1
We might find ourselves thinking or asking, what’s the point of knowing this stuff? Why should religious content matter? Why should a “basic American” know the 10 Commandments of Judaism and Christianity, the 4 Noble Truths of Buddhism, the 5 Pillars of Faith of Islam, the 5 K’s of Sikhism, the 7 Deadly Sins of Catholicism, or the 5 key relationships of Confucianism? So what? Prothero’s response is simple and it is profound: “Content is the necessarymeans to understanding.” It is necessary for our self-growth and development; moreover, knowledge and understanding are indispensable in the fight against ignorance, intolerance, and discrimination.
Stephen Prothero Religious Literacy
Worksheet #1 Introduction and Chapter 1 “A Nation of Religious Illiterates”
Page references are furnished for the blue-cover 2007 textbook edition, followed by the later version e-text pagination.
Ballar Singh Sadhi was killed by a vigilante at an Arizona gas station because he thought the man wearing a turban was a Muslim and a terrorist. (p3 textbook; p6 e-text)
What religion was the victim? Look up Ballar Singh Sadhi’s religious tradition in the dictionary section of Prothero (pp185-292 textbook; pp163-252 e-text) and explain two things about it.
In the textbook version on page 5 (p9 e-text) Prothero notes, “religion has always been a major factor in US politics, and international affairs.”
Prothero quotes Diane Eck, who laments, “Christians in the US are…abysmally ignorant about the religious traditions of the rest of the world.” List what Eck calls “the Big Five” major religious traditions of the world (pp8 textbook; p11 e-text). *Note: Daoism and Confucianism of China, and Jainism and Sikhism of India were not included by the author, though I definitely include these in my religions of the world courses.
Name a number of issues, reforms, and debates in our culture that “are not comprehensible in a religious vacuum”—meaning that apart from a religious framework we cannot adequately analyze issues. (p6 textbook; p9 e-text)
French sociologist Daniele Hervieu-Leger lamented about the European loss of [religious] faith. Note the metaphor for religion she uses, and argue that Europeans have broken it. Explain her metaphor. (p8 textbook; p11 e-text)
In 1955 American sociologist Will Herberg wrote a ground-breaking study on Religion in America (p9 textbook; p12 e-text)What was the title of the book?What was its major premise/concern? [hint: Herberg is dismayed about allegiance to “religion that makes religion its own object,” and laments over the loss of specificity and content. Herberg’s premise possibly inspired Prothero to tackle this issue some fifty years later.]
According to Prothero, how is religious illiteracy a “civic problem,” and why is having an “educated citizenry” important? (pp10-13 textbook; pp13-15 e-text) How does Prothero define religious literacy? (pp15, 17 textbook; pp17, 19 e-text)
Once we understand the problem, what proactive step ...
REL 2011MIDTERM EXAMFALL 2016Answer three (3) questions in.docxsodhi3
REL 2011
MIDTERM EXAM
FALL 2016
Answer three (3) questions in essay form. Each essay should be at least two (2) pages in length, double-spaced, 12 pt. font. The total length of the exam should be 6-8 pages. To answer these questions it is necessary that you have done the readings I list after each question (Pals, Nigosian, Livingston). The essays should be submitted as one submission (not three separate submissions) to Turnitin assignments in Blackboard, no later than MONDAY, NOVEMBER 7TH, 2016, BEFORE 11:30 P.M.
IT SHOULD BE OBVIOUS YOU WILL NOT BE ABLE TO ANSWER SOME OF THESE QUESTIONS UNLESS YOU COME TO CLASS.
1. The (radical) Enlightenment (Spinoza, Reimarus, Hume, and Kant) had a very negative view of revealed religion in general, and Christianity in particular. For example, Reimarus looked at Christianity as a fraud, a fabrication of the power-hungry early disciples of Jesus. Kant had a complete disregard for revealed religion (which he found full of superstitions and gross immoralities) and sought translate Christianity into a moral system, which we can get on our own through Reason (not revelation). Hume proposed a naturalistic explanation of religion and attacked all attempts to rationally prove the existence of God. Although Schleiermacher and Hegel were influenced by the Enlightenment in their critique of revelation and dogma, and were both influenced by Kant and Spinoza, they had a different analysis and interpretation of religion. 1. State the (radical) Enlightenment understanding of religion and compare it and contrast it with that of Schleiermacher and Hegel. 2. In what ways the way Schleiermacher, and Hegel see religion a more positive and sympathetic interpretation of religion and Christianity? 3. Or are the views of religion offered by Schleiermacher and Hegel in the end more harmful to Christianity in particular, and religion in general (e.g. by making too many concessions to scientific naturalism and the Enlightenment)? (For this essay Handout #1 is essential, and my lectures on the Enlightenment, Schleiermacher, Hegel; the Strauss selection posted on Blackboard will give you a pretty good idea of Hegel’s position.)
2. Emile Durkheim offered a major interpretation of religion that rivaled Tylor’s and Frazer’s in depth and in many ways surpassed them in influence. 1. Explain’s Durkheim’s interpretation and analysis of religion. 2. Explain how Durkheim’s analysis is similar to Marx’s (and Feuerbach’s), and ways in which it is different. 3. Is Durkheim’s analysis of religion continuous (in sync) with the Enlightenment (Hume, Reimarus, and Feuerbach), or does it significantly go beyond the Enlightenment? (For this question you must read carefully the chapter on Durkheim and Marx in Pals, as well my lectures on Marx, Feuerbach, and Strauss. I have posted a selection from Feuerbach).
3. Discuss Marx’s thesis, building on the work of Feuerbach and Hegel (as Hegel was interpreted by Feuerbach) that ...
Reply A KhushThe speech Robespierre gave in February 1794 was in.docxWilheminaRossi174
Robespierre gave his "On Political Morality" speech in 1794 to justify the Reign of Terror during the French Revolution. He argued that political virtue cannot exist without terror, and that a balance of virtue and terror is necessary for leadership. The ongoing war in Vendee showed resistance to the new republic and convinced Robespierre that force was needed to ensure peace. However, the author believes freedom cannot coexist with terror, and that Robespierre's position is not justified.
The document provides an overview of Enlightenment Rationalism from 1700-1800. It discusses how the Reformation called religious authority into question and led to diversity of religious beliefs across Europe. This caused conflicts as rulers justified expanding their power and territory in the name of religion, leading to wars. Enlightenment philosophers argued religion was an unstable source of authority and proposed reason as a more stable foundation for society. They believed all humans were endowed with reason at birth, allowing universal agreement on truth. This shifted authority from religion to reason and led to approaches like deism that made religion conform to rational principles.
A Christian (Adventist) Attempt to Integrate Faith and Historyniwres
The document discusses strategies for integrating faith and history in teaching and scholarship. It proposes developing a Christian worldview, confronting assumptions in the history discipline, studying revealed actions of God in history, allowing a Christian worldview to suggest topics and guide fact selection, applying Christian understandings of human nature and moral standards, and focusing on spiritual factors like the role of the Christian church. The goal is to examine history through insights from the Christian faith.
This document discusses the concept of theology and different types of theology. It begins by defining theology as the systematic study of the nature of God and God's relationship with humanity and the world, though it notes this concept is controversial in some religions. It then outlines five different types of theology: natural theology which is based on nature; revealed theology which is based on revelation; dogmatic theology which is based on scripture and church teachings; speculative theology which allows for human speculation; and systematic theology which methodically arranges religious truths. The document suggests each type of theology provides its own perspective on understanding the nature of theology.
1)JudaismChildren of the Cool,There are a couple of topi.docxteresehearn
1)
Judaism
Children of the Cool,
There are a couple of topics worth discussing with regard to Judaism.
The first is testimonial. Do you know people who are anti-Semitic? Is it a "thing" in your own family or other circles? Maybe your church has a specific view of the role of the Jews in the end-times; maybe you've heard conspiracy theories. Or maybe not.
Second, reflect if you will on the concept of there being a "chosen people." Does this seem reasonable or likely to you, as a way God (if there is a god) would go about things? (The philosopher Bertrand Russell once said "How odd / of God / to choose / the Jews." He was an atheist.
Third, Jews have long had what many of us have only acquired in the past few decades: an absolute obsession with figuring out our identity. Put your own identity in dialogue with the debates Jews have about it: is
your
identity religious? political? ethnic or racial? cultural? Who or what do you identify as? That is, distinguish what happens to be true of you, from what makes you be you. You *are* a Muslim; you happen to be from Alabama. You *are* pro-life, you happen to be African-American. You get the i dea.
Dr. Curtis-Thames
2)
Hinduism
All
I never know how much wind-shear it will be for students to first encounter Hinduism. The "Californication" of south and east Asian religions, whereby they all get the juicy bits picked over and Vitamixed together into a New Age spirituality, makes it hard to understand what these religions are in themselves, apart from our Western appropriation of them.
Let's talk about a couple of things.
x) Every religion seems to have morally-awkward things about especially its history, yet religions have been and arguably still are the major channels for teaching morals and for bringing them up in public, especially in political contexts. So Muhammad fought, Christianity persecuted heretics and Jews violently; Yahweh seems to endorse ethnic cleansing in the oldest parts of the Hebrew Bible / Old Testament. Hinduism says you deserve the horrors of your life: poverty, abuse, discrimination, etc. Given all of this--and I'm not saying atheism raises fewer problems, I'm just setting it aside for the moment--how do you think about Hinduism's understanding of karma? If we *don't* get everything we deserve, how can the universe be just? If it's not, what's the point of being moral? On the other hand, if we do, how would it make you feel, thinking about the circumstances of your own life, to realize that your own past actions set you up for the life you have had so far?
x) Americans can't stay on a diet for two weeks. Is there a positive message about communal discipline and self-discipline that Hinduism could direct towards American society? What stands out to you?
3)
Buddhism
Buddhism is both the most intellectually-challenging of the major world religions, and one with a strongly-appealing spiritual practice.
x) Both Shankara's jnana-marga Hindu idea that I am a part of G.
There are many arguments on both sides of the debate around whether religion causes war. Critics who argue that religion has caused wars throughout history point to specific events like the Nazi genocide against Jewish people and the American Civil War where religious differences exacerbated conflicts. However, others counter that modern secular ideologies have been responsible for even greater violence, and that the historical evidence does not clearly support religion as the primary cause of wars. The debate ultimately comes down to different interpretations of religion and its role in human conflicts.
REL 2011MIDTERM EXAMFALL 2016Answer three (3) questions in.docxsodhi3
REL 2011
MIDTERM EXAM
FALL 2016
Answer three (3) questions in essay form. Each essay should be at least two (2) pages in length, double-spaced, 12 pt. font. The total length of the exam should be 6-8 pages. To answer these questions it is necessary that you have done the readings I list after each question (Pals, Nigosian, Livingston). The essays should be submitted as one submission (not three separate submissions) to Turnitin assignments in Blackboard, no later than MONDAY, NOVEMBER 7TH, 2016, BEFORE 11:30 P.M.
IT SHOULD BE OBVIOUS YOU WILL NOT BE ABLE TO ANSWER SOME OF THESE QUESTIONS UNLESS YOU COME TO CLASS.
1. The (radical) Enlightenment (Spinoza, Reimarus, Hume, and Kant) had a very negative view of revealed religion in general, and Christianity in particular. For example, Reimarus looked at Christianity as a fraud, a fabrication of the power-hungry early disciples of Jesus. Kant had a complete disregard for revealed religion (which he found full of superstitions and gross immoralities) and sought translate Christianity into a moral system, which we can get on our own through Reason (not revelation). Hume proposed a naturalistic explanation of religion and attacked all attempts to rationally prove the existence of God. Although Schleiermacher and Hegel were influenced by the Enlightenment in their critique of revelation and dogma, and were both influenced by Kant and Spinoza, they had a different analysis and interpretation of religion. 1. State the (radical) Enlightenment understanding of religion and compare it and contrast it with that of Schleiermacher and Hegel. 2. In what ways the way Schleiermacher, and Hegel see religion a more positive and sympathetic interpretation of religion and Christianity? 3. Or are the views of religion offered by Schleiermacher and Hegel in the end more harmful to Christianity in particular, and religion in general (e.g. by making too many concessions to scientific naturalism and the Enlightenment)? (For this essay Handout #1 is essential, and my lectures on the Enlightenment, Schleiermacher, Hegel; the Strauss selection posted on Blackboard will give you a pretty good idea of Hegel’s position.)
2. Emile Durkheim offered a major interpretation of religion that rivaled Tylor’s and Frazer’s in depth and in many ways surpassed them in influence. 1. Explain’s Durkheim’s interpretation and analysis of religion. 2. Explain how Durkheim’s analysis is similar to Marx’s (and Feuerbach’s), and ways in which it is different. 3. Is Durkheim’s analysis of religion continuous (in sync) with the Enlightenment (Hume, Reimarus, and Feuerbach), or does it significantly go beyond the Enlightenment? (For this question you must read carefully the chapter on Durkheim and Marx in Pals, as well my lectures on Marx, Feuerbach, and Strauss. I have posted a selection from Feuerbach).
3. Discuss Marx’s thesis, building on the work of Feuerbach and Hegel (as Hegel was interpreted by Feuerbach) that ...
Reply A KhushThe speech Robespierre gave in February 1794 was in.docxWilheminaRossi174
Robespierre gave his "On Political Morality" speech in 1794 to justify the Reign of Terror during the French Revolution. He argued that political virtue cannot exist without terror, and that a balance of virtue and terror is necessary for leadership. The ongoing war in Vendee showed resistance to the new republic and convinced Robespierre that force was needed to ensure peace. However, the author believes freedom cannot coexist with terror, and that Robespierre's position is not justified.
The document provides an overview of Enlightenment Rationalism from 1700-1800. It discusses how the Reformation called religious authority into question and led to diversity of religious beliefs across Europe. This caused conflicts as rulers justified expanding their power and territory in the name of religion, leading to wars. Enlightenment philosophers argued religion was an unstable source of authority and proposed reason as a more stable foundation for society. They believed all humans were endowed with reason at birth, allowing universal agreement on truth. This shifted authority from religion to reason and led to approaches like deism that made religion conform to rational principles.
A Christian (Adventist) Attempt to Integrate Faith and Historyniwres
The document discusses strategies for integrating faith and history in teaching and scholarship. It proposes developing a Christian worldview, confronting assumptions in the history discipline, studying revealed actions of God in history, allowing a Christian worldview to suggest topics and guide fact selection, applying Christian understandings of human nature and moral standards, and focusing on spiritual factors like the role of the Christian church. The goal is to examine history through insights from the Christian faith.
This document discusses the concept of theology and different types of theology. It begins by defining theology as the systematic study of the nature of God and God's relationship with humanity and the world, though it notes this concept is controversial in some religions. It then outlines five different types of theology: natural theology which is based on nature; revealed theology which is based on revelation; dogmatic theology which is based on scripture and church teachings; speculative theology which allows for human speculation; and systematic theology which methodically arranges religious truths. The document suggests each type of theology provides its own perspective on understanding the nature of theology.
1)JudaismChildren of the Cool,There are a couple of topi.docxteresehearn
1)
Judaism
Children of the Cool,
There are a couple of topics worth discussing with regard to Judaism.
The first is testimonial. Do you know people who are anti-Semitic? Is it a "thing" in your own family or other circles? Maybe your church has a specific view of the role of the Jews in the end-times; maybe you've heard conspiracy theories. Or maybe not.
Second, reflect if you will on the concept of there being a "chosen people." Does this seem reasonable or likely to you, as a way God (if there is a god) would go about things? (The philosopher Bertrand Russell once said "How odd / of God / to choose / the Jews." He was an atheist.
Third, Jews have long had what many of us have only acquired in the past few decades: an absolute obsession with figuring out our identity. Put your own identity in dialogue with the debates Jews have about it: is
your
identity religious? political? ethnic or racial? cultural? Who or what do you identify as? That is, distinguish what happens to be true of you, from what makes you be you. You *are* a Muslim; you happen to be from Alabama. You *are* pro-life, you happen to be African-American. You get the i dea.
