and my mom a homemaker, but they owned several small businesses when I was growing up, so I guess I get my business sense from being raised in that type of environment.
I'm intrigued by what makes people "tick" and I think that helps me interact with people with other leadership styles. My style is very direct (obviously), but I have had the most success leading and managing people because I treat people how I want to be treated and I don't expect anyone to do anything I wouldn't do.
My leadership style served me well for 10 years after which time the company I worked for was bought by another company. The new company had different business philosophies, which included all employees being in Atlanta, with less experience, working for less money, so my department and I were laid off.
I am employed again, but not in a management role, and I struggle with the management and leaders as their style is quite different from mine and my prior boss. I have never encountered so many people who are miserable at their job, so I'm anxious to see what I can learn from this course.............jane
number 3
answer in a paragraph
Define the term "dominant culture", and in your own words give an example of an aspect of dominant culture in current American society. How does this feature of dominant culture function within our society? How did it function during the postwar era in the United States? What are some of the values or mores present within this aspect of dominant culture?
number 4
reply to post
I view dominant culture as being the "popular" thoughts of usually the majo.
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1Are you a born leader If yes, provide examples of how y.docx
number 1
Are you a born leader? If yes, provide examples of how you would prove it. If no, where are you short? Are you more comfortable as a leader or a follower? Why?
number 2
reply to this
I am not a born leader. I fall short to the take charge attitude of dominance. I do not have a dominating presence and I tend to shy away from being the center of attention. I would rather be someone's right hand man. I am the Robin to Batman or the Louis Lane to Superman. However, I strive on being a supportive follower that works hard, has a positive attitude, and is the support system for the leader. I have never sight out a leadership position, but I enjoy doing work that carries great importance and helps out the organization.
The readings this week and last week makes me think about the different aspects of my personality and some of the qualities that are considered leadership. According to our readings, "Leadership is realized in the process of influencing the activities of an organized group toward goal achievement" (Yukl, 2006, P.3). Even though a person is not in a direct leadership position or prefers to stay out of the lime light, they can still influence people by their attitudes, work ethic, and loyalty to the company. It does not take a person to be in a leadership position to show leadership qualities.
In conclusion, I am not a born leader, but I show certain qualities that reflect leadership. I would rather be someone's sidekick and help them guide and influence the organization to success. Dominance is not a strength of mine and because of that I find it hard to take charge and be the boss.
References
Yukl, G. (2006) Leadership in Organizations, sixth edition. Retrieved on February 25, 2014 from
http://www.coursesmart.com/C090030010667/firstsection
number 3
When is participative leadership most likely to be effective? When not? Provide an example of when you've seen participative leadership in your experience be effective or ineffective.
number 4 reply to this
Participative leadership involves efforts by a leader to encourage and facilitate participation by others in making important decisions" (Yukl, 2006, p. 82). I think participative leadership is important because it involves an entire team, and it shows the value of others ideas and creates leadership opportunities. I think this type of leadership is most effective when there has been a steady track record of the leader following through with the thoughts of others. When a leader truly wants what is best for the company, and they can see beyond themselves. Participative leadership can effective as well as ineffective.
An effective example of participative leadership would be an employee owned company or volunteer projects. When a company is employee owned, all employees want what is best and so its important to listen to everyone and the leader to do what is best for the company. Another effective example would be volunteer projects such as .
number 1complete the attached test called the urbulence Tole.docx
number 1
complete the attached test
called the
urbulence Tolerance Test
, and then answer the question:
What are the implications of your 'change tolerance' for you as a leader? As a follower? How does one become more comfortable with change?
number 2 reply to this based on the above question
On the test, I received a 1.54, which apparently seemed to be the average for the MBA students. I feel that I am actually quite tolerant to change in my current position as a manager. I have to be open to changes on a daily basis because it is a way of life in the corporate environment. As Yukl states, "Relevant competencies identified in more recent research include emotional intelligence, social intelligence, systems thinking, and the ability to learn and adapt to change" (2006, pg. 209). It's important to be able to handle change with acceptance and grace, and try to stay positive. That is how I stay comfortable with change in as a leader and follower, look at it in a way that is positive and feel that I will only grow and learn from the situation. If there were no changes, life would be boring. :) Each day is a new adventure so try to see everything as a good thing even if it seems a bit scary.
