Eastern Vs.Western Food Practices and Table Etiquette and How It
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY of TERMS Co-Authored by Luca Pax, Queer Asterisk and the Vibrant Staff (2016, 2017)
LGBTQIAP+ ETIQUETTE GUIDE and GLOSSARY OF TERMS Co-authored by Luca Pax, Queer Asterisk and The Vibrant Staff (2016, 2017). www.queerasterisk.com www.bevibrant.com Sex, gender, and sexuality can be complicated subjects, and are deeply personal. Sex is comprised of our primary and secondary sex characteristics, anatomy, and chromosomes, and is separate from gender identity or expression. Gender identity can be described as an innermost understanding of self, and gender expression is how we embody or communicate who we are to the world. Sexual orientation is who we choose to be close with, and how. Sex does not always inform gender, and gender does not always inform sexuality. None of these categories exists solely on a continuum of male to female, or masculine to feminine, and people have non-binary genders and sexualities, as well as intersex, agender, and asexual identities. People with sex, gender, or sexuality identities that dominant society regards as “normative,” i.e. male or female, cisgender, or heterosexual, may have not actively thought much about how they define or claim their identities, because they have not had to. Many people whose identities are marginalized by society experience erasure and invisibility because they are seen as non- normative. This glossary of terms related to sex, gender, and sexuality is neither exhaustive nor absolute. Language and concepts of identity are constantly evolving, and often differ amongst intersections of race, class, age, etc. Many of these terms, as well as the communities that use them are White-centered. Everyone has a right to self-define their identities and have access to validating terminology that others will use to respect who they are. -
Code Gray.Pub
Written by Christine Mitchell, RN, FAAN and Ben Achtenberg with a historical commentary by Susan Reverby, PhD and assistance from Joan Sawyer and Karen Wolf, RN, MS Contents INTRODUCTION ....................................................................................... 3 Background ............................................................................................3 Synopsis of the Film ..............................................................................3 Suggested Uses .......................................................................................4 Scheduling ..............................................................................................4 FILM AS A TOOL FOR DISCUSSION .......................................................4 WHAT IS NURSING ETHICS? ...................................................................5 GLOSSARY ...................................................................................................5 SOME GENERAL DISCUSSION QUESTIONS ........................................6 CASE 1: BENEFICENCE ............................................................................7 Description of the Case .........................................................................7 The Principle: Beneficence ...................................................................7 Questions for Discussion ......................................................................8 CASE 2: AUTONOMY ................................................................................9 Description -
Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction
FINRA Dispute Resolution Services Arbitrator Resource Guide for Virtual Hearings Table of Contents Introduction ............................................................................................................................................ 2 Getting Started ........................................................................................................................................ 2 What You Need ................................................................................................................................... 2 Additional Considerations for Virtual Hearings ........................................................................................ 2 Fairness and Impartiality...................................................................................................................... 2 Confidentiality and Security ................................................................................................................. 2 Technology Challenges ........................................................................................................................ 3 Preparing for the Virtual Hearing ............................................................................................................. 3 Note to the Chairperson ...................................................................................................................... 3 Commencing the Virtual Hearing ............................................................................................................ -
Your Guide to Business Gift Etiquette Reduce Your Holiday Hosting Risk
