ETH125
3 Pages

ETH125

Course Number: ETH 125, Winter 2013

College/University: University of Phoenix

Word Count: 536

Rating:

Document Preview

Appendix A ETH/125 Version 7 1 University of Phoenix Material Appendix A Part I Define the following terms found in Week One and Week Two readings: Term Definition Diversity Diversity is variety and difference. Ethnocentrism Ethnocentrism is the tendency to assume that ones culture and way of life are superior to all others. Melting pot A melting pot is diverse racial or ethnic groups or both, forming a...

Unformatted Document Excerpt
Coursehero >> Arizona >> University of Phoenix >> ETH 125

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Appendix A ETH/125 Version 7 1 University of Phoenix Material Appendix A Part I Define the following terms found in Week One and Week Two readings: Term Definition Diversity Diversity is variety and difference. Ethnocentrism Ethnocentrism is the tendency to assume that ones culture and way of life are superior to all others. Melting pot A melting pot is diverse racial or ethnic groups or both, forming a new creation, a new cultural entity. Minority group A minority group is a subordinate group whose members have significantly less control or power over their own lives than do the members of a dominant or majority group. Emigration Emigration is the leaving of one country to settle in another. Immigration Immigration is coming into a new country as a permanent resident. Culture Culture is the behaviors or beliefs of ones particular ethnicity, age range, or country. Part II Answer each question in 250 to 350 words: 1. What are some of the ways groups of people are identified?

Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

Hong Kong Polytechnic University - EIE - 214
University of Maryland Baltimore - 534A - 25644
. . .[the rest of the deed was in proper form].Crumb had prepared the deed with the inaccurate description. Neither Street nor his lawyer hadseen the error.Street did not record his deed until July 9, 1979. On July 3, the first hot day of summer,
UIBE - BUS.AD - eco
te?A. Market ManipulationB. Preservation of ConfidentialityC. Material Non Public InformationBy accessing this mock exam, you agree to the following terms of use: This mock exam is provided to currentlyregistered CFA candidates. Candidates may v
University of Phoenix - ETH - 125
1._B_2. _B_3. _A_4. _B_5. _C_6. _A_7. _B_8. _B_9. _C_10. _D_11. _B_12. _D_13. _C_14. _B_15. _C_16. _C_17. _B_18. _D_19. _B_20. _D_21. _B_22. _B_23. _A_24. _D_25. _A_26. _D_27. _A_28. _D_29. _C_30. _A_31._D_32._A_33._D_34._
University of Phoenix - ETH - 125
1._C_2. _B_3. _A_4. _B_5. _C_6. _D_7. _D_8. _D_9. _A_10. _C_11. _B_12. _D_13. _C_14. _C_15. _A_16. _A_17. _C_18. _B_19. _B_20. _D_21. _B_22. _A_23. _C_24. _A_25. _C_26. _A_27. _B_28. _A_29. _A_30. _B_Week 8 Quiz Answer Sheet
University of Phoenix - ETH - 125
1._A_2. _C_3. _A_4. _A_5. _B_6. _D_7. _B_8. _A_9. _D_10. _C_11. _B_12. _A_13. _C_14. _D_15. _A_16. _B_17. _C_18. _D_19. _C_20. _B_21. _D_22. _C_23. _B_24. _C_25. _D_26. _D_27. _A_28. _C_29. _B_30. _B_Week 7 Quiz Answer Sheet
University of Phoenix - ETH - 125
1._B_2. _D_3. _B_4. _D_5. _D_6. _A_7. _C_8. _D_9. _A_10. _D_11. _A_12. _C_13. _B _14. _B_15. _A_16. _A_17. _C_18. _D_19. _B_20. _B_21. _C_22. _B_23. _A_24. _C_25. _A_26. _B_27. _C_28. _D_29. _C_30. _B_Week 6 Quiz Answer Sheet
University of Phoenix - ETH - 125
Running Header: THE STRUGGLES OF AFRICAN AMERICANSThe Struggles of African AmericansNicole PehrsonETH/125Throughout the years, African Americans have struggled to become recognized ascitizens of the United States of America. In the beginning, African
University of Phoenix - ETH - 125
Running Header: MEXICANS AND DISCRIMINATIONMexicans and DiscriminationNicole PehrsonETH/125University of PhoenixOne ethnic group I belong to is Mexican. I am only one quarter Mexican, but I know thisside of my family very well. Mexican-Americans hav
University of Phoenix - ETH - 125
Appendix BETH/125 Version 71University of Phoenix MaterialAppendix BPart IDefine the following terms:TermDefinitionStereotypesExaggerations and unreliable generalizations about a certaingroupPrejudiceA negative attitude towards entire group o
University of Phoenix - ETH - 125
Running Header: DEFINING TERMSDefining TermsNicole PehrsonCultural Diversity ETH/125DefinitionsRaces and racial groups are defined as minorities and the corresponding majorities thatare socially set apart because of obvious physical differences (Sch
University of Phoenix - ETH - 125
1._C_2. _ D_3. _A_4. _A_5. _C_6. _B_7. _C_8. _C_9. _D_10. _D_11. _B_12. _D_13. _B_14. _B_15. _B_16. _D_17. _B_18. _C_19. _B_20. _A_21. _D_22. _A_23. _C_24. _B_25. _C_26. _D_27. _A_28. _C_29. _C_30. _B_NAME: Nicole Pehrson
Gettysburg High School - 01 - BIO - 153
Photosynthetic OrganismsmossestreeskelpEuglenagarden plantscyanobacteriadiatoms(Moss): Steven P. Lynch; (Trees): Digital Vision/PunchStock; (Kelp): Chuck Davis/Stone/Getty Images; (Cyanobacteria): Sherman Thomas/Visuals Unlimited; (Diatoms): Ed Re
Gettysburg High School - 01 - BIO - 153
The Prokaryotes Bacteria ArchaeaAsingle spoon of earth can contain >1000prokaryotes 1-10 m long; 0.7-1.5 m wide1Pasteurs ExperimentHYPOTHESIS A: Bacteria arise spontaneously in a broth.HYPOTHESIS B: Bacteria in the air contaminate a broth.FIRST
Gettysburg High School - 01 - BIO - 153
Evolutionary History of Plants Multicellular,photosynthetic eukaryotes. Adaptations to landCuticle Roots Vascular system AdvantagesLight More CO2 in air1Leaf Adaptationscuticlea. Stained photomicrographof a leaf cross sectionPlant leaves ha
Gettysburg High School - 01 - BIO - 153
Overview of Plant Anatomy & Physiology Plantorgans Roots:anchoring, absorption Stems: support, photosynthesis Leaves: photosynthesis1Organization of Plant Bodyterminal budbladeleafveinpetioleaxillary budstemnodeinternodenodevascular tis