Yukl, Gary. (2006). Leadership in Organizations (6th ed.). Upper Saddle River, New Jersey : Pearson
number 3
How did the media portray the Vietnam War during the 1970's? How did this affect popular youth culture?
number 4
repy to this based on the above question
The television news industry is a business with a profit motive before it is a public service; consequently, producers and reporters attempt to make the news more entertaining by airing stories that involve conflict, human impact, or morality. Television news did not find material that was dramatic enough until the number of American troops was raised to 175, 000 in July 1965 (Hallin, 1986, p.115). Combat, interviews with American soldiers, and helicopter scenes all provided the television news industry with the drama that it required. The networks set up permanent bureaus in Saigon and sent hundreds of correspondents there throughout the war. From 1965 through the Tet Offensive in 1968, 86 percent of the CBS and NBC nightly news programs covered the war, focusing mostly on ground and air combat (Bonior, Champlin, Kolly, 1984, p.4). This coverage was generally very supportive of U.S involvement in the war and of the soldier himself until 1967. The media labeled the conflict as a "good guys shooting Reds" story so that it could fit into the ongoing saga of the Cold War (Wyatt, 1995, p.81).
In the wake of such death and destruction, it isn’t surprising that peace, love and sexual freedom became the mantra of a new generation. The youth movement challenged authority on all fronts, and authority frequently fought back. As the Sixties unfolded, no institution remained untouched, no belief unchallenged. It was a climatic decade. A dashing young president was shot only two brief years a.
number 1answer this one in a pargraphAlthough you may not be.docx
number 1
answer this one in a pargraph
Although you may not be a formal manager, you have opportunities to be a leader, even for a short time, as part of a team or as an individual.
In your current role how do you consider yourself a leader? What leadership theories best fit you as a leader? Which theories best fit you when you are leading and when you are a follower? Are the theories the same at all times? Why or why not?
number 2
reply to this one based on the above question
Right now I am a stay at home mother, so that is currently my leadership role. I am a leader to my son and because I am a parent, I see myself as being strong and authoritative, when it comes to the “leadership role” of being a mother.
I think the leadership theories that best fit me would be:
Situational
and
Transformational
.
I feel as though one of my greatest strengths is being able to adapt to new situations very easily. I can also adapt how I am, to each individual that I am with to best suit what is needed for them to strive at their respective position.
I also like to lead by example and am confident and optimistic in my decisions. When I have a goal that needs to be set, I stand by it and believe the outcome will come with hard work and the right goal setting.
The theory that best fits me as a follower would probably have to be
The Charismatic Leader
. I would like to have a leader that is going to be sympathetic + understanding to problems that occur in the workforce. Having a leader that is willing to make sacrificies for the best of the company and is confident is also very important.
I don’t believe that all of the Theories are the same. I believe that they all have the same basic approach, which is to lead a team, but the strategies behind each Theory is different.
number 3
below is 5 emails i sent out for pretend you will reply to each email as that person i wrote to. When you reply you will reply with feedback of my leadership style. When you do reply make sure all of the replys are very good about me.
Email 1.
Dear Samson Kollock
RE: INVITATION FOR A FEEDBACK ON PERSONAL BEHAVIOUR AND STYLE
I hope you are fine and in good health. I am writing this letter to provoke feedback from you concerning my personal behavioral style. I currently undertook a disc assessment so as to know my behaviors. As you may have heard, the assessment categorizes all individuals into four subsets of behavior.
The four subsets are namely: Dominance, influence, steadiness and conscientiousness.
Accordingly, the results implied that I am a person who places emphasis in accomplishing results. The results dictate that my behaviors are: I consist of seeing a big picture. I am blunt. I accept challenges and I get straight to the point. To make the results more reliable, I am requesting you to kindly let me know the kind of a person that I am. Kindly use the descriptive words that are mainly used to describe individuals in, accordance with the Disc assessment.
Nr QuestionMarkDiscuss the three main environments that make.docx
Nr: Question:
Mark:
Discuss the three main environments that make up the management environment.
Your discussion should include:
All the variables that make up each environment.
9.
20
The level of control that the manager has over each environment.
The influences that these environments had on South African managers in the
past 5 years.
10. Explain the main reasons why people generally resist change 10
Explain the main features of each of the five stages in group and team development.
11.
Also indicate what the main role of the team or group leader would be during each
20
stage.