Dr. Curtis-Thames
2)
Hinduism
All
I never know how much wind-shear it will be for students to first encounter Hinduism. The "Californication" of south and east Asian religions, whereby they all get the juicy bits picked over and Vitamixed together into a New Age spirituality, makes it hard to understand what these religions are in themselves, apart from our Western appropriation of them.
Let's talk about a couple of things.
x) Every religion seems to have morally-awkward things about especially its history, yet religions have been and arguably still are the major channels for teaching morals and for bringing them up in public, especially in political contexts. So Muhammad fought, Christianity persecuted heretics and Jews violently; Yahweh seems to endorse ethnic cleansing in the oldest parts of the Hebrew Bible / Old Testament. Hinduism says you deserve the horrors of your life: poverty, abuse, discrimination, etc. Given all of this--and I'm not saying atheism raises fewer problems, I'm just setting it aside for the moment--how do you think about Hinduism's understanding of karma? If we *don't* get everything we deserve, how can the universe be just? If it's not, what's the point of being moral? On the other hand, if we do, how would it make you feel, thinking about the circumstances of your own life, to realize that your own past actions set you up for the life you have had so far?
x) Americans can't stay on a diet for two weeks. Is there a positive message about communal discipline and self-discipline that Hinduism could direct towards American society? What stands out to you?
3)
Buddhism
Buddhism is both the most intellectually-challenging of the major world religions, and one with a strongly-appealing spiritual practice.
x) Both Shankara's jnana-marga Hindu idea that I am a part of G.
There are many arguments on both sides of the debate around whether religion causes war. Critics who argue that religion has caused wars throughout history point to specific events like the Nazi genocide against Jewish people and the American Civil War where religious differences exacerbated conflicts. However, others counter that modern secular ideologies have been responsible for even greater violence, and that the historical evidence does not clearly support religion as the primary cause of wars. The debate ultimately comes down to different interpretations of religion and its role in human conflicts.
Review the articles, Women and Financialization Microcredit, Inst.docxronak56
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 ...
Liberation theology interprets the Bible as a document that can empower oppressed people to overcome their oppressors. It emerged from the political and social context of Latin America in the 1950s-1960s as a response to poverty and inequality. Liberation theology focuses on God's role in liberating oppressed communities and sees Scripture as a means of inspiring resistance to unjust political and economic systems. However, critics argue that liberation theology can promote further division and undermine religious unity.
This document discusses religious persecution that occurred in early America, particularly by the Puritans. The Puritans were described as intolerant and often punished other religious groups like the Quakers and Baptists that settled with them. Most Quakers and Baptists were shunned from settlements, and in one instance four Quakers were hanged. The Puritans were not very tolerant of other religious groups in early America.
An Invitation to the Study of World Religions Chapter 1ProfessorWatson
The document discusses several key aspects of the academic study of religion:
1) It examines different approaches and definitions of religion proposed by scholars like Durkheim, James, and Tillich.
2) It explores what religions typically do, such as respond to human needs and provide explanations for ultimate reality.
3) It outlines Ninian Smart's model of the different dimensions of religion, including mythic, doctrinal, ethical, and social dimensions.
4) It discusses some challenges religions face in the modern world with modernization, urbanization, globalization, and secularization.
The medieval period in history is the period in which monotheist too.docxlaurieellan
The medieval period in history is the period in which monotheist took root against polytheism and pantheism. It was a definite transition period that changed the scope of history and shaped everything from artwork and philosophy to science and fashion.Imagine if that hadn't happened. Imagine if polytheism and pantheism had remained strong and Christianity, Judaism, Islam, and the other monotheistic religions hadn't become strong. Choose a country in the world and tell what would be different about that country if monotheism had been just one of many options in religion rather than the dominant religion of the state. Each student must pick a different country. Find out what the native religion of the country was and explain how that might have effected the development of the nation.
Write at least 20 complete, grammatically correct sentences about this matter
Respond to a classmate's post after posting your own adding to their picture if you know any other details about the development of their country (3 complete, grammatically correct sentences at least).
student post
If the current dominant monotheistic religions had not been shoved into the social/political/institutional aspects (the everythings) of history, religion itself would not have the influence we see now. Polytheistic and pantheistic religions did not demand so much force. Seeing God as the Universe (pantheism) or God in multiple essences (polytheism) had influence on the people, of course. But the world had not seen quite such large-scale intimidation before seeing God as one and as above you. All three dominant monotheistic religions have been utilized by those in power to oppress the common people, but Christianity in particular comes to mind. Christianity has seen epochs of brutal force and fear strike (western) society. In Europe they did so by instilling fear of GOD; the fear of hell. Beyond just that, the powerful convinced the people that in order to be Good and go to Heaven, one must abide by the rules of their institution. They must go to church and listen to a (man) spew lies about the Bible and how one must live their lives. This European influence followed the very foundation of the United States of America! It is in GOD that we trust not in many. Christianity has been the justification for what the powerful deem acceptable. It has been used in the U.S. to justify things from the oppression of woman to the subjugation of blacks to the abuse of immigrants and the persecution of gays. But it is the fear and the misguidance of a seemingly all powerful institution that destroys the name of Christianity. Had it not been for Christianity, all this would be different and far less rampant. Or at least the justification would not be so strong and influential because the religious institutions would not have been such a powerful force to begin with. People would not have been fed such potent lies.
...
1
Student’s Name
Professor’s Name
History
June 14 2017
Personal Salvation
The idea of personal salvation marked one of the major shifts that took place in some of the religious traditions. Therefore, the newer cults promised celestial intervention and succor for devotees. Before that, most of earlier traditions had used to prescribe religious behaviors with a primary intent of appeasing supernatural forces or maintaining cosmic harmony. One can identify the following popular traditions that promised salvation for their followers: Mahayana Buddhism, Rabbinical Judaism, Christianity, and Manichaeism.
Mahayana Buddhism is known to be a religion based on compassion. It became particularly popular among millions of Chinese who needed not only personal salvation but also a profound spiritual experience that they could not find in their traditional state and household religious rituals. Buddhists’ idea of salvation differs from that accepted by most Westerners since in this religion, the notion personal salvation is based not “on Hell or Heaven as the end of a soteriological choice, but on knowledge” (Maier 9).
When it comes to Rabbinical Judaism, the Talmud containing moral teachings and post-biblical laws served as an instruction on how to walk along the path of salvation. One of the prescriptions is as follows: “A person should not abstain from carrying out the obligation to “be fruitful and multiply” (7: p. 195). As beingjewish puts it, in Judaism, it is believed that there is no need to search for personal salvation a priori, “for we are not doomed or damned at birth. We are not doomed or fated to sin. Quite the contrary. The Torah says: "If you do good, won't there be special privilege? And if you do not do good, sin waits at the door. It lusts after you, but you can dominate it” (Genesis 4:7).
As one of the major world religions, Christianity promised to offer salvation to all of the mankind. For Christians, personal salvation can be attained through becoming spiritually perfect. In The Gospel of Saint Matthew it is stated that, “Blessed are the poor in spirit, for theirs is the kingdom of heaven” (7: p. 199). Jesus also said that those who morn as well as are meek, peacemakers, pure in heart, and merciful will be saved, too. The same refers to “those who hunger and thirst for righteousness” (7: p. 199). In the Gospel of Thomas it is noted that “if you bring forth what is within you what you have will save you” (7: p. 217).
Manichaeism, also referred to as the Religion of Light, urged people to gain their personal salvation through becoming an integral part of the cosmic struggle between the forces of Light and Darkness. The prophet Mani proclaimed that in the end, Light will win the eternal battle and Darkness will be gone forever. Manichaeism offered a way to overcome the world of evil in an ethical way. The Manichaean dualism extended to a person whose soul is as divided as everyone else in the world. Basically, this is a dark ...
Christian Scholars Review204 of normativity for a continuin.docxmccormicknadine86
Christian Scholar's Review
204 of normativity for a continuing development of practices is what Fiddes demonstrates by
delving into Christian doctrine, such as the Trinity. But this begs an important question in
terms of the identification of the instructive error necessary for continuing this development.
The third strand leads beyond the textual examination and the logic of trajectory and
error within these texts and contexts to the question of reality. What stands beyond thought
as its ultimate condition and end? I am anticipating the criticism from others that Fiddes'
reliance on post-modern and Continental scholarship may seem like raising the flag of
surrender to anything that might be counted as an objective truth. But two crucial links
challenge that criticism. First, from an apophatic standpoint, everything we can say or think
is always understood as semiotically related to the Real without being equivalent to the
Real, without claiming that the Real (or God) is just a figment of imagination, a product of
false hypostatization, or a reification of a particular concept. Second, from the hiddenness
of wisdom tradition we can take the demonstrable fact of developing wisdom (in all the
pragmatic richness of that process) as itself a conditioning of the Real as the elusive but
concrete ground of that growth, sustaining a temporally infinite quest. These two aspects
of the Real are joined, I believe, in Fiddes' concept of Christ as a space for human dwelling.
Believers living into that space re-realize or re-narrate Christ without equaling or making
Christ redundant. The obedience of the journey into that space is infinite in its meaning for
a human life, and all human lives, and yet the end is not an absence but a concrete person.
Implicit in all these three strands of questioning is the concept of error, and to my
reading of this book and others by Fiddes, it remains somewhat opaque. Error is essential
for the development of the trajectories, as wisdom was mistakenly elided with Isis, and
the moderns, like Descartes, cleaved to a notion of the self and God as fully knowable. But
the error of disobedience, or sin, is negative in a different way than an error of conceptual
thought. The conception that "God is in all human wisdom, and all wisdom is in God,"
requires a further articulation of the way error is identified and corrected. Is original sin just
the absence of wisdom, or is it an erroneous orientation toward wisdom? Or is the doctrine
of original sin an example of error? My criticism is not that Fiddes improperly utilizes a
concept of error, just that the ground by which he determines errors of interpretation and
development are not fully clear. And the importance of addressing this opacity is heightened
by his emphasis on processive inquiry as a means of revelation in his approach to theology.
Fiddes' great gift to the Christian and especially Baptist community is his own display
of wisdom, resplen ...
Elshtain discusses how political scientists in the 1960s commonly held the view that religion and nationalism would decline with modernization and secularization, a hypothesis that failed to predict the enduring role of religion. She critiques the reduction of human motivation to narrow self-interest, arguing mainstream political science missed the importance of religious experience. Elshtain examines how religion intertwined with major social movements in American history, from the American Revolution to the civil rights movement, and how the U.S. came to be seen as
Bruce Lincoln’s Holy Terrors Thinking About Religion After Septem.docxAASTHA76
Bruce Lincoln’s Holy Terrors: Thinking About Religion After September 11
CONTEXT
1. Begin with the chapter title: “current political moment.” - Post 9/11 world
a. Religion, Modernity, Secularization
i. Reformation – period of upheaval in Europe
ii. Wars of Religion – protracted conflict in the 16th and early 17th c., between Protestants and Catholics – devastating on multiple levels. It was chaos, as rival sects battled it out over regimes of truth. (Lutherans, Calvinists, Anabaptists, Puritans, Moravians, Catholics, and so on.
iii. Scientific Revolution, Enlightenment movements – aimed to established new social order, in the wake of this devastation. One foundational principle was to remove religion from political power, social institutions.
iv. State freed itself from the ideological power of the church, and rested social institutions from the church’s influence (hospitals, schools, government, moral discipline and surveillance, child rearing, record keeping, handling of contracts, etc.
v. Church, religious institutions became one of many cultural domains – arts, religion, sports, journalism, popular culture, etc.
vi. Europe further imposed this model on colonized areas, importing the model of the nation state and a restricted notion of religion. Political institutions detached from religious ones, the latter’s influence restricted.
vii. Conflict – fought on the basis of nation-state allegiances and material interests, rather than religious ones.
viii. Or so it seemed – until relatively recently, when a large number of conflicts have arisen in which religious issues and identities once again play a significant role.
b. 9/11 and War on Terror
i. Everyone seems to be talking about religion – but I think it wrongheaded to chalk this up solely to the events of9/11
ii. Indeed, Lincoln’s chapters reach back to reflection on the relations between religion a, cultural, politics, in late 1970s.
iii. 1979 – a pivotal year
c. End of History?
i. For 20-30 years, intellectual culture has developed the notion that we (advanced, later modern or postmodern, capitalist culture) are post –historical (and post-theological).
ii. Francis Fukuyama – The End of History – social evolution finished; reached the pinnacle – this just happened to be advanced, capitalist, liberal society.
d. Return of Religion
i. Metaphysics, theology, competing narratives have been thrust back on to the main stage of not just social-political life, but intellectual life too.
ii. What role is religion playing in this historical, political moment?
iii. The “moment” is complex, so the answer to that question is not simple, but it is one we will pursue in reading Lincoln’s book.
CHAPTER 1 – The Study of Religion in the Current Political Moment
1. Lincoln begins his study by asking, What do we take religion to be?
a. Geertz and Talal Asad’s critique – 2 levels to it
i. Asad’s critique: Geertz is premised on an Enlightenment assumption about the nature of religion - “clearly ...
The document discusses religious diversity in America, explaining that several factors contributed to its development. It notes that the separation of church and state meant religious groups had to promote themselves without government support. It also says religion helped preserve cultural identities for immigrants and provided a sense of community. The document then discusses some of the major religious groups that were present in colonial America, including Puritans, Catholics, Baptists, Quakers, and others.
FIGURE 15.1 Religions come in many forms, such as this large m.docxgreg1eden90113
FIGURE 15.1 Religions come in many forms, such as this large megachurch. (Credit: ToBeDaniel/Wikimedia
Commons)
INTRODUCTION
CHAPTER OUTLINE
15.1 The Sociological Approach to Religion
15.2 World Religions
15.3 Religion in the United States
Why do sociologists study religion? For centuries, humankind has sought to understand and
explain the “meaning of life.” Many philosophers believe this contemplation and the desire to understand our
place in the universe are what differentiate humankind from other species. Religion, in one form or another,
has been found in all human societies since human societies first appeared. Archaeological digs have revealed
ritual objects, ceremonial burial sites, and other religious artifacts. Social conflict and even wars often result
from religious disputes. To understand a culture, sociologists must study its religion.
What is religion? Pioneer sociologist Émile Durkheim described it with the ethereal statement that it consists
of “things that surpass the limits of our knowledge” (1915). He went on to elaborate: Religion is “a unified
system of beliefs and practices relative to sacred things, that is to say set apart and forbidden, beliefs and
practices which unite into one single moral community, called a church, all those who adhere to them” (1915).
Some people associate religion with places of worship (a synagogue or church), others with a practice
(confession or meditation), and still others with a concept that guides their daily lives (like dharma or sin). All
these people can agree that religion is a system of beliefs, values, and practices concerning what a person
holds sacred or considers to be spiritually significant.
Does religion bring fear, wonder, relief, explanation of the unknown or control over freedom and choice? How
do our religious perspectives affect our behavior? These are questions sociologists ask and are reasons they
study religion. What are peoples' conceptions of the profane and the sacred? How do religious ideas affect the
real-world reactions and choices of people in a society?
15Religion
Religion can also serve as a filter for examining other issues in society and other components of a culture. For
example, after the terrorist attacks of September 11, 2001, and later in during the rise and predominant of the
terrorist group ISIS, it became important for teachers, church leaders, and the media to educate Americans
about Islam to prevent stereotyping and to promote religious tolerance. Sociological tools and methods, such
as surveys, polls, interviews, and analysis of historical data, can be applied to the study of religion in a culture
to help us better understand the role religion plays in people’s lives and the way it influences society.
15.1 The Sociological Approach to Religion
LEARNING OBJECTIVES
By the end of this section, you should be able to:
• Discuss the historical view of religion from a sociological perspective
• Describe how the major sociological paradigms vie.
