Buddhism is one of the world’s largest religions and originated 2,500 years ago in India. Buddhists believe that the human life is one of suffering, and that meditation, spiritual and physical labor, and good behavior are the ways to achieve enlightenment, or nirvana.

Variety of cultural city icons for multiple countries

To download and access the icons, click on view resource.
This will open the resource in a new google drive tab.
In the top right corner there should be a download button.
The folder will download as a ZIP file.
Once the ZIP file is downloaded, double click on it to open it, and it will create a new folder with all the icons!
The icons are PNG files, which means they have a transparent background, so they can easily be placed on top of other materials.

With ever increasing cultural diversity in our schools, how do educators establish and maintain effective relationships with those whose experiences and beliefs differ from their own? Dr. Darryle Craig, program manager for Fairfax County Public Schools College Success Program, presents her ideas and strategies for becoming "Culturally Competent.” According to Dr. Craig—cultural competency is “the ability to interact effectively with people from different cultures.” During the program, Dr. Craig defines and examines the importance of cultural competence. Using first-hand examples and questions from the studio audience, Craig advises how to use this important skill to help close the achievement gap, and promote best practices that create success among diverse learners.

This class explores the interrelationship between humans and natural environments. It does so by focusing on conflict over access to and use of the environment as well as ideas about "nature" in various parts of the world.

Students from Germany and Sweden worked together in groups to write travel blogs, one for each of the countries that take part in our Erasmusprojekt "Die Kinder von Europia: Schule, Arbeit und Leben in 100 Jahren".

https://eurokids100.wordpress.com/2016/05/20/ergebnisse-des-lernmoduls-virtual-globetrotters/

From pineapples grown in Hawaii to English-speaking call centers outsourced to India, the legacy of the "Age of Imperialism" appears everywhere in our modern world. This class explores the history of European imperialism in its political, economic, and cultural dimensions from the 1840s through the 1960s.

In this class, food serves as both the subject and the object of historical analysis. As a subject, food has been transformed over the last 100 years, largely as a result of ever more elaborate scientific and technological innovations. From a need to preserve surplus foods for leaner times grew an elaborate array of techniques – drying, freezing, canning, salting, etc – that changed not only what people ate, but how far they could/had to travel, the space in which they lived, their relations with neighbors and relatives, and most of all, their place in the economic order of things. The role of capitalism in supporting and extending food preservation and development was fundamental. As an object, food offers us a way into cultural, political, economic, and techno-scientific history. Long ignored by historians of science and technology, food offers a rich source for exploring, e.g., the creation and maintenance of mass-production techniques, industrial farming initiatives, the politics of consumption, vertical integration of business firms, globalization, changing race and gender identities, labor movements, and so forth. How is food different in these contexts, from other sorts of industrial goods? What does the trip from farm to table tell us about American culture and history?

This course comprises a broad survey of texts, literary and philosophical, which trace the development of the modern world from the seventeenth to the early twentieth century. Intrinsic to this development is the growth of individualism in a world no longer understood to be at the center of the universe. The texts chosen for study exemplify the emergence of a new humanism, at once troubled and dynamic in comparison to the old. The leading theme of this course is thus the question of the difference between the ancient and the modern world. Students who have taken Foundations of Western Culture I will obviously have an advantage in dealing with this question. Classroom discussion approaches this question mainly through consideration of action and characters, voice and form.

A brief exploration of Open Access policies and practices as they relate to the galleries, libraries, archives and museums sector.

This course studies important twentieth century texts from Spain and Latin America. The readings include short stories, theatre, the novel and poetry. This subject is conducted in Spanish and all reading and writing for the course is also done in Spanish.

Introduction to Media Studies is designed for students who have grown up in a rapidly changing global multimedia environment and want to become more literate and critical consumers and producers of media. Through an interdisciplinary comparative and historical lens, the course defines "media" broadly as including oral, print, performance, photographic, broadcast, cinematic, and digital cultural forms and practices. The course looks at the nature of mediated communication, the functions of media, the history of transformations in media and the institutions that help define media's place in society. This year’s course will focus on issues of network culture and media convergence, addressing such subjects as Intellectual Property, peer2peer authoring, blogging, and game modification.

Humans are social animals; social demands, both cooperative and competitive, structure our development, our brain and our mind. This course covers social development, social behaviour, social cognition and social neuroscience, in both human and non-human social animals. Topics include altruism, empathy, communication, theory of mind, aggression, power, groups, mating, and morality. Methods include evolutionary biology, neuroscience, cognitive science, social psychology and anthropology.

This course investigates relationships between two media, film and literature, studying works linked across the two media by genre, topic, and style. It aims to sharpen appreciation of major works of cinema and of literary narrative. The course explores how artworks challenge and cross cultural, political and aesthetic boundaries. It includes some attention to theory of narrative. Films to be studied include works by Akira Kurosawa, John Ford, Francis Ford Coppolla, Clint Eastwood, Orson Welles, Billy Wilder, and Federico Fellini, among others. Literary works include texts by Aeschylus, Sophocles, Shakespeare, Cervantes, Honoré de Balzac, Henry James and F. Scott Fitzgerald.

Steak or chicken?  Dinner in the American culture tends to be a heavy meal with various options and sides.  In this seminar you will learn how to say many of the common dinner foods in Spanish. So sit back and enjoy!ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationCultures: Relating Cultural Practices to PerspectivesComparisons: Cultural ComparisonsLearning TargetI can order a dinner meal.Habits of MindStriving for accuracyCritical Thinking SkillConstruct Meaning