12. Discuss five of the characteristics of good corporate governance that were identified
10
by the King II report.
Discuss the importance of the organising function in the management process. Refer
13.
to the necessity of organising to make the other management functions work
10
effectively.
Discuss the challenges for management in each of the following features of the ‘new
organisation’:
a. Operating in a global economy
b. Virtual organisations
14.
15
c. Flatter and leaner organisational structures
d. Flexibility
e. Workforce diversity
Illustrate how the management functions vary between the different levels of
management in terms of the responsibilities, competencies and roles of managers on
these levels. Use the following format for your illustration:
Top Middle Low
Planning
15.
15
Organising
Leading
Controlling
.
nron Corporation was launched in 1985, with the merger of Houston Na.docx
nron Corporation was launched in 1985, with the merger of Houston Natural Gas and InterNorth, a Nebraska company. In 1990, Enron—which was just a natural gas transportation company at the time—started a new division to trade natural gas. The company went from being a “stodgy” gas pipeline company to being a “world-class” company overnight. Enron soon became a $55 billion empire, trading gas, electricity, minerals, water, paper and broadband capacity.
A critical part of Enron’s success was the company’s employee value proposition (EVP). The EVP focused on Enron as a dealmaker and was designed to attract the top talent the company needed to continue to move it forward. The EVP provided employees with the opportunity to do something “big” and to change how business was done in other industries. Jobs were restructured to give employees a lot of elbow room and headroom. Traditional gas pipeline employees were not the employees needed for this new, never-before-tried venture. Internal job movements at Enron were an important part of the EVP. Managers were strongly encouraged to allow employees to move within the company. The goal was to not hold anyone back. When the Global Broadband unit was launched, 100 top performers from around the company were brought together in Houston. By the end of the day, 50 had been recruited for the new project. Overall, the recruiting strategy focusing on internal recruitment paid off. The business continued to grow and attract entrepreneurial employees.
The company that thought it had nowhere to go but up came crashing down in 2001, when it was charged with illegal activities. By 2004, Enron’s corporate officers faced numerous charges of wrongdoing, and the company was a shell of its former self. Managers were charged with manufacturing profits, hiding debt, and bullying Wall Street to buy into its questionable accounting and investment practices. An extensive amount of downsizing had occurred, and many employees had lost all of their retirement savings after Enron’s stock collapsed. Faced with bankruptcy and a sullied reputation, the company struggled to continue but finally made the decision to cease to exist once all litigation concludes.
At one time, Enron’s recruiting efforts were described as a model for other employers. Enron portrayed itself as an exciting company with lots of growth opportunity—a firm in which employees experienced a great deal of autonomy and responsibility.
DISCUSSION QUESTIONS
1.
Enron did a lot of things right from a recruiting standpoint. Discuss its recruiting strategy and why it worked.
2.
Do you think that Enron’s overall recruitment EVP and strategy played any role in the problems that resulted at Enron? If so, what and how?
3.
Discuss why it’s important to create a recruiting message that’s attractive but that doesn’t “oversell” the company.
4.
Assume that in a few years Enron decides to reconstitute itself in some form. Develop a recruiting strategy that the c.
Now that you have your GUI operational, it is time to take the appli.docx
Now that you have your GUI operational, it is time to take the application a step further. Management would like you to write the entered data into a file. They intend to use an application to read this file, evaluate the entered data, and display results. These results will help management to make decisions on sales force direction and expansion. Each time the ENTER button is pressed, the entered sales representative’s data will be written out to a file. A new button, EVALUATE will be added that reads in the sales representative’s data file after it has been created.
Design Requirements:
You must use pseudocode to design your algorithm for the ENTER button functionality.These design artifacts (pseudocode) will be inserted into a design document to be reviewed by your classmates and submitted with the final application for the final task.
Application Requirements:
Expand your Swing application to write the entered data out to a text file. Instead of displaying the data in the jTextArea when ENTER is pressed, change this functionality so that the data is written to a file. Name the output file salesrep.txt. Each time the ENTER button is pressed, the data will be written to the file. Write the data in the following format to a text file, using white spaces as the delimiter. Include the categories (SUPPLIES, BOOKS, PAPER) in your file to label the dollar amount sold for each category. The sales district entered should be converted to upper case (NORTH, SOUTH, EAST, WEST). Independent line separators should be used in the output file. Code for the ENTER button should be well commented.