31 Persuasive Essay Topics • JournalBuddies.com. Persuasive Writing Prompts and Ideas. Persuasive Essay Examples | Preview. 60 Interesting Persuasive Essay Topics for Kids and Teens. Engage students with these Persuasive Writing Ideas & Activities! This .... Pin on Teaching!. 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. Persuasive Essay Topics For 4th Graders - Shawn Woodard's Reading .... 015 Persuasive Essay Prompts Example High School Common App Writing For .... persuasive writing examplars for kids - Google Search | Persuasive .... persuasive writing | Persuasive writing, Writing a persuasive essay .... This persuasive writing pack includes a range of worksheets and .... Persuasive Writing Prompts for Elementary Kids | Persuasive writing .... the persuasie writing poster is displayed on a white board with .... writing persuasive essay worksheet - Free ESL printable worksheets made .... Persuasive Writing Worksheet Pack - No Prep Lesson Ideas | Persuasive .... Persuasive Writing Worksheet Pack Google Slides - Distance Learning .... 013 Good Persuasive Essay Topics Example ~ Thatsnotus. 014 Essay Example Persuasive Letter Format 5th Grade Save Topics Best .... 100 Persuasive Essay Topics. Teacher Approved Organizing Persuasive Writing with Color (Guest Post .... Persuasive Essay Writing Template! | Persuasive essays, Elementary .... Persuasive Writing Topic for Middle School Students. Fun Ideas For Persuasive Essay Persuasive Essay Topics Elementary
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
38 u December 2017 January 2018The authorities beli.docxlorainedeserre
38 u December 2017 / January 2018
T
he authorities believe he slipped across the United States-Mexico
border sometime during the summer of 2016, likely deep in the
night. He carried no papers. The crossing happened in the rugged
backcountry of southeastern Arizona, where the main deterrent to
trespassers is the challenging nature of the terrain—not the metal
walls, checkpoints, and aerial surveillance that dominate much of the border.
But the border crosser was des-
ert-hardy and something of an expert
at camouflage. No one knows for cer-
tain how long he’d been in the United
States before a motion-activated cam-
era caught him walking a trail in the
Dos Cabezas Mountains on the night
of November 16. When a government
agency retrieved the photo in late Feb-
ruary, the image was plastered across
Arizona newspapers, causing an imme-
diate sensation.
The border crosser was a jaguar.
Jaguars once roamed throughout
the southwestern United States, but
are now quite rare. A core population
resides in the mountains of northern
Mexico, and occasionally an adventur-
ous jaguar will venture north of the bor-
der. When one of these elusive, graceful
cats makes an appearance stateside,
Mrill Ingram is The Progressive’s online media editor.
‘The Border Is
a Beautiful Place’
For Many, Both Sides of the
Arizona-Mexico Border Are Home
B
O
R
D
ER
A
R
TS
C
O
R
R
ID
O
R
By Mrill Ingram
Artists Ana Teresa Fernández in Agua Prieta, Mexico, and Jenea Sanchez in Douglas, Arizona, worked with dozens of community members to paint sections
of the border fence sky blue, “erasing” it as a symbolic act of resistance against increasing violence and oppression of human rights along the border.
https://apnews.com/79c83219af724016b8cfa2c505018ac4/agency-reports-rare-jaguar-sighting-mountains-arizona
The Progressive u 39
usually via a motion-triggered camera,
it may get celebrity status.
“We’ve had positive identifications
of seven cats, alive and well, in the last
twenty years in the United States,” says
Diana Hadley of the Mexico-based
Northern Jaguar Project, which works
with people in both countries to pro-
tect the big cat. One of those cats be-
came known as El Jefe, after he took
up residence in 2011 in the Santa Rita
Mountains south of Tucson, Arizona.
His presence was proof that the United
States still had enough wild habitat to
support a jaguar.
The new cat was especially excit-
ing because, based on size and shape,
observers initially thought it might
be female. “A lot of people in Arizona
would be very happy to have jaguars
from Mexico breeding in Arizona,” re-
marks Hadley.
In September 2017, the Arizo-
na-based Center for Biological Di-
versity released new video of the cat,
apparently a male, caught on a mo-
tion-triggered camera ambling through
the oak scrub forest in the Chiricahua
Mountains. He’s been named Sombra,
or Shadow, by schoolkids in Tucson.
Such things will no longer ...
3Prototypes of Ethical ProblemsObjectivesThe reader shou.docxlorainedeserre
This document outlines key concepts related to recognizing and analyzing ethical problems. It discusses how to distinguish ethical questions from clinical or legal ones, and introduces the common features of ethical problems - a moral agent, a course of action, and an outcome. It uses the story of a veteran, Bill, missing therapy appointments as an example, with his therapist Kate feeling uncertain about what to do.
4-5 Annotations and Writing Plan - Thu Jan 30 2111Claire Knaus.docxlorainedeserre
4-5 Annotations and Writing Plan - Thu Jan 30 21:11
Claire Knaus
Annotations:
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of Social Media Use With Social Well-Being, Positive Mental Health, and Self-Rated Health: Disentangling Routine Use From Emotional Connection to Use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
It seems that this source is arguing the effect of social media on mental health. This source uses this evidence to support the argument: Provided studies focusing on why individuals use social media, types of social network platforms, and the value of social capital. A counterargument for this source is: Studies that focus more on statistical usage rather than emotion connection. Personally, I believe the source is doing a good job of supporting its arguments because it provides an abundance of study references and clearly portrays the information and intent. I think this source will be very helpful in supporting my argument because of the focus on emotional connection to social media and its effects on mental health.
Matsakis, L. (2019). How Pro-Eating Disorder Posts Evade Filters on Social Media. In Gale Opposing Viewpoints Online Collection. Farmington Hills, MI: Gale. (Reprinted from How Pro-Eating Disorder Posts Evade Filters on Social Media, Wired, 2018, June 13) Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/UAZKKH366290962/OVIC?u=nhc_main&sid=OVIC&xid=2c90b7b5
It seems that this source is arguing that social media platforms are not doing enough to eliminate harmful pro-ED posts. This source uses this evidence to support the argument: Information about specific platforms and what they have done to moderate content, links for more information, and what constitutes as harmful content. A counterargument for this source is that it is too difficult for platforms to remove the content and to even find it. In addition, it is believed there may be harmful effects on vulnerable people posting this type of content. Personally, I believe the source is doing a good job of supporting its arguments because it provides opposing viewpoints as well as raising awareness of some of the dangers of social media posts. I think this source will be very helpful in supporting my argument because it provides information on specifically what is being done to moderate this type of content on social media, and what some of the difficulties in moderating are.
Investigators at University of Leeds Describe Findings in Eating Disorders (Pro-ana versus Pro-recovery: A Content Analytic Comparison of Social Media Users' Communication about Eating Disorders on Twitter and Tumblr). (2017, September 4). Mental Health Weekly Digest, 38. Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/A502914419/OVIC?u=nhc_main&sid=OVIC&xid=5e60152f
It seems that this source is arguing that there are more positive, anti-anorexia posts on social media than harmful, pro-ED content. ...
3Moral Identity Codes of Ethics and Institutional Ethics .docxlorainedeserre
This document discusses codes of ethics and institutional ethics structures in healthcare organizations. It begins by outlining the key learning objectives which focus on understanding the importance of codes of ethics and how they reflect an organization's values. It then discusses the role of codes of ethics in shaping an organization's moral identity and standards of conduct. The document provides examples of codes from the American Medical Association and Trinity Health. It emphasizes that codes of ethics should apply to all healthcare workers and cover areas like cultural competence, privacy, and nondiscrimination. Institutional ethics committees and review boards also help address ethical issues.
3NIMH Opinion or FactThe National Institute of Mental Healt.docxlorainedeserre
3
NIMH: Opinion or Fact
The National Institute of Mental Health (NIMH) was formed in 1946 and is one of 27 institutes that form the National Institute of Health (NIH) (NIMH, 2019). The mission of the NIMH is “To transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure.” (NIMH, 2019). There are many different mental illnesses discussed on the NIMH website to include Attention-Deficit/Hyperactivity Disorder (ADHD). The NIMH website about ADHD is effective at providing the public general information and meets the criteria of authority, objectivity, and currency.
The NIMH website about ADHD provides an overview of ADHD, discusses signs and symptoms, and risk factors. The NIMH continues with information about treatment and therapies. Information provided by the NIMH is intended for both children and adults. The NIMH concludes on the page with studies the public can join and more resources for the public such as booklets, brochures, research and clinical trials.
As described by Jim Kapoun authority can be identified by who or what institution/organization published the document and if the information in the document is cited correctly (Cornell, 2020). The information on the website is published by the NIMH which is the lead research institute related to mental health for the last 70 plus years (NIMH, 2019). On the page related to ADHD the NIMH references the program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) and provides a hyperlink to access the resources available with the agency (NIMH,2019). This link can be found under the support groups section in the treatment and therapies. On the website to the right of the area describing inattention the NIMH has a section on research. In this block there is a link to “PubMed: Journal Articles about Attention Deficit Hyperactivity Disorder (ADHD)” which will take you to a search of the National Center for Biotechnology Information (NCBI) published by PubMed on ADHD (NIMH, 2019). Throughout the entire page the NIMH provides sources and hyperlinks to the sources as citations. Based on the reputation of the NIMH and the citations to the source material the website meets the criteria of authority.
According to Kapoun objectivity can be identified looking for areas where the author expresses his or her opinion (Cornell, 2020). Information provided on the NIMH page about ADHD does not express the opinion of the author. The author produces only factual information based on research. The NIMH makes it a point not to mention the names of medications when discussing treatments and only explains the medications fall in two categories stimulants and non-stimulants (NIMH, 2019). In this same area the NIMH provides hyperlinks to the NIMH Mental Health Medication and FDA website for information about medication. The extent at which the NIMH goes to not provide an opinion on the website meet ...
4.1
Updated April-09
Lecture Notes
Chapter 4
Enterprise Excellence
Implementation
ENTERPRISE EXCELLENCE
4.2
Updated April-09
Learning Objectives
• Management & Operations Plans
• Enterprise Excellence Projects
• Enterprise Excellence Project decision Process
• Planning the Enterprise Excellence Project
• Tollgate Reviews
• Project Notebook
4.3
Updated April-09
MANAGEMENT AND OPERATIONS PLANS
• The scope and complexity of the
implementation projects will vary from the
executive level, to the management level, to
the operational level
• Each plan, as it is developed and deployed,
will include projects to be accomplished
• Conflicts typically will occur amongst
requirements of quality, cost, and schedule
when executing a project
4.4
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• An Enterprise Excellence project will be one of three
types:
1. Technology invention or innovation
2. New product, service, or process development
3. Product, service, or process improvement
• Enterprise Excellence uses the scientific method
• The scientific method is a process of organizing
empirical facts and their interrelationships in a
manner that allows a hypothesis to be developed and
tested
4.5
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• The scientific method consists of the
following steps:
1. Observe and describe the situation
2. Formulate a hypothesis
3. Use the hypothesis to predict results
4. Perform controlled tests to confirm the hypothesis
4.6
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• Figure 4.1 shows the project decision process
4.7
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Inventing/Innovating Technology:
Technology development is accomplished using
system engineering
This system approach enables critical functional
parameters and responses to be quickly transferred
into now products, services, and processes
The process is a four-phase process (I2DOV):
Invention & Innovation – Develop – Optimize – Verify
4.8
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Development of Products, Services, and
Processes
The Enterprise Excellence approach for developing
products, services, and processes is the Design for
Lean Six Sigma strategy.
This strategy helps to incorporate customer
requirements and expectations into the product
and/or service.
Concept – Design – Optimize - Verify (CDOV) is a
specific sequential design & development process
used to execute the design strategy.
4.9
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Improving Products, Services, and Processes:
Improving products, services and processes usually
involves the effectiveness and efficiency of operations.
A product or service is said to be effective when it meets
all of its customer requirements.
Effectiveness can be simply expressed as "doing the
right things the first time ...
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
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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.
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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 ...
Liberation theology interprets the Bible as a document that can empower oppressed people to overcome their oppressors. It emerged from the political and social context of Latin America in the 1950s-1960s as a response to poverty and inequality. Liberation theology focuses on God's role in liberating oppressed communities and sees Scripture as a means of inspiring resistance to unjust political and economic systems. However, critics argue that liberation theology can promote further division and undermine religious unity.
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Respond to a classmate's post after posting your own adding to their picture if you know any other details about the development of their country (3 complete, grammatically correct sentences at least).
student post
If the current dominant monotheistic religions had not been shoved into the social/political/institutional aspects (the everythings) of history, religion itself would not have the influence we see now. Polytheistic and pantheistic religions did not demand so much force. Seeing God as the Universe (pantheism) or God in multiple essences (polytheism) had influence on the people, of course. But the world had not seen quite such large-scale intimidation before seeing God as one and as above you. All three dominant monotheistic religions have been utilized by those in power to oppress the common people, but Christianity in particular comes to mind. Christianity has seen epochs of brutal force and fear strike (western) society. In Europe they did so by instilling fear of GOD; the fear of hell. Beyond just that, the powerful convinced the people that in order to be Good and go to Heaven, one must abide by the rules of their institution. They must go to church and listen to a (man) spew lies about the Bible and how one must live their lives. This European influence followed the very foundation of the United States of America! It is in GOD that we trust not in many. Christianity has been the justification for what the powerful deem acceptable. It has been used in the U.S. to justify things from the oppression of woman to the subjugation of blacks to the abuse of immigrants and the persecution of gays. But it is the fear and the misguidance of a seemingly all powerful institution that destroys the name of Christianity. Had it not been for Christianity, all this would be different and far less rampant. Or at least the justification would not be so strong and influential because the religious institutions would not have been such a powerful force to begin with. People would not have been fed such potent lies.
...
1
Student’s Name
Professor’s Name
History
June 14 2017
Personal Salvation
The idea of personal salvation marked one of the major shifts that took place in some of the religious traditions. Therefore, the newer cults promised celestial intervention and succor for devotees. Before that, most of earlier traditions had used to prescribe religious behaviors with a primary intent of appeasing supernatural forces or maintaining cosmic harmony. One can identify the following popular traditions that promised salvation for their followers: Mahayana Buddhism, Rabbinical Judaism, Christianity, and Manichaeism.
Mahayana Buddhism is known to be a religion based on compassion. It became particularly popular among millions of Chinese who needed not only personal salvation but also a profound spiritual experience that they could not find in their traditional state and household religious rituals. Buddhists’ idea of salvation differs from that accepted by most Westerners since in this religion, the notion personal salvation is based not “on Hell or Heaven as the end of a soteriological choice, but on knowledge” (Maier 9).
When it comes to Rabbinical Judaism, the Talmud containing moral teachings and post-biblical laws served as an instruction on how to walk along the path of salvation. One of the prescriptions is as follows: “A person should not abstain from carrying out the obligation to “be fruitful and multiply” (7: p. 195). As beingjewish puts it, in Judaism, it is believed that there is no need to search for personal salvation a priori, “for we are not doomed or damned at birth. We are not doomed or fated to sin. Quite the contrary. The Torah says: "If you do good, won't there be special privilege? And if you do not do good, sin waits at the door. It lusts after you, but you can dominate it” (Genesis 4:7).
As one of the major world religions, Christianity promised to offer salvation to all of the mankind. For Christians, personal salvation can be attained through becoming spiritually perfect. In The Gospel of Saint Matthew it is stated that, “Blessed are the poor in spirit, for theirs is the kingdom of heaven” (7: p. 199). Jesus also said that those who morn as well as are meek, peacemakers, pure in heart, and merciful will be saved, too. The same refers to “those who hunger and thirst for righteousness” (7: p. 199). In the Gospel of Thomas it is noted that “if you bring forth what is within you what you have will save you” (7: p. 217).
Manichaeism, also referred to as the Religion of Light, urged people to gain their personal salvation through becoming an integral part of the cosmic struggle between the forces of Light and Darkness. The prophet Mani proclaimed that in the end, Light will win the eternal battle and Darkness will be gone forever. Manichaeism offered a way to overcome the world of evil in an ethical way. The Manichaean dualism extended to a person whose soul is as divided as everyone else in the world. Basically, this is a dark ...
Christian Scholars Review204 of normativity for a continuin.docxmccormicknadine86
Christian Scholar's Review
204 of normativity for a continuing development of practices is what Fiddes demonstrates by
delving into Christian doctrine, such as the Trinity. But this begs an important question in
terms of the identification of the instructive error necessary for continuing this development.