November–December 2019 Your guide to Charitable business gift gift giving etiquette Your holiday Reduce your business rush holiday hosting survival guide risk Best holiday quiz ever! From the f irm A season of giving… ere we are at the tail end of the year. And that • A new take on milk and cookies—If your family H means it’s time to get things wrapped up so wants to serve up something a little different for you can breathe easy and enjoy this special season. Santa or just enjoy a seasonal sweet treat, dive Be sure to check out our year-end tips to help you. into our recipes. Then it’s time to unwrap some holiday cheer, starting Of course, business doesn’t completely stop at with everything this issue has to offer…including the holidays, and you probably have more than these holiday goodies: a few work-related gatherings and gifts on your • ’Tis the season for giving to friends, family and list. To help you get through everything as grace- coworkers. We keep you updated on the most fully as possible, check out our holiday etiquette current charitable giving and gift rules. for business. • Hosting tips to ensure everyone can enjoy Wishing you a wonderful holiday season! holiday cheer safely. • Take your guests for a trip around the globe Sincerely, this holiday with our festive quiz. Your trusted advisors 2 | NOVEMBER–DECEMBER 2019 In this issue November–December 2019 Features 4 4 • Your guide to business gift etiquette ’Tis the season for generosity and showing others appreciation. -
Comparisions of Finnish and Chinese Business Cultures
Peng Bo COMPARISIONS OF FINNISH AND CHINESE BUSINESS CULTURES Project /Bachelor’s thesis Business Management October 2009 DESCRIPTION Date of the bachelor's thesis 5 Oct 2009 Author(s) Degree programme and option PengBo Business Management Name of the bachelor's thesis Comparison of the Chinese and Finnish business cultures Abstract Culture is a key to explore the identify of a business. From cultural comparisons we can know more things in detail. It will give people more ideas and help to start business between two countries. Most of Chinese people like to do business with a country they are familiar with. In recent years, China began to deal with Finland in trade and business to establish cooperation between the two countries. To China Finland is a new country, so it is necessary to introduce the Finnish business culture to Chinese people to let them know more about Finland. Conversely, the Chinese business culture also needs to be introduced to Finnish people. In this way, both sides can know more about the other party. I will introduce some facts and figures about the two countries, and compare the Finnish and Chinese business cultures. The business culture comparison can be divided two parts. One part is the academic one, the other part is practical. The academic part includes the theory of business culture and facts and figures of the two countries. The practical part includes the research process, findings and conclusions. I made my interview questions based on the theory part. In order to choose a good company for my practical part I listed some famous companies in Finland and in China. -
Medical Ethics in Peacetime and Wartime: the Case for a Better Understanding
International Review of the Red Cross (2013), 95 (889), 189–213. Violence against health care doi:10.1017/S1816383113000775 Medical ethics in peacetime and wartime: the case for a better understanding Vivienne Nathanson Vivienne Nathanson qualified in medicine at the University of London in 1978. She is Director of Professional Activities at the British Medical Association, and is responsible for public health, human rights, medical ethics, international affairs, medical education, and many other areas. She writes and lectures extensively on ethics, human rights, and public health, contributing chapters to books and e-learning resources on the same areas. She is currently an honorary Professor in the School for Health at the University of Durham. She was recently called as an expert witness to the public enquiry into the death in UK custody of Baha Mousa, and to the public enquiry into the use of contaminated blood products in Scotland (the Penrose Enquiry). Abstract Health-care workers face ethical dilemmas in their decision-making in every clinical intervention they make. In times of armed conflict the decisions may be different, and the circumstances can combine to raise ethical tensions. This article looks at the tensions in peacetime and in times of armed conflict and examines the types of cases that doctors and other health-care workers will face. It also discusses the common ethical decision-making framework and the role of communication within both clinical care and ethical analysis. © icrc 2014 189 V. Nathanson Keywords: ethical dilemma, ethical analysis, decision making, consent, confidentiality, communication, trust. Health-care workers worldwide follow the same ethical codes and principles, developed to protect patients from abuse and to make clear the limits that those professionals will apply to their decision-making. -
Catalog of Services Consulting Services Learning & Development Workshops