Gettysburg High School - 01 - BIO - 153
Evolution of Animals Multicellular& heterotrophic Diploid life cycle Monophyletic Invertebratesancestorand vertebrates have a common1Animals - Multicellular, HeterotrophicEukaryotesAdult frogStages in development, from zygote to embryo.Stages
Gettysburg High School - 01 - BIO - 153
Chordates Phylum FourChordataMain Characteristics Notochord Dorsaltubular nerve cord Pharyngeal pouches Tail1Nonvertebrate Chordates Notochordpersists and is never replacedby a vertebral column Lancelets(Subphylum Cephalochordata) Sea Squ
Gettysburg High School - 01 - BIO - 153
Ch. 4 questions1) At rest almost_ of the energy (ATP) required to sustain bodily functions is producedby aerobic metabolism.A) 75%B) 100%C) 60%D) 25%2) True or False?Muscular exercise can greatly increase the bodys need for energy.3) A trained pe
Gettysburg High School - 01 - BIO - 153
1.True or False. Muscle glucose is the fuel for the central nervoussystem?2.Hormones control delivery of _ during exercise?A.B.C.D.Protein, fatsCarbohydrates, fatsJust fatsNone of the above3.Two of the major homeostatic systems involved in the
Gettysburg High School - 01 - BIO - 153
Overview of EcologyChapters 43-47Chapter 43BehaviorCompetitionMates, territory, food etc.Nature vs. nurtureImprintingReproductive strategiesPolygamy:Males mate with multiple femalesFemales invest more in the offspring2PolyandryOne female mat
Gettysburg High School - 01 - BIO - 153
Chapter 3Developing Professionalism asa Health EducatorProfessionalism Definition: upholding standards and conductexpected of someone who has been trained in aprofessionThree Features of a Profession Training that was intellectual and involvedkno
Gettysburg High School - 01 - BIO - 153
Chapter FourHealth CommunicationHealth CommunicationInterventions When developed and implemented properlythey can influence: Health knowledge Attitudes Awareness Norms Values Success begins with the consumerFeatures of Health CommunicationInt
Gettysburg High School - 01 - BIO - 153
Chapter 5Social Marketing ConceptsMarketing vs. Social Marketing Marketing: analysis, planning, implementation,and control of carefully formulated programsbased on consumer research designed tobring about voluntary exchanges of valueswith focus mar
Gettysburg High School - 01 - BIO - 153
Chapter 9Developing and SelectingPrint MaterialsTypes of Printed MaterialsTraditionalPamphlets/brochuresFlyersPostersNewslettersNon-TraditionalBillboardsCalendarsBookmarksRestaurant placematsStickersGrocery bag stuffersSteps for Developin
Gettysburg High School - 01 - BIO - 153
Chapter 1Using Theory and Ethics to GuideMethod Selection and ApplicationHealth Education Leaders Leaders will keepahead by exploringuncharted territory andserving as advancedscouts; they will do thisthrough a disciplinedmonitoring of externalc
Gettysburg High School - 01 - BIO - 153
Chapter 2Promoting Health Education ina Multicultural SocietyDefinitions (1 of 2) Diversity: divergenceamong people, rootedin age, culture, healthstatus and condition,ethnicity, experience,gender, sexualorientation, andvarious combinationsof t
Gettysburg High School - 01 - BIO - 153
Chapter 6Facilitating Support GroupsSupport Groups vs.GroupsTherapeutic Support group: two or more individuals whomeet face-to-face to achieve a predeterminedgoal Therapeutic group: a broad professional practicethat refers to the giving of help o
Gettysburg High School - 01 - BIO - 153
Chapter 7Selecting Presentation MethodsIntroductionEffective strategies for presentingUnderstand different presentation settingsSet the stageCommon presentation mistakesUnderstand body languageBring closureReducing anxietySteps for Selectingand
Gettysburg High School - 01 - BIO - 153
Chapter 8Developing Effective PresentationsStrategies for EffectivePresentationsPrepare for the presentation Speakers who prepare by gatheringinformation prior to a presentation makebetter connections and impressions withtheir audiences and are mo
Gettysburg High School - 01 - BIO - 153