The third strand leads beyond the textual examination and the logic of trajectory and
error within these texts and contexts to the question of reality. What stands beyond thought
as its ultimate condition and end? I am anticipating the criticism from others that Fiddes'
reliance on post-modern and Continental scholarship may seem like raising the flag of
surrender to anything that might be counted as an objective truth. But two crucial links
challenge that criticism. First, from an apophatic standpoint, everything we can say or think
is always understood as semiotically related to the Real without being equivalent to the
Real, without claiming that the Real (or God) is just a figment of imagination, a product of
false hypostatization, or a reification of a particular concept. Second, from the hiddenness
of wisdom tradition we can take the demonstrable fact of developing wisdom (in all the
pragmatic richness of that process) as itself a conditioning of the Real as the elusive but
concrete ground of that growth, sustaining a temporally infinite quest. These two aspects
of the Real are joined, I believe, in Fiddes' concept of Christ as a space for human dwelling.
Believers living into that space re-realize or re-narrate Christ without equaling or making
Christ redundant. The obedience of the journey into that space is infinite in its meaning for
a human life, and all human lives, and yet the end is not an absence but a concrete person.
Implicit in all these three strands of questioning is the concept of error, and to my
reading of this book and others by Fiddes, it remains somewhat opaque. Error is essential
for the development of the trajectories, as wisdom was mistakenly elided with Isis, and
the moderns, like Descartes, cleaved to a notion of the self and God as fully knowable. But
the error of disobedience, or sin, is negative in a different way than an error of conceptual
thought. The conception that "God is in all human wisdom, and all wisdom is in God,"
requires a further articulation of the way error is identified and corrected. Is original sin just
the absence of wisdom, or is it an erroneous orientation toward wisdom? Or is the doctrine
of original sin an example of error? My criticism is not that Fiddes improperly utilizes a
concept of error, just that the ground by which he determines errors of interpretation and
development are not fully clear. And the importance of addressing this opacity is heightened
by his emphasis on processive inquiry as a means of revelation in his approach to theology.
Fiddes' great gift to the Christian and especially Baptist community is his own display
of wisdom, resplen ...
Elshtain discusses how political scientists in the 1960s commonly held the view that religion and nationalism would decline with modernization and secularization, a hypothesis that failed to predict the enduring role of religion. She critiques the reduction of human motivation to narrow self-interest, arguing mainstream political science missed the importance of religious experience. Elshtain examines how religion intertwined with major social movements in American history, from the American Revolution to the civil rights movement, and how the U.S. came to be seen as
Bruce Lincoln’s Holy Terrors Thinking About Religion After Septem.docxAASTHA76
Bruce Lincoln’s Holy Terrors: Thinking About Religion After September 11
CONTEXT
1. Begin with the chapter title: “current political moment.” - Post 9/11 world
a. Religion, Modernity, Secularization
i. Reformation – period of upheaval in Europe
ii. Wars of Religion – protracted conflict in the 16th and early 17th c., between Protestants and Catholics – devastating on multiple levels. It was chaos, as rival sects battled it out over regimes of truth. (Lutherans, Calvinists, Anabaptists, Puritans, Moravians, Catholics, and so on.
iii. Scientific Revolution, Enlightenment movements – aimed to established new social order, in the wake of this devastation. One foundational principle was to remove religion from political power, social institutions.
iv. State freed itself from the ideological power of the church, and rested social institutions from the church’s influence (hospitals, schools, government, moral discipline and surveillance, child rearing, record keeping, handling of contracts, etc.
v. Church, religious institutions became one of many cultural domains – arts, religion, sports, journalism, popular culture, etc.
vi. Europe further imposed this model on colonized areas, importing the model of the nation state and a restricted notion of religion. Political institutions detached from religious ones, the latter’s influence restricted.
vii. Conflict – fought on the basis of nation-state allegiances and material interests, rather than religious ones.
viii. Or so it seemed – until relatively recently, when a large number of conflicts have arisen in which religious issues and identities once again play a significant role.
b. 9/11 and War on Terror
i. Everyone seems to be talking about religion – but I think it wrongheaded to chalk this up solely to the events of9/11
ii. Indeed, Lincoln’s chapters reach back to reflection on the relations between religion a, cultural, politics, in late 1970s.
iii. 1979 – a pivotal year
c. End of History?
i. For 20-30 years, intellectual culture has developed the notion that we (advanced, later modern or postmodern, capitalist culture) are post –historical (and post-theological).
ii. Francis Fukuyama – The End of History – social evolution finished; reached the pinnacle – this just happened to be advanced, capitalist, liberal society.
d. Return of Religion
i. Metaphysics, theology, competing narratives have been thrust back on to the main stage of not just social-political life, but intellectual life too.
ii. What role is religion playing in this historical, political moment?
iii. The “moment” is complex, so the answer to that question is not simple, but it is one we will pursue in reading Lincoln’s book.
CHAPTER 1 – The Study of Religion in the Current Political Moment
1. Lincoln begins his study by asking, What do we take religion to be?
a. Geertz and Talal Asad’s critique – 2 levels to it
i. Asad’s critique: Geertz is premised on an Enlightenment assumption about the nature of religion - “clearly ...
The document discusses religious diversity in America, explaining that several factors contributed to its development. It notes that the separation of church and state meant religious groups had to promote themselves without government support. It also says religion helped preserve cultural identities for immigrants and provided a sense of community. The document then discusses some of the major religious groups that were present in colonial America, including Puritans, Catholics, Baptists, Quakers, and others.
FIGURE 15.1 Religions come in many forms, such as this large m.docxgreg1eden90113
FIGURE 15.1 Religions come in many forms, such as this large megachurch. (Credit: ToBeDaniel/Wikimedia
Commons)
INTRODUCTION
CHAPTER OUTLINE
15.1 The Sociological Approach to Religion
15.2 World Religions
15.3 Religion in the United States
Why do sociologists study religion? For centuries, humankind has sought to understand and
explain the “meaning of life.” Many philosophers believe this contemplation and the desire to understand our
place in the universe are what differentiate humankind from other species. Religion, in one form or another,
has been found in all human societies since human societies first appeared. Archaeological digs have revealed
ritual objects, ceremonial burial sites, and other religious artifacts. Social conflict and even wars often result
from religious disputes. To understand a culture, sociologists must study its religion.
What is religion? Pioneer sociologist Émile Durkheim described it with the ethereal statement that it consists
of “things that surpass the limits of our knowledge” (1915). He went on to elaborate: Religion is “a unified
system of beliefs and practices relative to sacred things, that is to say set apart and forbidden, beliefs and
practices which unite into one single moral community, called a church, all those who adhere to them” (1915).
Some people associate religion with places of worship (a synagogue or church), others with a practice
(confession or meditation), and still others with a concept that guides their daily lives (like dharma or sin). All
these people can agree that religion is a system of beliefs, values, and practices concerning what a person
holds sacred or considers to be spiritually significant.
Does religion bring fear, wonder, relief, explanation of the unknown or control over freedom and choice? How
do our religious perspectives affect our behavior? These are questions sociologists ask and are reasons they
study religion. What are peoples' conceptions of the profane and the sacred? How do religious ideas affect the
real-world reactions and choices of people in a society?
15Religion
Religion can also serve as a filter for examining other issues in society and other components of a culture. For
example, after the terrorist attacks of September 11, 2001, and later in during the rise and predominant of the
terrorist group ISIS, it became important for teachers, church leaders, and the media to educate Americans
about Islam to prevent stereotyping and to promote religious tolerance. Sociological tools and methods, such
as surveys, polls, interviews, and analysis of historical data, can be applied to the study of religion in a culture
to help us better understand the role religion plays in people’s lives and the way it influences society.
15.1 The Sociological Approach to Religion
LEARNING OBJECTIVES
By the end of this section, you should be able to:
• Discuss the historical view of religion from a sociological perspective
• Describe how the major sociological paradigms vie.
31 Persuasive Essay Topics • JournalBuddies.com. Persuasive Writing Prompts and Ideas. Persuasive Essay Examples | Preview. 60 Interesting Persuasive Essay Topics for Kids and Teens. Engage students with these Persuasive Writing Ideas & Activities! This .... Pin on Teaching!. 50 Free Persuasive Essay Examples (+BEST Topics) ᐅ TemplateLab. Persuasive Essay Topics For 4th Graders - Shawn Woodard's Reading .... 015 Persuasive Essay Prompts Example High School Common App Writing For .... persuasive writing examplars for kids - Google Search | Persuasive .... persuasive writing | Persuasive writing, Writing a persuasive essay .... This persuasive writing pack includes a range of worksheets and .... Persuasive Writing Prompts for Elementary Kids | Persuasive writing .... the persuasie writing poster is displayed on a white board with .... writing persuasive essay worksheet - Free ESL printable worksheets made .... Persuasive Writing Worksheet Pack - No Prep Lesson Ideas | Persuasive .... Persuasive Writing Worksheet Pack Google Slides - Distance Learning .... 013 Good Persuasive Essay Topics Example ~ Thatsnotus. 014 Essay Example Persuasive Letter Format 5th Grade Save Topics Best .... 100 Persuasive Essay Topics. Teacher Approved Organizing Persuasive Writing with Color (Guest Post .... Persuasive Essay Writing Template! | Persuasive essays, Elementary .... Persuasive Writing Topic for Middle School Students. Fun Ideas For Persuasive Essay Persuasive Essay Topics Elementary
Similar to 1We might find ourselves thinking or asking, what’s the point .docx (13)
4.1 EXPLORING INCENTIVE PAY4-1 Explore the incentive pay a.docxlorainedeserre
4.1 EXPLORING INCENTIVE PAY
4-1 Explore the incentive pay approach.
Incentive pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss212) or
variable pay
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/bm01#bm01goss462)
rewards employees for partially or completely attaining a predetermined work objective.
Incentive or variable pay is defined as compensation, other than base wages or salaries that
fluctuate according to employees’ attainment of some standard, such as a preestablished
formula, individual or group goals, or company earnings.
Effective incentive pay systems are based on three assumptions:
Individual employees and work teams differ in how much they contribute to the
company, both in what they do as well as in how well they do it.
The company’s overall performance depends to a large degree on the performance of
individuals and groups within the company.
To attract, retain, and motivate high performers and to be fair to all employees, a
company needs to reward employees on the basis of their relative performance.
Much like seniority and merit pay approaches, incentive pay augments employees’ base pay,
but incentive pay appears as a one-time payment. Employees usually receive a combination
of recurring base pay and incentive pay, with base pay representing the greater portion of
core compensation. More employees are presently eligible for incentive pay than ever before,
as companies seek to control costs and motivate personnel continually to strive for exemplary
performance. Companies increasingly recognize the importance of applying incentive pay
programs to various kinds of employees as well, including production workers, technical
employees, and service workers.
Some companies use incentive pay extensively. Lincoln Electric Company, a manufacturer of
welding machines and motors, is renowned for its use of incentive pay plans. At Lincoln
Electric, production employees receive recurring base pay as well as incentive pay. The
company determines incentive pay awards according to five performance criteria: quality,
output, dependability, cooperation, and ideas. The company has awarded incentive payments
every year since 1934, through prosperous and poor economic times. In 2014, the average
profit sharing payment per employee was $33,984.
Coupled with average base
pay, total core compensation for Lincoln employees was $82,903. Over the past 10 years,
Lincoln’s profit-sharing payments averaged approximately 40 percent of annual salary.
1
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end1)
2
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end2)
3
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end3)
4
(http://content.thuzelearning.com/books/Martocchio.7916.16.1/sections/ch04lev1sec11#ch04end4)
4.1 Exploring Incentive Pay
4/15/20, 8:49 PM
Page 1 ...
38 u December 2017 January 2018The authorities beli.docxlorainedeserre
38 u December 2017 / January 2018
T
he authorities believe he slipped across the United States-Mexico
border sometime during the summer of 2016, likely deep in the
night. He carried no papers. The crossing happened in the rugged
backcountry of southeastern Arizona, where the main deterrent to
trespassers is the challenging nature of the terrain—not the metal
walls, checkpoints, and aerial surveillance that dominate much of the border.
But the border crosser was des-
ert-hardy and something of an expert
at camouflage. No one knows for cer-
tain how long he’d been in the United
States before a motion-activated cam-
era caught him walking a trail in the
Dos Cabezas Mountains on the night
of November 16. When a government
agency retrieved the photo in late Feb-
ruary, the image was plastered across
Arizona newspapers, causing an imme-
diate sensation.
The border crosser was a jaguar.
Jaguars once roamed throughout
the southwestern United States, but
are now quite rare. A core population
resides in the mountains of northern
Mexico, and occasionally an adventur-
ous jaguar will venture north of the bor-
der. When one of these elusive, graceful
cats makes an appearance stateside,
Mrill Ingram is The Progressive’s online media editor.
‘The Border Is
a Beautiful Place’
For Many, Both Sides of the
Arizona-Mexico Border Are Home
B
O
R
D
ER
A
R
TS
C
O
R
R
ID
O
R
By Mrill Ingram
Artists Ana Teresa Fernández in Agua Prieta, Mexico, and Jenea Sanchez in Douglas, Arizona, worked with dozens of community members to paint sections
of the border fence sky blue, “erasing” it as a symbolic act of resistance against increasing violence and oppression of human rights along the border.
https://apnews.com/79c83219af724016b8cfa2c505018ac4/agency-reports-rare-jaguar-sighting-mountains-arizona
The Progressive u 39
usually via a motion-triggered camera,
it may get celebrity status.
“We’ve had positive identifications
of seven cats, alive and well, in the last
twenty years in the United States,” says
Diana Hadley of the Mexico-based
Northern Jaguar Project, which works
with people in both countries to pro-
tect the big cat. One of those cats be-
came known as El Jefe, after he took
up residence in 2011 in the Santa Rita
Mountains south of Tucson, Arizona.
His presence was proof that the United
States still had enough wild habitat to
support a jaguar.
The new cat was especially excit-
ing because, based on size and shape,
observers initially thought it might
be female. “A lot of people in Arizona
would be very happy to have jaguars
from Mexico breeding in Arizona,” re-
marks Hadley.
In September 2017, the Arizo-
na-based Center for Biological Di-
versity released new video of the cat,
apparently a male, caught on a mo-
tion-triggered camera ambling through
the oak scrub forest in the Chiricahua
Mountains. He’s been named Sombra,
or Shadow, by schoolkids in Tucson.
Such things will no longer ...
3Prototypes of Ethical ProblemsObjectivesThe reader shou.docxlorainedeserre
This document outlines key concepts related to recognizing and analyzing ethical problems. It discusses how to distinguish ethical questions from clinical or legal ones, and introduces the common features of ethical problems - a moral agent, a course of action, and an outcome. It uses the story of a veteran, Bill, missing therapy appointments as an example, with his therapist Kate feeling uncertain about what to do.
4-5 Annotations and Writing Plan - Thu Jan 30 2111Claire Knaus.docxlorainedeserre
4-5 Annotations and Writing Plan - Thu Jan 30 21:11
Claire Knaus
Annotations:
Bekalu, M. A., McCloud, R. F., & Viswanath, K. (2019). Association of Social Media Use With Social Well-Being, Positive Mental Health, and Self-Rated Health: Disentangling Routine Use From Emotional Connection to Use. Health Education & Behavior, 46(2_suppl), 69S-80S. https://doi.org/10.1177/1090198119863768
It seems that this source is arguing the effect of social media on mental health. This source uses this evidence to support the argument: Provided studies focusing on why individuals use social media, types of social network platforms, and the value of social capital. A counterargument for this source is: Studies that focus more on statistical usage rather than emotion connection. Personally, I believe the source is doing a good job of supporting its arguments because it provides an abundance of study references and clearly portrays the information and intent. I think this source will be very helpful in supporting my argument because of the focus on emotional connection to social media and its effects on mental health.