Catalog of Services Consulting Services Learning & Development Workshops For more information: Florida Institute of Government University of Central Florida College of Community Innovation (407) 882-3960 and Education www.iog.ucf.edu 12443 Research Parkway, Ste. 402 [email protected] Orlando, FL 32826-3282 Mari Rains, Director [email protected] Consulting & Technical Assistance Services Did you know that in addition to offering Training & Development Workshops the UCF Institute of Government also offers consulting services? Technical Assistance Services: Charter review Advisory Board Training Community Visioning/Strategic planning Meeting facilitation services Citizen Surveys Records management plans IT plans Tree inventories Process Improvement Performance Measurement & Benchmarking Conference Planning & Coordination HR, OD & Talent Management Services: HR Compliance Audits Developing or revising employee policy manuals, procedures, & managers’ handbooks Updating job descriptions Designing hiring procedures, including recruitment, interviewing & selection Developing performance appraisal systems Establishing performance coaching & improvement systems Investigating employee complaints & grievances Mediation & interventions between supervisors & staff Employee Morale/Climate Surveys Conducting Exit Interviews Succession Planning Leadership Assessments Team Assessments Leadership Coaching Competency Modeling Career Pathing Organization Development Change Management Strategies Facilitating Strategic Planning Sessions: -
Research Within the District
Instruction AR 6162.8(a) RESEARCH WITHIN THE DISTRICT Criteria and Guidelines for Approval of Research Studies 1. Criteria for approval of research studies within the district include the following: The research study should: a. Have the potential of immediate or ultimate value to the district. Research which offers no apparent benefit to the district at some level cannot be supported. b. Not disrupt or significantly interfere with student instructional duties and teaching or other staff duties. c. Be devoid of any procedure or element that might cause confusion, or interfere with student learning. d. Avoid duplication of existing data or literature and address relevant educational problems or issues. 2. In addition, the following guidelines must be met: a. Proposed research should be acceptable to the local community. Research which may be perceived as infringing on privacy, wasteful of money or resources, destructive or inhumane, or detrimental to community values would be unacceptable. b. The researcher must agree in writing to follow district procedures in conducting research. c. The district reserves the right to withhold permission to conduct research within the district. Further, the district may at any time terminate, disallow, or disapprove of any research or research procedure involving district personnel, students, or other district resources. d. No individual assessment/testing may be conducted with students without first obtaining informed student/parental consent in writing. This means the parent must be told what test(s) will be administered, what information will be obtained, why the test(s) will be administered, and what will be done with the results. In the case of federally funded projects requiring Federal Wide Assurance, all eight elements of the Informed Consent procedure must be met prior to review and approval.** AR 6162.8(b) RESEARCH WITHIN THE DISTRICT (continued) e. -
Creating and Implementing an Online Course Etiquette
Creating and Implementing an Online Course Etiquette Appreciative Agreement: Recommendations and Insights for Updating Course Material and Social Expectations to Aid in the Transition to Online Learning During the COVID-19 Pandemic A tech report created by the Texas A&M University Engineering Education Faculty and Friends 123 12 23 12 Tracy Hammond , Robert Lightfoot , Samantha Ray , Shawna Thomas Keywords Engineering education, online learning, virtual learning, course management, appreciative agreement, COVID-19 1 Engineering Education Faculty, Texas A&M University 2 Department of Computer Science & Engineering, Texas A&M University 3 Sketch Recognition Lab, Texas A&M University Engineering Education Faculty Technical Paper | Online Course Etiquette Appreciative Agreement Citation Hammond, Tracy; Lightfoot, Robert; Ray, Samantha; Thomas, Shawna (2020). Creating and Implementing an Online Course Etiquette Appreciative Agreement: Recommendations and Insights For Updating Course Material and Social Expectations to Aid in the Transition to Online Learning During the COVID-19 Pandemic. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Engineering Education Faculty Technical Paper | Online Course Etiquette Appreciative Agreement Abstract With the threat of COVID-19 risking the health and safety of the 19.9 million students and 1.5 million faculty studying and working at colleges and universities across the U.S., these institutions have had little choice but to replace traditional, in-person classes with online, virtual alternatives. This unprecedented rapid adjustment has come with many unexpected difficulties as neither faculty nor students were prepared to teach or learn virtually, respectively. Beyond the obvious challenges of converting course material and accessing resources, an invisible difficulty lies in the lack of social expectations for this unfamiliar environment. -
Standards of Professional Conduct, Etiquette and Code of Ethics) Regulations, 1982