Format of your file:
salesRepID firstName lastName SUPPLIES totalAmountSuppliesSold BOOKS totalAmountBooksSold PAPER totalAmountPaperSold district contactMeans
Example output file contents:
1001 Jennifer Ward SUPPLIES 2140.20 BOOKS 5200.10 PAPER 455.23 NORTH Phone
1003 Athena Andrews SUPPLIES 5155.55 BOOKS 6300.50 PAPER 223.25 SOUTH Email
Each time the ENTER button is pressed, the application should append a new line to the file. When the application starts, the file should be opened for appending. This file is to keep a running history of the entered data
.
Now that you understand the full project lifecycle and how all the p.docx
Now that you understand the full project lifecycle and how all the pieces fit together, go back and prepare to present your project plan by slide presentation. Portions of the deliverables will be completed by the group; others will be completed by the individuals—see the table following. It must have a consistent look and feel, and there should not be any redundancies, contradictions, or gaps. The document and presentation must flow as if one project manager created all of it.
Create a slide presentation with speaker notes that will provide a comprehensive summary of the project plan (20–30 slides with speaker notes). It will be presented to the project sponsor and other members of senior management and should be organized as follows:
Project Section
Detail
To Be Developed By
Project Plan Overview
Provide an introduction to the project. Develop the project charter and identify the project sponsor and customer. Describe how the project will be measured for success.
Describe the components of the project plan, how it will be used throughout the project, and its benefit to the sponsor.
Entire group
Project Scope
Describe the scope of the project—the major deliverables as well as the items that are not part of the scope. Be sure to address the full scope, not just the area addressed in the earlier activity.
Describe how scope will be approved and how changes to the scope will be documented, reviewed, and approved.
Individual contribution
Project Leadership and Communications
Identify the sponsor, stakeholders, and key customers involved in the project. Describe any special considerations for staffing the project. Based on the structure of the organization, describe how staffing changes will be identified, escalated, and resolved.
Illustrate the communication structure—escalation, reviews, approval, and information. Be sure to address all the audiences, not just the ones identified in the earlier activity.
Individual contribution
Project Schedule
Use a work breakdown structure or similar tool to explain the major activities to be completed as part of the project. Describe the major milestones for the project. For each milestone, identify the associated deliverable, the approximate effort involved in creating the deliverable, and the people involved. For two of the milestones, detail the activities to be completed to achieve the milestone. Be sure to address dependencies, duration, and resource effort.
Describe how changes to the schedule will be identified, escalated, and resolved.
Individual contribution
Project Budget
Describe the budgeting process that will be used for the project. Identify the components of the budget, the items that will need to have costs associated with them, and the mechanisms that could be used to estimate the project.
Describe how changes to the budget will be identified, escalated, and resolved.
Individual contribution
Project Risks
Describe the possible risk events for the project. Identify the high probability, high-.
Now that you sre beginig your second semester as astudent at Califor.docx
Now that you sre beginig your second semester as astudent at California State Universty,Fullerton what do you wish you wish you would have known before you began your university studies? what one piece of information would have better prepared you to be good student? fo
example:
class seection-parking-time mangment-recreation-socializing-socializing-studying-professor
chose one and write 4 pages with out result
.
Now that you have developed an in-text citation for a summary, parap.docx
Now that you have developed an in-text citation for a summary, paraphrase, and a direct quote, and created a reference for the paragraph provided in Exercise 2, reflect on the thought processes you used for each aspect. How did your approach differ when writing each? What different techniques did you employ when developing each? What questions did you ask yourself as you wrote each?
.
Now that you have completed the sections on fiscal and monetary poli.docx
Now that you have completed the sections on fiscal and monetary policies, reflect on what you have studied about the role of the government in the economy, and tools to influence economic activity. (Tools refer to government regulation, fiscal policy, and monetary policy.) Describe whether your ideas regarding the effectiveness of government policy have changed since Week One.
.
Now that we have decided to become an S Corp after reviewing the var.docx
Now that we have decided to become an S Corp after reviewing the various pros and cons, and we have timely filed our S Election on the Form 2553, how do we account for the income? One of the differences between an S Corp and a partnership for example is that allocations of income are made to shareholders on a per-share per-day basis.