Matsakis, L. (2019). How Pro-Eating Disorder Posts Evade Filters on Social Media. In Gale Opposing Viewpoints Online Collection. Farmington Hills, MI: Gale. (Reprinted from How Pro-Eating Disorder Posts Evade Filters on Social Media, Wired, 2018, June 13) Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/UAZKKH366290962/OVIC?u=nhc_main&sid=OVIC&xid=2c90b7b5
It seems that this source is arguing that social media platforms are not doing enough to eliminate harmful pro-ED posts. This source uses this evidence to support the argument: Information about specific platforms and what they have done to moderate content, links for more information, and what constitutes as harmful content. A counterargument for this source is that it is too difficult for platforms to remove the content and to even find it. In addition, it is believed there may be harmful effects on vulnerable people posting this type of content. Personally, I believe the source is doing a good job of supporting its arguments because it provides opposing viewpoints as well as raising awareness of some of the dangers of social media posts. I think this source will be very helpful in supporting my argument because it provides information on specifically what is being done to moderate this type of content on social media, and what some of the difficulties in moderating are.
Investigators at University of Leeds Describe Findings in Eating Disorders (Pro-ana versus Pro-recovery: A Content Analytic Comparison of Social Media Users' Communication about Eating Disorders on Twitter and Tumblr). (2017, September 4). Mental Health Weekly Digest, 38. Retrieved from https://link-gale-com.ezproxy.snhu.edu/apps/doc/A502914419/OVIC?u=nhc_main&sid=OVIC&xid=5e60152f
It seems that this source is arguing that there are more positive, anti-anorexia posts on social media than harmful, pro-ED content. ...
3Moral Identity Codes of Ethics and Institutional Ethics .docxlorainedeserre
This document discusses codes of ethics and institutional ethics structures in healthcare organizations. It begins by outlining the key learning objectives which focus on understanding the importance of codes of ethics and how they reflect an organization's values. It then discusses the role of codes of ethics in shaping an organization's moral identity and standards of conduct. The document provides examples of codes from the American Medical Association and Trinity Health. It emphasizes that codes of ethics should apply to all healthcare workers and cover areas like cultural competence, privacy, and nondiscrimination. Institutional ethics committees and review boards also help address ethical issues.
3NIMH Opinion or FactThe National Institute of Mental Healt.docxlorainedeserre
3
NIMH: Opinion or Fact
The National Institute of Mental Health (NIMH) was formed in 1946 and is one of 27 institutes that form the National Institute of Health (NIH) (NIMH, 2019). The mission of the NIMH is “To transform the understanding and treatment of mental illnesses through basic and clinical research, paving the way for prevention, recovery, and cure.” (NIMH, 2019). There are many different mental illnesses discussed on the NIMH website to include Attention-Deficit/Hyperactivity Disorder (ADHD). The NIMH website about ADHD is effective at providing the public general information and meets the criteria of authority, objectivity, and currency.
The NIMH website about ADHD provides an overview of ADHD, discusses signs and symptoms, and risk factors. The NIMH continues with information about treatment and therapies. Information provided by the NIMH is intended for both children and adults. The NIMH concludes on the page with studies the public can join and more resources for the public such as booklets, brochures, research and clinical trials.
As described by Jim Kapoun authority can be identified by who or what institution/organization published the document and if the information in the document is cited correctly (Cornell, 2020). The information on the website is published by the NIMH which is the lead research institute related to mental health for the last 70 plus years (NIMH, 2019). On the page related to ADHD the NIMH references the program of Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) and provides a hyperlink to access the resources available with the agency (NIMH,2019). This link can be found under the support groups section in the treatment and therapies. On the website to the right of the area describing inattention the NIMH has a section on research. In this block there is a link to “PubMed: Journal Articles about Attention Deficit Hyperactivity Disorder (ADHD)” which will take you to a search of the National Center for Biotechnology Information (NCBI) published by PubMed on ADHD (NIMH, 2019). Throughout the entire page the NIMH provides sources and hyperlinks to the sources as citations. Based on the reputation of the NIMH and the citations to the source material the website meets the criteria of authority.
According to Kapoun objectivity can be identified looking for areas where the author expresses his or her opinion (Cornell, 2020). Information provided on the NIMH page about ADHD does not express the opinion of the author. The author produces only factual information based on research. The NIMH makes it a point not to mention the names of medications when discussing treatments and only explains the medications fall in two categories stimulants and non-stimulants (NIMH, 2019). In this same area the NIMH provides hyperlinks to the NIMH Mental Health Medication and FDA website for information about medication. The extent at which the NIMH goes to not provide an opinion on the website meet ...
4.1
Updated April-09
Lecture Notes
Chapter 4
Enterprise Excellence
Implementation
ENTERPRISE EXCELLENCE
4.2
Updated April-09
Learning Objectives
• Management & Operations Plans
• Enterprise Excellence Projects
• Enterprise Excellence Project decision Process
• Planning the Enterprise Excellence Project
• Tollgate Reviews
• Project Notebook
4.3
Updated April-09
MANAGEMENT AND OPERATIONS PLANS
• The scope and complexity of the
implementation projects will vary from the
executive level, to the management level, to
the operational level
• Each plan, as it is developed and deployed,
will include projects to be accomplished
• Conflicts typically will occur amongst
requirements of quality, cost, and schedule
when executing a project
4.4
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• An Enterprise Excellence project will be one of three
types:
1. Technology invention or innovation
2. New product, service, or process development
3. Product, service, or process improvement
• Enterprise Excellence uses the scientific method
• The scientific method is a process of organizing
empirical facts and their interrelationships in a
manner that allows a hypothesis to be developed and
tested
4.5
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• The scientific method consists of the
following steps:
1. Observe and describe the situation
2. Formulate a hypothesis
3. Use the hypothesis to predict results
4. Perform controlled tests to confirm the hypothesis
4.6
Updated April-09
ENTERPRISE EXCELLENCE PROJECTS
• Figure 4.1 shows the project decision process
4.7
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Inventing/Innovating Technology:
Technology development is accomplished using
system engineering
This system approach enables critical functional
parameters and responses to be quickly transferred
into now products, services, and processes
The process is a four-phase process (I2DOV):
Invention & Innovation – Develop – Optimize – Verify
4.8
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Development of Products, Services, and
Processes
The Enterprise Excellence approach for developing
products, services, and processes is the Design for
Lean Six Sigma strategy.
This strategy helps to incorporate customer
requirements and expectations into the product
and/or service.
Concept – Design – Optimize - Verify (CDOV) is a
specific sequential design & development process
used to execute the design strategy.
4.9
Updated April-09
ENTERPRISE EXCELLENCE PROJECT
DECISION PROCESS
• Improving Products, Services, and Processes:
Improving products, services and processes usually
involves the effectiveness and efficiency of operations.
A product or service is said to be effective when it meets
all of its customer requirements.
Effectiveness can be simply expressed as "doing the
right things the first time ...
3Type your name hereType your three-letter and -number cours.docxlorainedeserre
3
Type your name here
Type your three-letter and -number course code here
The date goes here
Type instructor’s name here
Your Title Goes Here
This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. The first line of each paragraph is indented a half inch (0.5"). The line spacing is double throughout the paper, even on the reference page. One space after punctuation is used at the end of a sentence. The font style used in this template is Times New Roman. The font size is 12 point. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.
Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, website), include the author’s last name and the publication year in parentheses.When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.
Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal his or her words either. To avoid potential problems, always be sure to cite your sources. Cite by referring to the author’s last name, the year of publication in parentheses at the end of the sentence, such as (George & Mallery, 2016), and page numbers if you are using word-for-word materials. For example, “The developments of the World War II years firmly established the probability sample survey as a tool for describing population characteristics, beliefs, and attitudes” (Heeringa, West, & Berglund, 2017, p. 3).
The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples (George & Mallery, 2016; Heeringa et al., 2017; Smith et al., 2018; “USA swimming,” 2018; Yu, Johnson, Deutsch, & Varga, 2018) of how to format different reference types (e.g., books, journal articles, and a website). For additional examples, see the GCU Style Guide.
References
George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. New York, NY: Routledge.
Heeringa, S. G., West, B. T., & Berglund, P. A. (2017). Applied survey data analysis (2nd ed.). New York, NY: Chapman & Hall/CRC Press.
Smith, P. D., Martin, B., Chewning, B., ...
3Welcome to Writing at Work! After you have completed.docxlorainedeserre
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Welcome to Writing at Work! After you have completed the reading for the week, write an email to introduce yourself to your peers. The name of your thread should be what you would include in the subject of the email.
As you compose your email, keep in mind the following:
· You are addressing a group you will work with in a professional capacity for at least 15 weeks. Let us know something about you, but don't share anything you wouldn't want repeated.
· You should include what you perceive to be your relative strengths with regard to writing at work. What types of tasks would you feel most comfortable taking on?
· You should also include what aspects of writing at work make you feel least comfortable. What types of tasks would you not be as suited for?
· What do you hope to learn in the next several months?
Next, in an attachment, choose one of the following two prompts and write a letter, taking into account the purpose, audience, and appropriate style for the task.
1. Your organization has been contracted to complete a project for an important client, and you were charged with managing the project. It has unfortunately become clear that your team will not meet the deadline. Your supervisor has told you to contact the client in writing to alert them to the situation and wants to be cc'd on the message. Write a letter, which you will send via email, addressing the above.
2. After a year-long working relationship, your organization will no longer be making use of a freelancer's services due to no fault of their own. Write a letter alerting them to this fact.
Name:
HRT 4760 Assignment 01
Timeliness
First, you will choose one particular organization where you will conduct each of your 15 different observational assignments. Stick with this same organization throughout your coursework. (Do not switch around assignment locations at different organizations or locations.) The reason for continuing your observational assignments at the same organization is to give you a deeper understanding of this particular organization across the 15 different assignments. As you read on, you will get a more complete understanding as to how these 15 assignments come together.
Tip: Many students choose the organization where they are currently working. This works particularly well. If you are working there, you have much opportunity to gain access to the areas that will give you a more complete understanding of the quality of entire service package (the 15 different elements) that the organization offers to its customers.
This is one of a package of 15 different assignments that comprise the Elements of Service, which you will study this term. For this assignment, you will observe elements of service in almost any particular service establishment. A few examples of service establishments would include, but not be limited to these: Hotel, resort, private club, restaurant, airline, cruise line, grocery store, doctor’s office, coffee house, and scores of oth ...
3JWI 531 Finance II Assignment 1TemplateHOW TO USE THIS TEMP.docxlorainedeserre
3
JWI 531 Finance II Assignment 1Template
HOW TO USE THIS TEMPLATE:
This is a template and checklist corresponding to your Assignment 1 paper: Enterprise Risk Management and Moat Strength. See below for an explanation of the color-coding in this template:
· All green text includes instructions to support your writing. You should delete all green text before submitting your final paper.
· All blue text indicates areas where you need to replace text with your own information. Replace the blue text with your own words in black.
· Headings and subheadings are written in black, bold type. Keep these in your paper.
TIPS:
· Write in the third person, using “he” or “she” or “they”, or using specific names. Do not use the second person “you”.
· The body of this paper has one-inch margins and uses a professional font (size 10-12); we recommend Arial or Times New Roman fonts.
· The Assignment template is already formatted with all needed specifications like margins, appropriate font, and double spacing.
· Before submitting your paper, use Grammarly to check for punctuation and usage errors and make the required corrections. Then read aloud to edit for tone and flow.
· You should also run your paper through SafeAssign to ensure that it meets the required standards for originality.
FINALIZING YOUR PAPER
Your submission should be a maximum of 4 pages in length. The page count doesnotinclude the Cover Page at the beginning and the References page at the end. The final paper that you submit for grading should be in black text only with all remaining green text and blue text removed. Assignment 1: Enterprise Risk Analysis and Moat Strength
Author’s Name
Jack Welch Management Institute
Professor’s Name
JWI 531
Date
Introduction
An Introduction should be succinct and to the point. Start your Introduction with a general and brief observation about the paper’s topic. Write a thesis statement, which is the “road map” for your paper - it helps your reader to navigate your work. In your thesis statement, be specific about the major areas you plan to address in your paper.
The headings below should guide your introduction, since they identify the topics to be addressed in your paper. The introduction is not a graded part of your rubric but it helps your reader to understand what your assignment will be about. We recommend that you write this part of your Introduction after you complete the other sections of your paper. It only needs to be one paragraph in length.
Analysis and Recommendations
You must answer each of the following questions in your paper. Keep your responses focused on the topic. Straying off into additional areas, even if they are interesting, will not earn additional marks, and may actually detract from the clarity of your responses.
I. Where is each company in its corporate lifecycle (startup, growth, maturity or decline)? Explain.
Before writing your response to this question, make sure you understand what characterizes ea ...
3Big Data Analyst QuestionnaireWithin this document are fo.docxlorainedeserre
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Big Data Analyst Questionnaire
Within this document are four different questions. Each question is structured in the following manner:
1) Premise
- Contains any needed background information
2) Request
- The actual question, what you are to solve
3) Notes
- A space if you feel like including notes of any kind for the given question
Please place your answer for each question in a separate file, following this naming convention:
Name_Qn.docx, where n = the question number (i.e., 1, 2 ...). So the file for the first question should be named ‘Name_Q1.docx’.
When complete, please package everything together and send email responses to the designated POCs.
Page | 1
Premise:
You have a table named “TRADES” with the following six columns:
Column Name
Data Type
Description
Date
DATE
The calendar date on which the trade took place.
Firm
VARCHAR(255)
A symbol representing the Broker/Dealer who conducted the trade.
Symbol
VARCHAR(10)
The security traded.
Side
VARCHAR(1)
Denotes whether the trade was a buy (purchase) or a sell (sale) of a security.
Quantity
BIGINT
The number of shares involved in the trade.
Price
DECIMAL(18,8)
The dollar price per share traded.
You write a query looking for all trades in the month of August 2019. The query returns the following:
DATE
FIRM
SYMBOL
SIDE
QUANTITY
PRICE
8/5/2019
ABC
123
B
200
41
8/5/2019
CDE
456
B
601
60
8/5/2019
ABC
789
S
600
70
8/5/2019
CDE
789
S
600
70
8/5/2019
FGH
456
B
200
62
8/6/2019
3CDE
456
X
300
61
8/8/2019
ABC
123
B
300
40
8/9/2019
ABC
123
S
300
30
8/9/2019
FGH
789
B
2100
71
8/10/2019
CDE
456
S
1100
63
Questions:
1) Conduct an analysis of the data set returned by your query. Write a paragraph describing your analysis. Please also note any questions or assumptions made about this data.
2) Your business user asks you to show them a table output that includes an additional column categorizing the TRADES data into volume based Tiers, with a column named ‘Tier’. Quantities between 0-250 will be considered ‘Small’, quantities greater than ‘Small’ but less than or equal to 500 will be considered ‘Medium’, quantities greater than ‘Medium’ but less than or equal to 500 will be considered ‘Large’, and quantities greater than ‘Tier 3’ will be considered ‘Very Large’ .
a. Please write the SQL query you would use to add the column to the table output.
b. Please show the exact results you expect based on your SQL query.
3) Your business user asks you to show them a table output summarizing the TRADES data (Buy and Sell) on week-by-week basis.
a. Please write the SQL query you would use to query this table.
b. Please show the exact results you expect based on your SQL query.
Notes:
1
Premise:
You need to describe in writing how to accomplish a task. Your audience has never completed this task before.
Question:
In a few paragraphs, please describe how to complete a task of your choice. You may choose a task of your own liking or one of the sample tasks below:
1) How to make a p ...
3HR StrategiesKey concepts and termsHigh commitment .docxlorainedeserre
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HR Strategies
Key concepts and terms
High commitment management •
High performance management •
HR strategy •
High involvement management •
Horizontal fi t •
Vertical fi t •
On completing this chapter you should be able to defi ne these key concepts.