Practitioners of Indian Medicine (Standards of Professional Conduct, Etiquette and Code of Ethics) Regulations, 1982 G.S.R.—In exercise of the powers conferred by clause (1) of section 36 read with sub section (1) and (2) of section 26 of the Indian Medicine, Central Council Act 1970 (48 of 1970), the Central Council of Indian Medicine, with the previous sanction of the Central Government, hereby makes the following regulations for laying down standards of professional conduct, etiquette and code of ethics to be observed by practitioners of Indian, Medicine namely :— PART I PRELIMINARY 1.Short title and commencement.— (1) These regulations may be called the Practitioners of Indian Medicine (Standards of Professional Conduct, Etiquette and Code of Ethics) Regulations, 1982. (2) They shall come into force on the date of their publication in the Official Gazette. 2. Definitions.— (1) In these regulations, unless the context otherwise requires :— (a) "Act" means the Indian Medicine Central Council Act, 1970 (48 of 1970); (b) "Form" means a form appended to these rules; (c) "Practitioner of Indian medicine" means the Physicians and Surgeons of Indian Medicine who are for the time being enrolled on any State Register of Indian Medicine and who possess any of the recognised medical qualifications; (d) "Section" means section of the Act. (2) Words and expressions used but not defined in; these regulations shall have the meanings assigned to them in the Act. 3. Declaration.—Every practitioner of Indian Medicine shall, within a period of 30 days from the date of commencement of these regulations, and every practitioner of Indian medicine who gets himself registered after the commencement of these regulations shall, within a period of 30 days from such registration, make before the Registrar of the State Council or the Board, a declaration in Form A and shall agree to abide by the same. -
Russia's Imperial Encounter with Armenians, 1801-1894
CLAIMING THE CAUCASUS: RUSSIA’S IMPERIAL ENCOUNTER WITH ARMENIANS, 1801-1894 Stephen B. Riegg A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2016 Approved by: Louise McReynolds Donald J. Raleigh Chad Bryant Cemil Aydin Eren Tasar © 2016 Stephen B. Riegg ALL RIGHTS RESERVED ii ABSTRACT Stephen B. Riegg: Claiming the Caucasus: Russia’s Imperial Encounter with Armenians, 1801-1894 (Under the direction of Louise McReynolds) My dissertation questions the relationship between the Russian empire and the Armenian diaspora that populated Russia’s territorial fringes and navigated the tsarist state’s metropolitan centers. I argue that Russia harnessed the stateless and dispersed Armenian diaspora to build its empire in the Caucasus and beyond. Russia relied on the stature of the two most influential institutions of that diaspora, the merchantry and the clergy, to project diplomatic power from Constantinople to Copenhagen; to benefit economically from the transimperial trade networks of Armenian merchants in Russia, Persia, and Turkey; and to draw political advantage from the Armenian Church’s extensive authority within that nation. Moving away from traditional dichotomies of power and resistance, this dissertation examines how Russia relied on foreign-subject Armenian peasants and elites to colonize the South Caucasus, thereby rendering Armenians both agents and recipients of European imperialism. Religion represented a defining link in the Russo-Armenian encounter and therefore shapes the narrative of my project. Driven by a shared ecumenical identity as adherents of Orthodox Christianity, Armenians embraced Russian patronage in the early nineteenth century to escape social and political marginalization in the Persian and Ottoman empires. -
Gender Diversity and Pronouns
Gender Diversity and Pronouns Overview The following content and linked resources have been curated as a primer for instructors to better meet the needs of transgender and non-binary students. This resource is broken into three sections: 1) Why Pronouns Matter 2) Making Mistakes 3) Making Your Classroom More Inclusive of Trans Students Potentially unfamiliar vocabulary is in bold text. Goals 1) To explain why respecting your students’ gender identities matters. 2) To familiarize instructors with trans-inclusive language and appropriate comportment to model for their students. 3) To assist instructors in creating a safe and inclusive environment for transgender students. 4) To provide concrete resources for instructors to implement in their course and syllabus design. Implementation These resources are best reviewed before the planning phase of course design, so the instructor has ample time to consider how they will implement trans inclusive pedagogy in addition to working through any discomfort they may have in advance. Some of the resources can be used as content in class. Challenges 1) Because we have grown up learning to gender people based on internalized visual and cultural norms, it takes a great deal of intentional practice to stop relying on norms in the ways we gender the people we encounter. You will make mistakes along the way, but you will make fewer mistakes with practice. 2) While mistakes are a normal part of the process, those mistakes can still cause harm. Spend time thinking through how to respond when you make mistakes that will best limit the harm to misgendered students. 3) It is common to get defensive when we are asked to change the way we speak, act, or think, especially when it is something as foundational to our worldview and self-view as gender often is.