Chapter 10Working with the MediaIntroduction Media can be a powerful alley for furthering acause Media includes: News releases Letters to the editor Guest editorials Public Service Announcements (PSAs) Conducting interviews Press conferencesNe
Gettysburg High School - 01 - BIO - 153
Code of Ethics for the Physical TherapistHOD S06-09-07-12 [Amended HOD S06-00-12-23; HOD 06-91-05-05;HOD 06-87-11-17;HOD 06-81-06-18; HOD 06-78-06-08; HOD 06-78-06-07; HOD 06-77-18-30; HOD 06-77-17-27;Initial HOD 06-73-13-24] [Standard]PreambleThe Co
Gettysburg High School - 01 - BIO - 153
Diffusion of Innovations40Early majority30Late majorityLate adoptersEarly adopters20Hard-to-reachInnovators10123456Units of time789
Gettysburg High School - 01 - BIO - 153
The Health Belief Model Perceived Susceptibility Perceived Severity Perceived Benefits Perceived Barriers Cues to Action Other Variables Self-EfficacyThe HBM Components and LinkagesIndividual PerceptionsLikelihood of ActionAge, sex, ethnicityP
Gettysburg High School - 01 - BIO - 153
Health Final chapter 6-10= 28 questions, 21 multiple choice, 7 short answerChapter 7 and 8 make up 1/3 the testTwo or more individuals who meet face to face to achieve a predetermined goal= what isa support groupConduct back group checks on group memb
Gettysburg High School - 01 - BIO - 153
Evaluator_Group evaluated_Please evaluate each of the following components of the presentation.Graded ComponentsIntroduction to the Problem Topic area?Scope of the Problem Local stats State stats Regional stats National statsCommunity Resources
Gettysburg High School - 01 - BIO - 153
Newspaper/Magazine Article Grading RubricBelow Basic0Basic1Proficient2SourceIdentifiedAuthorIdentifiedDate ofpublicationExplains howhealth issueimpactscommunitiesUsed correctgrammar whenreportingName of student_Comments:Advanced3
Gettysburg High School - 01 - BIO - 153
Gettysburg High School - 01 - BIO - 153
Social Cognitive TheorySocial Cognitive Theory/SocialLearning Theory Built on an understanding of the interaction thatoccurs between an individual and theirenvironment. The various constructs reinforce ourunderstanding of the importance of shaping
Gettysburg High School - 01 - BIO - 153
Stages of Change Pre-contemplation not consideringchanging behavior Contemplation Considering making achange within the next 6 months Preparation serious commitment tochange Action behavior change is initiated Maintenance maintaining the changePr
Gettysburg High School - 01 - BIO - 153
Study Guide Exam 2 HLTH 320 Spring 2013There are questions on the exam related to the following:Support groups definition, steps in conducting one, expected outcomes.Presentation Methods selection, challenges, outcomes, characteristics, planning, effec
Gettysburg High School - 01 - BIO - 153
Study Guide for HLTH 320 Exam 1There are questions on the exam related to thefollowing:All of the constructs and elements of the theories we discussed in class. These/thisquestion is worth one-quarter of your test grade.-Health Belief modelo Individ
Gettysburg High School - 01 - BIO - 153
Study Guide for HLTH 320 Exam 1There are questions on the exam related to the following:All of the constructs and elements of the theories we discussed in class. These/this question isworth one-quarter of your test grade.Four principles of ethics and
Gettysburg High School - 01 - BIO - 153
HLTH 320Community HealthInstructorOffice:E-Mail:Kathie CourtneyGB 127courtnek@northern.eduOffice HoursOffice Phone:Credits: 2M-TH 2:00-3:00 & W 10:00-12:00626-7684Course DescriptionThis course presents the structural organization, functional
Gettysburg High School - 01 - BIO - 153
Theory of Reasoned Action/Theory of Planned Behavior Provide frameworks for conceptualizing, measuring, andidentifying factors that determine behavior. TRA focuses on cognitive factors (beliefs and values) thatdetermine motivation (behavioral intentio
Georgia Tech - HIST - 2112
French Baroque, Rocco Art, Moralizing Art6-28-12I. French BaroqueA. Nicolas Poussin1. Et in Arcadia, 1655a. Even in Arcadia am Ib. memento mori (remember your mortality)c. perfect land of milk and honeyd. Shepherds shadowe. linear perspective and