You should also understand:
Learning outcomes
T • he purpose of HR strategy
Specifi c HR strategy areas •
How HR strategy is formulated •
How the vertical integration of •
business and HR strategies is
achieved
How HR strategies can be set out •
General HR strategy areas •
The criteria for a successful HR •
strategy
The fundamental questions on •
the development of HR strategy
How horizontal fi t (bundling) is •
achieved
How HR strategies can be •
implemented
47
48 Human Resource Management
Introduction
As described in Chapter 2, strategic HRM is a mindset that leads to strategic actions and reac-
tions, either in the form of overall or specifi c HR strategies or strategic behaviour on the part
of HR professionals. This chapter focuses on HR strategies and answers the following ques-
tions: What are HR strategies? What are the main types of overall HR strategies? What are the
main areas in which specifi c HR strategies are developed? What are the criteria for an effective
HR strategy? How should HR strategies be developed? How should HR strategies be
implemented?
What are HR strategies?
HR strategies set out what the organization intends to do about its human resource manage-
ment policies and practices and how they should be integrated with the business strategy and
each other. They are described by Dyer and Reeves (1995) as ‘internally consistent bundles of
human resource practices’. Richardson and Thompson (1999) suggest that:
A strategy, whether it is an HR strategy or any other kind of management strategy must
have two key elements: there must be strategic objectives (ie things the strategy is sup-
posed to achieve), and there must be a plan of action (ie the means by which it is pro-
posed that the objectives will be met).
The purpose of HR strategies is to articulate what an organization intends to do about its
human resource management policies and practices now and in the longer term, bearing in
mind the dictum of Fombrun et al (1984) that business and managers should perform well in
the present to succeed in the future. HR strategies aim to meet both business and human needs
in the organization.
HR strategies may set out intentions and provide a sense of purpose and direction, but they are
not just long-term plans. As Gratton (2000) commented: ‘There is no great strategy, only great
execution.’
Because all organizations are different, all HR strategies are different. There is no such thing as
a standard strategy and research into HR strategy conducted by Armstrong and Long (1994)
and Armstrong and Baron (2002) revealed many variations. Some strategies are simply very
general declarations of intent. Others go into much more detail. ...
3Implementing ChangeConstruction workers on scaffolding..docxlorainedeserre
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Implementing Change
Construction workers on scaffolding.
hxdbzxy/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
Summarize the nine steps in Ackerman and Anderson’s road map for change.
Analyze Cummings and Worley’s five dimensions of leading and managing change.
Describe how to align an organization with its new vision and future state.
Explain how roles/relationships and interventions are used to implement change.
Examine ways to interact with and influence stakeholders.
Change is the law of life and those who look only to the past or present are certain to miss the future.
—John F. Kennedy
Alan Mulally was selected to lead Ford in 2006 after he was bypassed as CEO at Boeing, where he had worked and was expected to become CEO. Insiders and top-level managers at Ford, some of whom had expected to become CEO, were initially suspicious and then outraged when Mulally was hired. They questioned what someone from the airplane industry would know about the car business (Kiley, 2009).
Chair William (Bill) Clay Ford, Jr.—who selected Mulally as CEO—told Ford’s officers that the company needed a fresh perspective and a shake-up, especially since it had lost $14.8 billion in 2008—the most in its 105-year history—and had burned through $21.2 billion, or 61%, of its cash (Kiley, 2009). Because Ford knew that the company’s upper echelon culture was closed, bureaucratic, and rejected outsiders and new ways of thinking, he was not surprised by his officers’ reactions. However, Ford’s managers had no idea that the company was fighting for its life. To succeed, Mulally would need Chair Ford’s full endorsement and support, and he got it.
The company’s biggest cultural challenge was to break down the silos that various executives had built. As we will discuss more in Chapter 4, silos are specific processes or departments in an organization that work independently of each other without strong communication between or among them. A lack of communication can often stifle productivity and innovation, and this was exactly what was happening at Ford.
Mulally devised a turnaround strategy and developed it into the Way Forward Plan. The plan centralized and modernized plants to handle several models at once, to be sold in several markets. The plan was designed to break up the fiefdoms of isolated cultures, in which leaders independently developed and decided where to sell cars. Mulally’s plan also kept managers in positions for longer periods of time to deepen their expertise and improve consistency of operations. The manager who ran the Mazda Motor affiliate commented, “I’m going into my fourth year in the same job. I’ve never had such consistency of purpose before” (as cited in Kiley, 2009, “Meetings About Meetings,” para. 2).
Mulally’s leadership style involved evaluating and analyzing a situation using data and facts and then earning individuals’ support with his determinatio ...
3Assignment Three Purpose of the study and Research Questions.docxlorainedeserre
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Assignment Three: Purpose of the study and Research Questions
RES 9300
Recently, Autism has become a serious health concern to parents. According to Center for Disease Control and Prevention (2018), about one in fifty nine United States children has been identified with autism spectrum disorder with one in six children developing developmental disability ranging from mild disabilities such as speech and language impairments to serious developmental disabilities, such as intellectual disabilities, cerebral palsy, and autism (CDC,2018). World Health Organization (2019) estimates that 1 in 160 children globally has autism making it one of the most prevalent diseases. Despite the disease prevalence, most population has little knowledge about the disease. Many health practitioners have proposed early care as a means to control the disease effects.
Purpose Statement
The purpose of this study is to determine whether early intervention services can help improve the development of children suffering from autism. This study also aims to explore the general public awareness and perception about autism disorder.
Research Questions
(1) How should service delivery for autistic patients be improved to promote their health? (2) What impact does early intervention services have on development of children suffering from autism? (3) How can public knowledge on autism improve support and care for autistic patients? (4) What effect will early intervention have on patient’s social skills?
References
Center for Disease Control and Prevention. (2018). Autism Spectrum Disorder (ASD). Data & Statistics. Retrieved From https://www.cdc.gov/ncbddd/autism/data.html
World Health Organization. (2019). Autism Spectrum Disorders. Fact Sheet. Retrieved From https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders
3
Assignment Two: Theoretical Perspective and Literature Review
RES 9300
Literature Map
Parenting an Autism Child
(Dependent Variable)
9
Mothers/Father Role
Education
Religious Beliefs
Gender/Age
Financial Resources
Maternal Relationship
Region
Public Awareness
Support
Ethnicity
Independent Variables
Secondary Source I Will Be Using In My Literature Review
Mother/Father Roles
Glynn, K. A. (2015). Predictors of parenting practices in parents of children with autism spectrum disorder.
Religious Beliefs
Huang, C. Y., Yen, H. C., Tseng, M. H., Tung, L. C., Chen, Y. D., & Chen, K. L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44(6), 1383-1390.
Education
Brezis, R. S., Weisner, T. S., Daley, T. C., Singhal, N., Barua, M., & Chollera, S. P. (2015). Parenting a child with autism in India: Narratives before and after a parent–child intervention program. Culture, Medicine, and Psychiatry, 39(2), 277-298.
Financial Resources
Zaidm ...
380067.docxby Jamie FeryllFILET IME SUBMIT T ED 22- .docxlorainedeserre
380067.docx
by Jamie Feryll
FILE
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380067by Jamie Feryll380067ORIGINALITY REPORT380067WRITECHECK REPORT
Interpretations of Iron Age Architecture Brochs in Society/Social Identity
Archaeology is a historical field which has advanced over the years based on more discoveries still being experienced by the archaeologists who seek them. According to Kelly and Thomas (2010; p.5), the concession that life existed in more ancient times than stipulated by biblical scholars and human culture allowed the archaeologists to dig deeper into genealogical data. Iron Age architecture and social/society identity relate to one another. For instance, the population, based on their identity and perception will construct buildings that directly reflect their beliefs. This essay will discuss these archaeological concepts of Iron Age architecture and society/social identity. Need a paragraph on brochs and how many and where they are across Scotland with patcialur focus on the atlantc region, this is not relevant for masters essay. Must define broch from its architecture and how long it would take to build and note famous ones and note the ones that will be referred to in this essay – this could be Perhaps incorpated into the next paragraph.
Iron Age architecture has over the years been dominated by differing archaeological concepts and debates. It was defined by settlements and settlement structures such as duns, brochs, wheelhouses, hillforts, stone-built round houses and timber. The social and societal identity which is identified through material remains indicates aspects of differentiation, regional patterns and segregation. According to Kelly and Thomas (2010; p.28), people who existed in Iron Age Scotland were isolated. This is demonstrated by the presence of a burial followed by an assembled chariot at Newbridge. Northern and western Scotland have been the source of the well-structured developments that have provided cultural, architectural and social data over time. Maes Howe, which is the largest Orkney burial cairn, located between Stromne ...
39Chapter 7Theories of TeachingIntroductionTheories of l.docxlorainedeserre
This document summarizes theories of teaching from several influential learning theorists. It discusses how theorists like Thorndike, Guthrie, Skinner, Hull, Tolman, and Gagné viewed the role of the teacher based on their behavioral and cognitive learning theories derived from animal and child studies. They generally saw teaching as managing external conditions to ensure specified behavioral changes in learners. The document then contrasts this with theories of teaching from adult learning theorists like Rogers, who rejected the notion that teaching is controlling learning and saw the teacher's role differently.
38 Monthly Labor Review • June 2012TelecommutingThe.docxlorainedeserre
38 Monthly Labor Review • June 2012
Telecommuting
The hard truth about telecommuting
Telecommuting has not permeated the American workplace, and
where it has become commonly used, it is not helpful in reducing
work-family conflicts; telecommuting appears, instead, to have
become instrumental in the general expansion of work hours,
facilitating workers’ needs for additional worktime beyond the
standard workweek and/or the ability of employers to increase or
intensify work demands among their salaried employees
Mary C. Noonan
and
Jennifer L. Glass
Mary C. Noonan is an Associate
Professor at the Department of
Sociology, The University of Iowa;
Jennifer L. Glass is the Barbara
Bush Regents Professor of Liberal
Arts at the Department of Sociol-
ogy and Population Research
Center, University of Texas at
Austin. Email: [email protected]
uiowa.edu or [email protected]
austin.utexas.edu.
Telecommuting, defined here as work tasks regularly performed at home, has achieved enough
traction in the American workplace to
merit intensive scrutiny, with 24 percent
of employed Americans reporting in recent
surveys that they work at least some hours
at home each week.1 The definitions of
telecommuting are quite diverse. In this ar-
ticle, we define telecommuters as employ-
ees who work regularly, but not exclusively,
at home. In our definition, at-home work
activities do not need to be technologically
mediated nor do telecommuters need a
formal arrangement with their employer to
work at home.
Telecommuting is popular with policy
makers and activists, with proponents
pointing out the multiple ways in which
telecommuting can cut commuting time
and costs,2 reduce energy consumption
and traffic congestion, and contribute to
worklife balance for those with caregiving
responsibilities.3 Changes in the structure
of jobs that enable mothers to more effec-
tively compete in the workplace, such as
telecommuting, may be needed to finally
eliminate the gender gap in earnings and
direct more earned income to children,
both important public policy goals.4
Evidence also reveals that an increasing num-
ber of jobs in the American economy could be
performed at home if employers were willing
to allow employees to do so.5 Often, employees
can perform jobs at home without supervision
in the “high-tech” sector, in the financial sector,
and many in the communication sector that are
technology dependent. The obstacles or barriers
to telecommuting seem to be more organiza-
tional, stemming from the managers’ reluctance
to give up direct supervisory control of workers
and from their fears of shirking among workers
who telecommute.6
Where the impact of telecommuting has
been empirically evaluated, it seems to boost
productivity, decrease absenteeism, and increase
retention.7 But can telecommuting live up to its
promise as an effective work-family policy that
helps employees meet their nonwork responsi-
bilities? To do so, tel ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Main Java[All of the Base Concepts}.docxadhitya5119
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1We might find ourselves thinking or asking, what’s the point .docx
1. 1
We might find ourselves thinking or asking, what’s the point of
knowing this stuff? Why should religious content matter? Why
should a “basic American” know the 10 Commandments of
Judaism and Christianity, the 4 Noble Truths of Buddhism, the
5 Pillars of Faith of Islam, the 5 K’s of Sikhism, the 7 Deadly
Sins of Catholicism, or the 5 key relationships of
Confucianism? So what? Prothero’s response is simple and it is
profound: “Content is the necessarymeans to understanding.” It
is necessary for our self-growth and development; moreover,
knowledge and understanding are indispensable in the fight
against ignorance, intolerance, and discrimination.
Stephen Prothero Religious Literacy
Worksheet #1 Introduction and Chapter 1 “A Nation of
Religious Illiterates”
Page references are furnished for the blue-cover 2007 textbook
edition, followed by the later version e-text pagination.
Ballar Singh Sadhi was killed by a vigilante at an Arizona gas
station because he thought the man wearing a turban was a
Muslim and a terrorist. (p3 textbook; p6 e-text)
What religion was the victim? Look up Ballar Singh
Sadhi’s religious tradition in the dictionary section of Prothero
(pp185-292 textbook; pp163-252 e-text) and explain two things
about it.
In the textbook version on page 5 (p9 e-text) Prothero notes,
“religion has always been a major factor in US politics, and
international affairs.”
Prothero quotes Diane Eck, who laments, “Christians in the US
are…abysmally ignorant about the religious traditions of the
2. rest of the world.” List what Eck calls “the Big Five” major
religious traditions of the world (pp8 textbook; p11 e-text).
*Note: Daoism and Confucianism of China, and Jainism and
Sikhism of India were not included by the author, though I
definitely include these in my religions of the world courses.
Name a number of issues, reforms, and debates in our culture
that “are not comprehensible in a religious vacuum”—meaning
that apart from a religious framework we cannot adequately
analyze issues. (p6 textbook; p9 e-text)
French sociologist Daniele Hervieu-Leger lamented about the
European loss of [religious] faith. Note the metaphor for
religion she uses, and argue that Europeans have broken it.
Explain her metaphor. (p8 textbook; p11 e-text)
In 1955 American sociologist Will Herberg wrote a ground-
breaking study on Religion in America (p9 textbook; p12 e-
text)What was the title of the book?What was its major
premise/concern? [hint: Herberg is dismayed about allegiance
to “religion that makes religion its own object,” and laments
over the loss of specificity and content. Herberg’s premise
possibly inspired Prothero to tackle this issue some fifty years
later.]
According to Prothero, how is religious illiteracy a “civic
problem,” and why is having an “educated citizenry” important?
(pp10-13 textbook; pp13-15 e-text) How does Prothero define
religious literacy? (pp15, 17 textbook; pp17, 19 e-text)
Once we understand the problem, what proactive steps can we
take to improve and put into practice religious literacy?
Or, do you think that beyond acquiring knowledge, there’s little
or no practical or take-away value to cultivating religious
literacy? Explain.
I think Prothero makes a compelling observation when he
writes, “the war on terrorism is to a great extent…a war of
________.” What is it? Simply fill in the blank. (p17 textbook;
3. p19 e-text)
Chapter 1 “A Nation of Religious Illiterates”
Thanks to the Establishment clause, the US government is
secular by law; thanks to the free exercise clause, American
society is religious by choice. How does Prothero respond to
arguments that America is secular, or that America is
‘Christian’? (pp28-29 textbook; pp27-28 e-text)
Prothero summarized the possible dilemma or our simultaneous
American identity as staunchly secular and/or resolutely
religious. What dramatic historical event involving the first
presidential inauguration—though seemingly mere “protocol”—
does Prothero use to illustrate his response to the above
dilemma of secularism or religion? (p29 textbook; p27 e-text)
To where did political philosopher John Rawls insist that
religion restrict itself? (pp29 textbook; pp27 e-text)
Should religion be in the private realm only? Why? If not, how
should “religion” be handled in the public square? *Note:
remember in Week 1 we saw civil or public religion played out
in an overlap of church and state.
Which city in the US does Prothero call the “most religiously
heterogeneous”? (p 32 textbook; p 30 e-text) By the way, how
would you define heterogeneous?
Prothero mentions another US albeit smaller city that
exemplifies religious pluralism. Name it.Give a few religious
options offered “on the menu” in this same US city.
(p33 textbook; p31 e-text)
Prothero describes how in 1854 David Thoreau complained
about the religious illiteracy of his neighbors in Concord, MA.
