Develop a long-term awareness about his or her role in citizenship, voca- tion/career, education, and personal relationships that is impacted on by both HEALTH and cultural diversity.
Suggested Course Activity—Urban Hiking ■ 375
I have shared this experience with many groups of students over the years, and the experience has been well received.
Figure D–1 Boston’s Chinatown
Figure D–2 Boston’s Caribbean Neighborhood
Appendix E Heritage Assessment Tool
This set of questions is to be used to describe a person’s—or your own—ethnic, cultural, and religious background. In performing a heritage assessment it is help- ful to determine how deeply a person identifies with his or her traditional heritage. This tool is very useful in setting the stage for assessing and understanding a per- son’s traditional HEALTH and ILLNESS beliefs and practices and in helping determine the community resources that will be appropriate to target for support when neces- sary. The greater the number of positive responses, the greater the degree to which the person may identify with his or her traditional heritage. The one exception to positive answers is the question about whether a person’s name was changed. The background rationale for the development of this tool is found in Chapter 1.