Georgia Tech - HIST - 2112
Italian Baroque Art6-26-12I. Italian Baroque (tenebroso, dynamism, melodrama)A. Caravaggio1. The Calling of St. Mathew, 16012. Conversion of St. Paul, 16013. Entombment, 16034. Young Bacchus, 1597B. Artemisia Gentileschi1. Judith Slaying Holofern
Georgia Tech - HIST - 2112
Spanish, Flemish, and Dutch Baroque6-27-12I. Spanish Baroque (dynamism, melodrama, influences from theater)A. Diego Velazquez1. Water Carrier of Seville, 16192. The Drinkers, 1628a. Referencing Young Bacchus, 1597b. Earthy colors of peasants (drunk
Georgia Tech - HIST - 2112
Neoclassicism and Intro to Romanticism7-3-12I. Neoclassicism (influenced by the French Revolution)A. Jacques-Louis David1. Oath of the Horatii, 1784 (propaganda)a. Story of Horatioi. The three sons of Horatio agree to go into battle as representativ
Georgia Tech - HIST - 2112
Neoclassicism and Intro to Romanticism7-3-12I. Neoclassicism (influenced by the French Revolution)A. Jacques-Louis David1. Oath of the Horatii, 1784 (propaganda)a. Story of Horatioi. The three sons of Horatio agree to go into battle as representativ
Georgia Tech - HIST - 2112
UNIT THREE NOTESImpressionism, Neo-Impressionism, and Post-Impressionism7-10-12I. ImpressionismA. Claude Monet1. St. Lazare Train Station, 1877a. painted light, not thingsb. dense light2. Impression: Sunrise, 18723. Haystacks series, 1880sa. exp
Georgia Tech - HIST - 2112
UNIT 4 NOTESDada and Surrealism7-17-12I. Dada (Art is destruction and creation, dada: the revolt of art, anti-art)A. Man Ray1. Gift, 1921a. ready madeb. Art is destruction as well as creationB. Meret Oppenheim1. The Object, 19362. Exquisite corp
Georgia Tech - HIST - 2112
UNIT 5 NOTESNeo-Expressionism7-24-12I. Neo-Expressionism (Late expressionism, art about art, appropriations)A. Francis Bacon- distortions and deformations1. After Velazquez, 19462. After Velazquez Innocent X, 19533. Painting, 19464. Innocent X Sur
Georgia Tech - HIST - 2112
Getting to Know GTAttend a Georgia Tech sportingeventBenjamin A. KatzGT100011-20-12Warming UpThe Georgia Tech Footballteam warms up, preparingfor an exhilarating matchFirst QuarterThe first quarter comes toa close with the score alltied up a
Georgia Tech - HIST - 2112
MaintainingHealthandbalanceatGeorgiatechBenKatzBrendanLynchStephenMurpheyAndrewSmithRachelWhitmanGT1000112712ImportanceofBalanceDifferencebetweenhighschoolandGeorgiaTechHowtomakethetransitioninallaspectsPhysicallyMentallyAcademically(E
Georgia Tech - HIST - 2112
1Spring 2013, Revision date: 1/1/2013The United States since 1877MWF D. M .Smith, Room 105History 2112 A, 1:05 1:55 / History 2112 B, 2:05 2:55Instructor: Wayne DrewsTeaching Assistant: Xiaoning Fiona Daiwdrews3@gatech.eduxdai37@gatech.eduOffice
Georgia Tech - HIST - 2112
Industrialization 1/16/2013GT History 2112 DrewsFrom Competition to ConsolidationGould / Carnegie / RockefellerJ. P. Morgan and the corporation-lost control of company and it became US SteelSocial Darwinism-survival of the fittest in business (i.e.
Georgia Tech - HIST - 2112
GT History 2112 DrewsLegacy of Reconstruction 1/9/2013The Price of Freedom Shermans March Chattanooga to Atlanta Kennesaw Mountain Gone with the Wind March to the seaWhat Freedom meant to the Freed People Ability to travel Ability to marry and p
Georgia Tech - HIST - 2112
Manifest Destiny 1/11/2013Transcontinental RailroadMajor turning point in US HistoryPolicyLaborChallenges, ObstaclesPioneers / SettlersFree LandFire, DroughtStorms, LocustsLumberCowboys vs Ranchers/FarmersHorses / Colt 45Cattle DrivesConflic
Georgia Tech - HIST - 2112
MASTER NOTE SHEETHIST 2112DREWSLegacy of Reconstruction 1/9/2013The Price of Freedom Shermans March Chattanooga to Atlanta Kennesaw Mountain Gone with the Wind March to the seaWhat Freedom meant to the Freed People Ability to travel Ability to
Georgia Tech - HIST - 2112
The Gilded Age 1/14/2013GT History 2112 DrewsShines on the Outside - Rotten on the InsideGreed, Consumption and Corruption-businessmen and consumers alike-politicians and businessmen were corruptOr, From: Agrarian and Small Producers-moved from agr