A contemporary of Thoreau’s was Ralph Waldo Emerson—a
Christian turned Unitarian turned Transcendentalist (for more
4. about Emerson pp34 textbook; p32 e-text; and pp134-135
textbook; pp119-120 e-text) To understand part of Emerson’s
journey, look up trinity and Unitarianism and explain the
difference between the two. Next, on this same topic, what is
meant by the Muslim concept of tawhid? What theological
interpretation or understanding of a transcendent God do these
three terms address? Briefly explain.
(see tawhid pp286-287 textbook; p.247-248 e-text; see trinity
and Unitarianism p288 textbook; p248 e-text)
In The Greatest Story Never Read, what shocking thing did Os
Guinness say about evangelicals? (p45 textbook; p42 e-text) His
alarmingremark leads to the following reflective question.
THINK PIECE
Why might some religious people be “anti-intellectual,” or be
threatened by education? If applicable, explain any interplay of
psychological and/or religious defense mechanism. Identify any
consequences resulting from this attitude. (Respond with a
paragraph; support your view.)
Stephen Prothero Religious Literacy
Worksheet for Chapter 2 “Religion Matters”
Idea summation:
Religionists may argue for a “Christian America” based on the
supposed faith of the founding Fathers, and transform the
Constitution—though deliberately / intentionally bereft of any
mention of God—into a sacred document. The Christian
America theory posits a providential divine plan for the nation.
A secular version of the Christian America theory is the
founding era and its thinkers, shapers, movers-and-shakers of
the young nation were Enlightenment rationalists who were at
best neutral regarding religion as a private matter of conscience.
Both theories have blind spots. According to what Prothero
calls the “secular myth,” secularists see American civilization
on a trajectory or upward progression from _________ to
5. ___________ and from _____________ to ______________
(p56 textbook; p52 e-text)
Also on p56 textbook; p52 e-text Prothero thinks school
textbook authors of US history trend toward two less than
complimentary approaches regarding the treatment of religion.
What are these?
On p58 textbook; p54 e-text Prothero writes, “Those who
drafted the Constitution and Bill of Rights were influenced far
more by Deism than by anti-clericalism.”
Explain what is meant by Deism (See Prothero p216 textbook;
p188 e-text; Lippy pp42, 250; other resources may be
consulted).
SUMMATION: Theism is the position or contention that God
remained actively interested in and operative in the world which
he had made [that is, God is both transcendent and immanent—
immanent meaning God can intervene in history and remains
involved in human affairs. Deists do not hold to this.]
Christians tend to be theists, but what tends to complicate the
picture is a number of key figures in the founding era were
steeped in and knowledgeable of orthodox Christianity, but in
actuality were more in sympathy with the rational response of
Deism.
Deism is the position that a transcendent God designed the
world, “got it started,” if you will, and endowed the world at
creation with self-sustaining and self-acting powers [e.g.,
natural laws]. But unlike the transcendent Being [First Cause]
of the theists, God is not deemed to be immanent. This means
God is no longer active in the world God created. Thus in the
Deist view the designer First Cause God commissioned the
operation of the world to be a human enterprise that along with
6. natural laws and powers act as second causes. Jefferson, for
example in the Declaration of Independence referred to Nature’s
God.
FYI:
http://www.britannica.com/EBchecked/topic/1272214/The-
Founding-Fathers-Deism-and-Christianity
http://history.hanover.edu/hhr/hhr93_1.html
Question: Offer a few implications of these two similar but yet
significantly different views of God as creator/initiator in terms
of God’s relationship with the created universe.
In the spirit of democracy and the emerging spiritual
marketplace brought on by the First Amendment, Protestantism
in America became more egalitarian. What does egalitarian
mean? What part did emotions play in diverse expressions of
Christianity? (p59 textbook; pp54-55 e-text) [hint: especially in
relation to the Second Great Awakening and populist preachers
at the camping / tent revival meetings]What did firebrandElias
Smith say Americans should be wholly free to examine for
themselves? (p59 textbook; p55 e-text) Religion seemed to have
played an integral part in a number of social reforms. In
particular the religious activist William Lloyd Garrison pushed
for two reforms that would usher in “the Kingdom of God.”
What were these religiously-inspired reform initiatives? (pp58-
59 textbook; p55 e-text)
On the eve of the Civil War, what did Frederick Douglass write
in disgust about the “two irreconcilable factions” of Christianity
as this division related in particular to Christendom’s
complicity in the sin of slavery? (pp59-60 textbook; pp55-56 e-
text)
God and money. The English authorized King James Bible
presents us with the word “mammon.” Mammon is not merely a
synonym for money/hard cash, but also includes investment,
real estate, and personal property or possessions. Most notably
these “acquired things” become the objects of focus and desire.
Jesus had warned, “You can’t serve God and mammon.” The
7. question remains as to the object of one’s trust: God, or the
currency on which the motto “In God We Trust” is imprinted or
embossed. See p60 textbook; p56 e-text.
Who was Andrew Carnegie, and what “gospel” did he
promulgate? Explain.How were Carnegie’s ideas advanced by
Russell Conwell in his widely circulated sermon, “Acres of
Diamonds”? The phrase is often attributed to Benjamin
Franklin, but its origins may be much earlier, serving as a moral
to several Aesop’s Fables. In any event, how would you explain
the verse not found in the Bible: “God helps those who help
themselves”?
God and land.Explain the doctrine of manifest destiny (p60
textbook; p56 e-text)Identify several dangers (potential and
actual) using this kind of religious language “It’s God will that
we….” Or “God showed me that…”
During World War II, how did the US treat Japanese Americans
(primarily Buddhists)? (p61 textbook; bottom of p56 and
continuing to p57 e-text)Not long after World War II, America
found itself in a Cold War that would last four decades (1947-
1991) (3-minute clip Why did the Cold War Begin?
http://youtu.be/tLJKVVtiR3g If you have 45 minutes view:
http://youtu.be/SI-FS7jDUxMWho were the “reds” of the Cold
War era? If Americans were largely thought to be religious,
then what aspect of the “red” political ideology posed a threat
to America/Americans? (Think in terms of two oppositional
views. p61 textbook; p57 e-text)
During the LBJ administration the Immigration and
Naturalization Act of 1965 was passed thatabolished an earlier
quota system based on national origin and established a new
immigration policy based on reuniting immigrant families and
attracting skilled labor to the United States. Over the next four
decades, the policies put into effect in 1965 would greatly
change the demographic makeup of the American population, as
8. immigrants entering the United States under the new legislation
came increasingly from countries in Asia, Africa and Latin
America, as opposed to
Europe.http://www.history.com/topics/us-immigration-since-
1965 (FYI: Chinese Exclusion Act of 1882, and subsequent
quota-settings restricting immigration in 1924
http://immigrationinamerica.org/590-immigration-act-of-
1924.html )
What were some reactions, ramifications, and outcomes of this
landmark legislation? See the bottom of pp61-62 textbook;
pp57-58 e-text; An excellent FYI resource
https://www.youtube.com/watch?v=FwraZQb2Ofk ) Explain
what is meant by nativism. (For this term and movement, refer
to Lippy pp113-17, 253; etc. as Prothero does not go into
sufficient detail.)
Stephen Prothero Religious Literacy
Worksheet for Chapter 3 “Eden” (What We Once Knew)
What did Thomas Jefferson initially propose as an image to be
used in the design for the new nation’s seal? (p73 textbook; p67
e-text)
The Most Literate Place on EarthChildren not only needed to
read to be good Protestants, but they also needed to fulfill
another role. What was that? (p75 textbook; p68 e-text)
According to Prothero there were two concurrent impulses—one
religious and the other secular. The country might trust in God,
but by vesting sovereignty in the people rather than a monarchy
meant that for its survival, an informed citizenry was needed.
According to the statement made by James Madison, what is the
source of the power with which we can “arm” ourselves? (p75
textbook; pp68-69 e-text)
In the 17th-18th centuries, where was the most literate place on
9. earth? [hint: especially in what area or colony?] and what piece
of hyperbole [exaggeration] did John Adams write in 1769?
(pp75-76 textbook; p68 e-text)
To what specific realm / discipline was early American
religious literacy limited? (p80 textbook; p73 e-text)
Under the “Household” section we read that the province of
education extends to homes and religious congregations,
newspapers and almanacs, publishers and booksellers, libraries
and theatres, theological tracts and political pamphlets, and so
on. But according to Prothero, what were the six venues in early
America by/through which religious information was
disseminated? (p81 textbook; p74 e-text)
As part of household religious instruction,
What core text was used to teach children how to read? Why
and how were children already familiar with its stories before
they had begun reading this text? (p81 textbook; p74 e-text)
What was the four-part scheme or arrangement of the Puritan
sermon, and what did this organizational format emphasize for
the listeners? (p83 textbook; pp75-76 e-text)
Briefly describe a 1631 law in Virginia that set out a minister’s
required sacred duty, and what was entailed in this religious
education initiative? (p84 textbook; p76 e-text)
John Eliot labored to convert and catechize Native Americans
and African-American slaves, and was called “perhaps the
quintessential minister-educator of the 17th-century colonies.”
The family of Thomas Mayhew likewise did similar work among
first nation peoples, in particular the Wampanoags, but the
Mayhew’s took a different cultural /acculturation approach.
What did the Mayhews do in terms of strategy that significantly
diverged from Eliot’s methods? (p85 textbook; pp77-78 e-text)
By what means if not through basic literacy did most African-
American slave converts to Christian receive or “get” their
Protestantism? (p86 textbook; p78 e-text) Second, how would
you define or describe the African-American musical genre
known as “the spiritual”?
According to Jennifer Monaghan, in essence what did early
10. literacy education amount to? Second, what did philosopher
Warren Nord consider to have been the overriding purpose(s) of
American Colonial education initiative or thrust? (p87 textbook;
p79 e-text)
Briefly describe the New England Primer. What was its purpose
or primary function? -(pp88-91 textbook; pp80-84 e-text)
Along with the New England Primer name three texts or
teaching tools that dominated 18th-century American education.
(pp88-92; 92-95; 95-98 textbook; pp80-84; pp84-86; pp86-89 e-
text) Here’s a picture of one of the earlier learning tools or
primers:
http://en.wikipedia.org/wiki/Hornbook#mediaviewer/File:Campi
on-Hornbook.jpg
Who do Conservative Christians laud as “the Father of
American Christian Education”? What was his conviction
regarding the fate of the nation? (p94 textbook; p86 e-text)
What classic children’s prayer is contained in one of the texts or
teaching tools listed in response to #14? Provide the text.
(pp91-92 textbook; p83 e-text)
What was the “folksy version” of the Ten Commandments
located in another of the answers to #14? Provide the text. (p97
textbook; p88 e-text)
According to G. Marsden, what were the 5 or 6 main Christian
theological doctrines taught in these books? (p96 textbook; p88
e-text)
What two passions consumed William Holmes McGuffey?
Second, name a few criticisms of the McGuffy readers. (p96
textbook; pp87-88 e-text )
What was “a primary avenue for socializing the rising
generations into evangelical culture, and teaching ‘middle class
morality’”? [hint: along with the common school, it became part
of a movement in 1820’s/30’s America.] (p101 text; p92 e-text)
What is a missionary?
What does it mean to “propagate,” and what message was being
“propagated”?A word often associated with missionary is
proselytize. Explain what this means.What was a typical
11. missionary’s “lament” about the spiritual condition of the
frontier pioneer, and the consequences of their choices of
“books” or their overall reading habits? (p103 textbook; p93 e-
text)
Name 2-3 Ivy League colleges / universities with religious
roots, noted for their emphases on “discipline and piety.”Which
great Puritan preacher of the Great Awakening would later serve
as an Ivy League college’s President? Name the
preacher/president and the institution where he served. (pp104-
105 textbook; p95 e-text)
Prothero notes that by the nineteenth century the “acids” of
_______ began to erode education of its religious content. (For
the answers, see p107 textbook; p97 e-text)
Fill in the above blank/identify this one contributing or root
cause. In the attempt to “get along with other Protestants,” the
emphasis of discourse and behavior shifted or transitioned from
_______________ to _________________. [that is, identify
both what gave ground and to what new emphasis would they
defer] This new form of religion could thus be characterized by
this summation: God wants children to work hard, save their
money, tell the truth and avoid alcohol.Or, “Little children, you
must seek rather to be good than wise.” In short, this new form
of religion was less sectarian and less doctrinal and more
______________ and more ____________. [that is, identify
these two emerging approaches to religion.
IDEA SUMMATION:In his section on “Textbook Ignorance,”
Prothero noted that religion is minimized, trivialized, muzzled,
or even excised altogether from school textbooks, and he lists
several reasons why that is so. For starters, textbook publishers
and authors are more than likely simply trying to avert
controversy, though this treatment could be the result of a
secular bias; second is the misconception that teaching about all
religions in the public school classroom is unconstitutional in
light of varying interpretations handed down in Supreme Court
decisions. Third is the misconstrued notion that ignoring
12. religion demonstrates neutrality. It does not, claimed Prothero;
ignoring religion betrays bias and prejudice. Fourth is curricular
priority to prepare students for a battery of standardized testing
required by states, etc. Compared to the other 3 R’s (reading,
‘riting, ‘rithmetic) religion is treated as nonessential.
Taking into consideration the above possible reasons for the
downplaying of religion, Prothero then writes that
homeschooling may be driven in part by “a widespread
presumption that public schools have gone over to the secular
side, and as such operate from an anti-religious bias.” THINK
PIECE: Define homeschooling. Consider weaknesses, strengths,
challenges, potential harm as well as potential benefits of this
alternative form of educating children. Construct an argument
for [pro] for or against [con] homeschooling; To consider both
sides, you then need to construct a counter-argument.
Chapter 4 “The Fall” (How We Forgot)
Lippy covers denominationalism extensively, so in this chapter
we will skip ahead. Prothero notes that “after the Civil
War…many Americans grew tired of theological
controversies…and were desperate for union in church as well
as state….”How does Prothero describe what the American
people tended to gravitate toward in churches, schools, and
colleges? Use his exact wording. (p115 textbook; p103 e-
text)Related to above, if growth (numbers) was the objective,
then what would be the price tag for this lowering of standards?
IDEA SUMMATION
On p117 textbook, p104 e-text, our author makes this
assessment, “To evangelicalism, therefore, we owe both the
vitality of religion in contemporary America and our
impoverished understanding of it.”
In the same paragraph he points to a transition or shift:
“…American Protestants were moving away from Christianity’s
doctrinal dimension, and shifted to an emphasis on experience
and ethicsinstead.”(“…a religion of ethics rather than one of
13. theology” (p126 textbook; p112 e-text); “…religious populism”
(p134 textbook; p119 e-text); “from the head to the heart…a
spiritual anti-intellectualism (p135 textbook; p120 e-text);
“…American ministers became storytellers[that] produced
conversions. It filled churches” (p137 textbook; p122 e-text)
and resulted in a “Bible-less Jesus,” untethered from a biblical
and theological foundation producing a peculiar “Jesus-
onlyism” (p139; p124 e-text)
From these examples in chapter 4, a picture emerges of a
diluted Christianity whose content has watered down into
vagary and an emotional experience of “me and Jesus.”
Last, Prothero provides a disconcerting quote from Phillips
Brooks, the Rector of Trinity Church, “Beware of the tendency
to preach about Christianity, and try to preach Christ.” Cautions
Prothero, “The trouble with this approach, of course, is that it
makes church teachings about Jesus optional [emphasis mine],
and wherever church teachings are optional there is the
temptation to forget them altogether.” (p140 textbook; p124 e-
text)
Question: Considering the above summary observations made by
our author, students are to interact with the rise of the
evangelical movement in American history.
What is evangelicalism, and how did this movement profoundly
influence the shape and direction of Protestantism in America
(even to the present time)?Why is it important to know what
you believe and articulate it clearly, and engage in study of
religious texts? Or is it important? Explain.