Here is an example for us to work through:
The Bridges Corporation, and S Corporation, is owned equally by three shareholders, Carl, David, and Dale. The corporation is on a calendar year basis. (By the way S Corps must use a calendar year end, unlike C Corps which can choose a fiscal year end.) On February 1, 2013, Dale sold his 1/3 interest to Matt. For the year ended December 31, 2013 the corporation had non-separately stated ordinary income of $120,000.
For 2013, how should the income be allocated to the shareholders?
.
Novel Shift by Em BaileyDescribe each of the minor characters i.docx
Novel: Shift by Em Bailey
Describe each of the minor characters in a couple of lines: Olives Mum, Toby, Oona, Miss Fallipi, Noah, Dallas Mean Girls Paige and Justine.
Draw a concept map establishing the relationships between the characters.
Explain the stages of Miranda's shape shifting.
.
Nothing in science is written in stone.Whenever new discoveries .docx
Nothing in science is written in stone.
Whenever new discoveries force scientists to reconsider their hypotheses, theories and data, they do just that. This is why people think of science as a collection of concepts that are always being revised.
This holds true for the basic building block concepts within science as well. The cell is a perfect example of this: in the mid-1600s, Robert Hooke used one of the very first microscopes to examine thin slices of cork. When he saw that the cork plant was made up of tiny box-shaped pieces, he gave science the concept of the cell. For 100 years, people thought of the cell as the smallest thing inside all living creatures. But then, in 1781, Felice Fontana spotted something even smaller inside the cells from an eel: the nucleolus. This discovery made people rethink the idea that cells were the tiniest things inside living creatures. Clearly, there were even smaller things inside cells.
Since Fontana's time, scientists have refined, revised, and rewritten their view of the cell thousands of times in order to match up with every piece of new data. This same process has happened with the scientific view of geological processes including plate tectonics and earthquakes.
Review attachment 17.2 on "Science in the Making, Reactions to Plate Tectonics." and answer questions below also
Learn more about Alfred Wegener here:
http://pubs.usgs.gov/gip/dynamic/wegener.html
http://scign.jpl.nasa.gov/learn/plate2.htm
Science and revision
In 200 words answer these questions
Using what you learned about plate tectonics, Alfred Wegener, and the basics of scientific investigation from the previous units discuss the following:
Did Wegener reveal his theory of continental drift too soon? For the sake of scientific investigation, how is revealing an explanation for a process early both risky and sometimes necessary?
Apart from lacking an explanation for how the continents could move across the surface of the Earth, Wegener’s research was met by skepticism for other reasons. How can a scientist overcome skepticism? What features of the scientific method can help prevent a scientist from being labeled a crackpot?
If Alfred Wegener were alive today, and had access to the technology and data we have now, share a form of evidence that he could have added to his theory or would have changed his theory. Try to share a different form of evidence from those shared by your classmates and/or add to their posts by describing how the evidence is collected, how the technology works to collect the data, or how this technology/evidence has been used in other applications.
.
Now my experiment was to go to randomly selected people and ask th.docx
Now my experiment was to go to randomly selected people and ask them if i could take a selfie with them (photo)
using my phone then after taking the selfie i would ask them
1- if they knew the word selfie before came up to them
2- if it would make a difference if i was a girl or a boy
3- how did they felt about me invading there personal space
now i want the the procedure of the experiment and it's methodology
and most important is why i chose this experiment to study haptics !!!!
the paper should be 1 and a half page long MLA Style
in addition i need from u to do me one power point slide about the same thing
.
Notice Due today before 12 am pacifAssignment 1 Discussion—Soci.docx
Notice Due today before 12 am pacif
Assignment 1: Discussion—Social Stratification from a African American Persective
The United States is predicated on a class system and extensive significance is placed on its being a meritocracy. As a result, it can be challenging for an individual to conceptualize or recognize the role that social barriers play in personal mobility.
Respond to the following:
Explain the role that stratification has played in your life.
Examine how different your life would be if you lived in a caste-system instead of a class-system.
Evaluate the role of racial, ethnic, or gender stratification in your day-to-day life.
Support your statements with examples and scholarly references.
Write your initial response in 1–2 paragraphs. Apply APA standards to citation of sources.
By
Saturday, January 26, 2013
, post your response to the appropriate
Discussion Area
. Through
Wednesday, January 30, 2013
, review and comment on at least two peers’ responses.
Discussion Grading Criteria and Rubric
Use the
Respond
link to post responses and
.
Notes on Hermes I. Hermes and Boundaries A. Hermes’ na.docx
Notes on Hermes
I. Hermes and Boundaries
A. Hermes’ name
1. Greek Hermeias
2. Clearly from herma, cairn (pile of stones that marks a boundary)
3. Makes him god of boundaries
B. Hermes’ various functions
1. All have to do with boundaries in some way
2. A herald (Gr. kerux, which can also be translated “courier” or
“messenger”) crosses boundaries on official business
a) and are unbelievably important in non-literate cultures like
the Archaic Greek culture that gives us almost all of classical
myth, because they would have had to have professional skill at
memorization
b) that skill, in turn, makes them like the bards, which will be
essential understanding the Homeric Hymn to Hermes and also
certain important aspects of the Odyssey
c) and it also gives them a special relation to the truth,
because a herald would have had a really amazing ability to lie
and get away with it
3. The psychopomp (guide of souls) crosses the boundary between
life and death
4. The holder of the kerykeion (later called the caduceus just
through mispronunciation) controls the boundary between sleep and
waking
5. The god of thieves has power over the boundaries around
people’s houses.
II. Hermes the Trickster
A. The figure of the trickster is found in many mythologies: a character
who uses his or her wits to win fame
1. One way to look at the trickster is as a character who controls
and manipulates boundaries: especially the boundary between true and
false
2. On this understanding, Hermes and Odysseus are both tricksters,
because of their travel, their wits, and their lying
B. When Odysseus enters the house of Alkinoos, the Phaiakians are just
pouring the last libation of the day, to Hermes. Why?
1. Because Hermes controls sleep
2. Because Hermes, god of thieves, controls boundaries you want
others to keep away from
3. Because Odysseus is crossing their boundary at this moment!
4. It’s the bard’s way of making the Hermes/Odysseus/trickster
connection
C. Suggested viewing: “The Adventurs of Baron Munchausen” directed
by Terry Gilliam
1. A wonderful version of an 18
th
century story of a trickster, using
movie magic to negotiate the boundaries
III. The Homeric Hymn to Hermes
A. In this hymn, the anonymous bards have created a meditation on the
meaning of the trickster hero, and his relation to kleos, epic glory
1. Hermes has a problem, because he’s been born far from Olympus
2. But as the child of Zeus and Maia, he should be an Olympian
3. He’s a god of tricks, and of the dark, but that’s not what
Olympus is about
4. and Apollo is the best example: Apollo is himself, as the god of
music and of the lyre, the god of kleos
B. The master-stroke is probably having Hermes invent the lyre
1. Which is highly analogous to having Odysseus take over the telling
of his story
2. and shows that some of the bards, at least, recognized that they
were pretty much jus.
Note. The purpose of this outline is to assist you in gathering th.docx
Note. The purpose of this outline is to assist you in gathering the data you have compiled on your topic and to help you see where you need to do more research to "fill in" the gaps.
Outline for the Paper
Introduction
1.
Dramatic incident or quote to introduce the ethical issue.
2.
Why you chose this ethical issue
3.
Thesis statement in which you preview what you are going to say about the ethical issue.
Body
I.
What are the facts?
A.
Detail #1
B.
Detail #2, etc.
II.
What are the ethical issues that need to be addressed on:
A.
An individual level?
B.
An organizational level?
C.
A societal level?
III.
What are the alternatives for the main people involved?
A.
Alternative #1
B.
Alternative #2, etc.
IV.
Evaluate the ethical alternative that would best embody each of the three main ethical theories we have covered, noting a brief explanation of each and why this theory would prefer this ethical course of action:
A.
Moral Virtue Theory
B.
Duty Theory
C.
Utilitarianism
V.
Choose an alternative and justify your decision.
VI.
Determine how your decision might be perceived by the organization, individual or society.
Conclusion
I.
Summarize main points
II.
Restate your decision
.
Note1. The Topic of research is Roller derbysubculture name .docx
Note:
1. The Topic of research is "Roller derby"
subculture name
issue of substance that pertains to your subculture
2. I need 5 scholar source
list the entry using MLA format
provide an authority assessment: list the background and affiliations of the author(s)
summarize the source
assess its authenticity and reliability
reflect on how it will fit into your research paper
.
More from abhi353063 (20)
number 1answer this in a paragraphShare the findings of your DiS.docx
number 1answer this in a paragraphShare the findings of your DiS.docx
number 1complete the attached test called the urbulence Tole.docx
number 1complete the attached test called the urbulence Tole.docx
number 1Are you a born leader If yes, provide examples of how y.docx
number 1Are you a born leader If yes, provide examples of how y.docx
number 1complete the attached test called the urbulence Tole.docx
number 1complete the attached test called the urbulence Tole.docx
number 1answer this one in a pargraphAlthough you may not be.docx
number 1answer this one in a pargraphAlthough you may not be.docx
Nr QuestionMarkDiscuss the three main environments that make.docx
Nr QuestionMarkDiscuss the three main environments that make.docx
nron Corporation was launched in 1985, with the merger of Houston Na.docx
nron Corporation was launched in 1985, with the merger of Houston Na.docx
Now that you have your GUI operational, it is time to take the appli.docx
Now that you have your GUI operational, it is time to take the appli.docx
Now that you understand the full project lifecycle and how all the p.docx
Now that you understand the full project lifecycle and how all the p.docx
Now that you sre beginig your second semester as astudent at Califor.docx
Now that you sre beginig your second semester as astudent at Califor.docx
Now that you have developed an in-text citation for a summary, parap.docx
Now that you have developed an in-text citation for a summary, parap.docx
Now that you have completed the sections on fiscal and monetary poli.docx
Now that you have completed the sections on fiscal and monetary poli.docx
Now that we have decided to become an S Corp after reviewing the var.docx
Now that we have decided to become an S Corp after reviewing the var.docx
Novel Shift by Em BaileyDescribe each of the minor characters i.docx
Novel Shift by Em BaileyDescribe each of the minor characters i.docx
Nothing in science is written in stone.Whenever new discoveries .docx
Nothing in science is written in stone.Whenever new discoveries .docx
Now my experiment was to go to randomly selected people and ask th.docx
Now my experiment was to go to randomly selected people and ask th.docx
Notice Due today before 12 am pacifAssignment 1 Discussion—Soci.docx
Notice Due today before 12 am pacifAssignment 1 Discussion—Soci.docx
Notes on Hermes I. Hermes and Boundaries A. Hermes’ na.docx
Notes on Hermes I. Hermes and Boundaries A. Hermes’ na.docx
Note. The purpose of this outline is to assist you in gathering th.docx
Note. The purpose of this outline is to assist you in gathering th.docx
Note1. The Topic of research is Roller derbysubculture name .docx
Note1. The Topic of research is Roller derbysubculture name .docx
Recently uploaded
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.Operation Blue Star - Saka Neela Tara
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
How to Create Map Views in the Odoo 17 ERP
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Break the cycle of negative Thoughts
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Template Jadual Bertugas Kelas (Boleh Edit)
Jadual Bertugas kelas dalam bentuk softcopy PowerPoint. Cikgu boleh download >> edit >> print >> laminate. Semoga bermanfaat.
Instructions for Submissions thorugh G- Classroom.pptx
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS Module
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
for studentd in cabridge board
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The approach at University of Liverpool.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to Quality Improvement Essentials
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Thesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
Recently uploaded (20)
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
Instructions for Submissions thorugh G- Classroom.pptx
Instructions for Submissions thorugh G- Classroom.pptx
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
NO REFRENCES, Explain as much as you can 1) Discuss the relati.docx
- 1. NO REFRENCES, Explain as much as you can 1) Discuss the relationship between Islam and the Arts. 2) Compare the Protestant Reformation to reform movements in other religions such as Hinduism or Buddhism. Hint, there are similarities between the Bhakti Movement and Protestant Reformation. 3) What was the Council of Nicaea? Please include the nature of the theological debates in that council? Discuss its significance to understanding some of the differences within Christianity and to understanding the history of Western Civilization as we know it 4) List and explain 3 of the many Protestant denominations. Make sure to provide a distinguishing characteristic of each. 5) What is Jihad? Make sure you include the two types. Also include a discussion on jihad as it pertains to social justice. 6) Provide 3 sects of Judaism and list and explain at least 3 characteristics of each. 7) What is Zionism? 8) The Islamic religion is centered on five standards, named the Pillars of Islam. Name and EXPLAIN the 5 Pillars of Islam are 9) What is Sufism and what is it's relationship to traditional Islam? 10) Discuss the history and significance of the diaspora in Judaism