See “evangelicalism” in Prothero’s dictionary (p220-21
textbook; pp192-193 e-text); see Lippy cf. pp38-40, 42, 65-66,
antebellum pp75-89)
Chapter 5 “Redemption” (What to Do)
What was the 1948 Supreme Court ruling in McCollum v Board
of Education ?(p159 textbook; p140 e-text)
14. What was the 1963 Supreme Court ruling in Abington v
Schempp? (p160 textbook; p141 e-text)
Prothero makes a clear distinction between studying religion [as
an academic enterprise] and doing religion. Most likely our
author was influenced by Justice Goldberg’s distinction of
“teaching about religion” (objectively) and the teaching of
religion (confessionally). However, according to Martin Marty
teachers avoid religion and instead teach ____________
religion. Fill in the blank. How might this “avoidance” of
teaching religion “promote a ‘culture of disbelief’”? (p161
textbook; p142 e-text)
Clinton had said in a 1995 speech that “the First Amendment
does not convert our schools into religion-free zones.” In April
1995 “Religion in the Public Schools: A Joint Statement of
Current Law” was signed that endorsed teaching about religion
in public schools. What was the essence of President Bill
Clinton’s 1999 memo sent to every public school principal in
the US? (pp162-63; p143 e-text)
In a 2005 Chicago Tribune editorial an analogy was made
related to Bible knowledge acquisition. What was the exact
wording? (p163 textbook; p144 e-text)
What is a balanced and cautious approach regarding how
religion is to be taught in public schools? (i.e., what two
extremes are given that should be avoided?) (bottom pp163-64
textbook; p144 e-text)
What does Prothero recommend that teachers of both the Bible
and world religions courses must “take pains” not to do? (pp170
textbook; p150 e-text)
How did Supreme Court Justice Robert Jackson in McCollum
describe the challenging task facing teachers trying to inculcate
religious knowledge rather than belief; religious literacy rather
than faith? (p170 textbook; p150 e-text)
Who does Prothero “blame” for “popularizing the collapse of
religion into values”? (To answer these questions see p178
15. textbook; p157 e-text)
What was the position of this person in the Reagan
administration (cabinet)?What was the title of the book written
by this cabinet minister that reduced or collapsed religion into a
set of virtues and values? Prothero points to this popularized
book from the 1980’s as another example of the trend that turns
religions “into a water boy for morality.” How do you
understand or interpret this figurative language?
As Prothero sees it, what was another approach or way to
collapse or reduce religions adopted by Karen Armstrong,
author of The Great Transformation? [hint: Prothero calls Karen
Armstrong’s approach “to wish away differences…” the
________ ___________.
Fill in the above blank. Then elaborate on why Prothero finds
this approach not entirely accurate, or even misrepresentative of
world religions. (p178 textbook; p157 e-text)
THINK PIECE
We come back full circle to Prothero’s modest proposal to raise
religious literacy on a civic rather than religious platform to
enlighten American citizenship about the vitality and relevancy
of religion as a force in our nation and world. Here’s a paradox:
Nineteenth-century agnostic Robert G. Ingersoll contended that
“the reason everybody in the United States believes in the Bible
is that no one actually reads it.” So is “ignorance the mother of
devotion”? Is ignorance bliss in which the religious devotee can
be immersed?
In the Christian New Testament Book of James 2:26 is a rather
blunt claim, “Faith without works is dead.” The point is clear
that religion is vital and living. It is meant to be lived, walked,
expressed, and acted upon in deed and truth. “Faith” as used
here is not merely a set of abstractions; nor is it a word game.
Likewise Prothero warns that faith without religious knowledge
offers no bedrock upon which to stand, but only “exceedingly
sandy soil.” He continues, “Faith without knowledge may or
may not be dead, but our current mix of ferventreligious belief
16. and widespread religious ignorance is surely a dangerous
combination.”
Question:
How do you understand this potent mix of devotion and
ignorance? Analyze briefly and provide examples to support
your position. (p182 textbook; p160 e-text)
A POTPOURRI from
S Prothero’s Dictionary of Religious Literacy
QT #1
Founders, movers and shakers: According to Prothero’s entries
in his glossary/dictionary, briefly compare Jesus (pp239-40
textbook; pp207-208 e-text), Muhammad(pp257-258 textbook;
p223-224 e-text), and Confucius (pp211-212 textbook; p185 e-
text).
For instance consider such items as: any or the absence of
divine claims; teachings, emphases, goals, and ideals;
leadership styles; influences.
QT #2Authority:
What is a fatwa in Islam? (223-224 textbook; pp194-195 e-text)
What is an encyclical in Catholicism? (p219 textbook; p191 e-
text)
What is biblical inerrancy (p235 textbook; p204 e-text) to which
evangelical and earlier fundamentalist Protestants hold?
Describe the authority of the Pope, making sure that you
address the matter of papal infallibility and specify how this
dogma is applied. (p264 textbook; p204-205 e-text)
QT #3
Succession and sectarianism in Islam: Describe the major
difference(s) between Sunni Islam (Imam, p234 textbook; p204
e-text) pp284-285 textbook; p246 e-text) and
ShiiteIslam.(Imam, p234 textbook; p204 e-text) pp281-282
textbook; p243 e-text
QT #4
What are the reasons Prothero lists when he states, “the effects
17. of the Second Great Awakeningare hard to overestimate.”
Identify those effects. (pp277-278 textbook; pp240 e-text)
QT #5
What was the significance of the Scopes (“Monkey”) Trials? (pp
276-277 textbook; p239 e-text; See also Creationism pp213-214
textbook; pp186-187 e-text)
QT #6 Religions, teachings, and concepts
Briefly discuss the wherewithal arrival of Buddhism on
American shores. How might we understand the growing
“popularity” of Buddhism among Westerners, in particular,
Americans? Do Buddhists see / worship the Buddha as god?
Explain. (pp205-207 textbook; pp179-181 e-text). FYI:
http://www.people.vcu.edu/~dbromley/undergraduate/spiritualC
ommunity/BuddhismInAmericaTimeline.html and
http://www.pluralism.org/religion/buddhism/timeline/america
QT #7
What is Zionism? When was the modern state of Israel created?
What is significant about the timing of the “resurrection” of the
Jewish homeland? (pp292 textbook; p252 e-text)
QT #8
What is ahimsa? (pp194-195 textbook; pp170-171 e-text)
QT #9
What is the “Golden Rule”? (pp227-228 textbook; pp198-199 e-
text)
Unlike the positive (prescribing) framing of the Golden Rule,
both Rabbi Hillel (early first-century CE) and even earlier
Confucius presented a negative (proscribing) framing coined
“the Silver Rule.” Rather than the Golden Rule, why might it be
easier for us to follow the Silver Rule—“That which is hateful
(or despicable) to you do not do to your neighbor”?
QT #10
What is considered the “mysteries of mysteries” for Orthodox
Christians? How are we to understand this ritual practiced also
by Catholics and Protestants, but in different ways and with
differing understandings? (See also the entry on p234 textbook;
p204 e-text)
18. Explain the Orthodox Christian view of marriage and celibacy
among clergy. (pp260-261 textbook; pp225-226 e-text)
QT #11
Briefly explain the Taoist principle of yin/yang. (pp290-91
textbook; p251 e-text)
Or refer to a brief instructor-created set of slides: (Why might
the taijitu symbol be a popular tattoo? Ha ha)
https://www.dropbox.com/s/bf6rvocys14do9q/Yin%20Yang.pdf?
dl=0
QT #12
What is the Bhagavad Gita, and who are the main “characters”
if you will of this 18-chapter extended poem referred to
affectionately as “the Gita”? (pp200-201 textbook; p176 e-text)
RELIGION AND VIOLENCE QT #13
What were the Crusades, and how does this historical reality
affect Christian-Islam relations to this day? (pp214-215
textbook; p187 e-text)
FYI:
http://www.pbs.org/wgbh/pages/frontline/shows/apocalypse/exp
lanation/crusades.html
What is Islamism? (p237 textbook; p206 e-text)
Wahhabism(p290 textbook; pp250-251 e-text) is “the dominant
school of Islamic thought in Saudi Arabia” and definitely
influenced the forming of Al-Qaeda (Arabic for “the base.”)
Prothero wrote our textbook before the emergence of IS, but we
readily see how IS is an offshoot or outgrowth of al-Qaeda in
terms of its Sunni aspirations for a “transnational Islamic
empire that adheres to a strict interpretation of Islamic law.”
Name the Egyptian scholar dubbed “the father of Islamist
fundamentalism,” and list his “themes” or fundamentals.
(pp203-204 textbook; pp177-178 e-text) FYI a rarely told story
of an enduring historical presence of the Muslim tradition in the
United States:
http://www.nytimes.com/2015/02/09/opinion/the-founding-
muslims.html?_r=0
19. The Final Curtain Issues
QT #14
“My karma ran over your dogma.” (This clever bumper sticker
might make us laugh, but there is a bit more to these concepts
than a play on words.) What is karma? (p244-245 textbook;
p212 e-text) What is reincarnationand what is resurrection?
How do these two life-after-death belief systems differ? (see
p272-273, 274 textbook; p236-237 e-text)
QT #15
What’s with all of this end-of-the-world “last days” stuff?
Briefly describe the apocalypse. (pp197 textbook; pp172-173 e-
text)
What do you think is the cause(s) or what drives this morbid
fixation with “end times”?
Identify potential dangers this mentality poses.
If you really want to know more:
http://www.religioustolerance.org/millenni.htm
“Competing theories of eschatology, end times, and
millennialism”
F I N I S
Running head: SAVANNAH ENGINEERING AND HUMAN
RESOURCE 1
SAVANNAH ENGINEERING AND HUMAN RESOURCE
6
20. Savannah Engineering and Human Resource
Student’s name
Institutional Affiliation
Savannah Engineering and Human Resource
The domestic business environment includes the climate,
business policies, the facilities as well s the regulation that
governs both the organizational leadership structure and the
available market share. Savannah Engineering, Inspection and
Insurance Company (SEIIC), America's oldest insurance,
corporate focuses on covering equipment manufacturers,
transport, and energy sectors. The company has a vision of
meeting the industry requirement of the continent and thus
require to focus on the emerging trends in the human resource.
Although the market in engineering insurance for infection and
manufacturing organizations, SEIIC considers the trends in
economic, legal, technology, and the diverse cultures within the
market share.
The Economic and Financial Market Trends
The economic and financial environment that business
organizations operate influence the buying and selling habits of
the customers in the insurance sectors. The main factors in the
environment include the availability of the market, employment,
the demand for the company's products as well as the
competition of the company with other companies. The trends in
the economic and financial environment are economic
downturns and the exchange rate. During the economic
downturns in 2008/2009 great recession, insurance companies
21. cut down operation costs to enable it to make sufficient
profits.On the other hand, the fluctuation of the exchange rate
has a significant impact on returns of the business organization
as well as influencing compensation and benefits of the
employee (Ochetan & Ochetan, 2012). In this case, the lowering
of the dollar value affects the cost of the insurance products
when sold outside the United States. In particular, the volatility
of the dollar affects the company's imports outside the United
States, and thus increasing the operation cost.
Legal and political trends
Legal and political forces lead to the increasing demand for the
transparent in recruitment and accountability among the
organization operating in the United States. The political factors
represent the governmental entities that influence the domestic
environment of the company's operation. As a result, the
political trends that influence the internal environment originate
from the government policies and the political stability of the
American community(Hatcher, 2010). Another political bias in
the engineering, inspection, and insurance sector is the increase
of powers of the non-state actors such as the World bank. Also,
the legal trends affecting the human resource of the company in
the employment contracts include the setting of the minimum
ages for employees. Therefore, the company faces the challenge
of attracting and retaining talents.
Social and Cultural
Social and cultural; force influencing the SEIIC human resource
management are the customs, practices belief systems and
traditions f the employees working in the organization. The
socio-cultural perspective affects the decision of the marketing
managers in the engineering, inspection, and insurance
company. Also, the behaviors of the people residing in the host
company determine the strategic goals of the company when
entering a new market. The major trends in the social and
cultural environment include the change in preferences, change
in demographics, as well as the moral values of the employees
in the business organization. The workforce demographic is
22. getting younger as the millennials make the most significant
percentage of the Amerian workforce(Nascimento, 2017).
Additionally, human resource managers are part of the
executive making decisions for the company. As a result, the
company has created a new “social contract” with the
employees to offer a flexible working environment.
Global and Technology
The expansion of business organizations such as SEIIC
depends on the global state of the market share. Globalization
has made the company to expand its operation abroad to
increase the customer base. The increase in the handling of
massive data within the business organization has led to the
emergence of technology. Companies are paving the way for
virtual reality to facilitate intensive operation and higher
productivity. As a result, human resource management of the
most business organization has opted for the internet of things.
In this case, employee devices are interconnected in a network
to assist the company in monitoring the performance of each
employee through the e-HR portal (Kavanagh, Thite, &
Johnson, 2011; Fuhl,2017). The Internet of Things(IoT)
generates a massive amount of data to show the employee’s
operation daily.
Trends affect SEIIC Human Resource Management
The two major trends that are likely to affect SEIIC are likely to
change the SEIIC Human Resource Management are
globalization and the compensation benefits. Globalization
Shall lead to the company's diversity training and cross-cultural
employment. As compared to the traditional recruitment model,
the company shall opt or the global recruitment model. On the
other hand, different countries have a different level of
compensation and benefits. For instance, United States federal
laws state the minimum vacation period for employees. In the
United Kingdom, employees can go for a holiday as per the
requirements of their job nature.
Various trends influence the operations of companies like
SEIIC. The trends may either impact positively and create
23. opportunities for the company or affect the services in the
human resource department. Some of the trends in business
resource management include globalization, change in
technologies, the fluctuation of dollar currency, and the tax
rates, social behaviors as well as the shift in demographics.
However, globalization and the difference in compensation and
benefit may influence the operation at SEIIC Human Resource
Management
References
Fuhl, J.(2017 Dec. 21). 5 HR tech trends to watch in 2018: What
the sector says. Sage People. Retrieved from
https://www.sagepeople.com/about-us/news-hub/top-hr-trends-
watch-2018/#
Hatcher, T. (2010). Political issues in human resource
development. Global Security and International Political
Economy, 1, 369.
Kavanagh, M., Thite, M., & Johnson, R.D. (Eds.) (2011).
Human resource information systems: Basics, applications, and
future directions (2nd ed.). Thousand Oaks, CA: Sage
24. Nascimento, L. (2017).Political and Social Challenges Affect
Human Resource Management in Latin America, World Link.
vol,27,no. 1. Retrieved from
https://www.wfpma.com/sites/default/files//publications/WorldL
inkAugt2017-.pdf
Ochetan, C. M. T., & Ochetan, D. A. (2012). The influence of
economic and financial crisis on human resources management.
Procedia Economics and Finance, 3, 769-774.
We might find ourselves thinking or asking, what’s the point of
knowing this stuff? Why should religious content matter? Why
should a “basic American” know the 10 Commandments of
Judaism and Christianity, the 4 Noble Truths of Buddhism, the
5 Pillars of Faith of Islam, the 5 K’s of Sikhism, the 7 Deadly
Sins of Catholicism, or the 5 key relationships of
Confucianism? So what? Prothero’s response is simple and it is
profound: “Content is the necessary means to understanding.” It
is necessary for our self-growth and development; moreover,
knowledge and understanding are indispensable in the fight
against ignorance, intolerance, and discrimination.
Stephen Prothero Religious Literacy
Worksheet #1 Introduction and Chapter 1 “A Nation of
Religious Illiterates”
Page references are furnished for the blue-cover 2007 textbook
edition, followed by the later version e-text pagination.
1. 1. Ballar Singh Sadhi was killed by a vigilante at an Arizona
gas station because he thought the man wearing a turban was a
Muslim and a terrorist. (p3 textbook; p6 e-text)
a. a. What religion was the victim?
b. b. Look up Ballar Singh Sadhi’s religious tradition in the
25. dictionary section of Prothero (pp185-292 textbook; pp163-252
e-text) and explain two things about it.
a. 2. In the textbook version on page 5 (p9 e-text) Prothero
notes, “religion has always been a major factor in US politics,
and international affairs.”
Prothero quotes Diane Eck, who laments, “Christians in the US
are…abysmally ignorant about the religious traditions of the
rest of the world.” List what Eck calls “the Big Five” major
religious traditions of the world (pp8 textbook; p11 e-text).
*Note: Daoism and Confucianism of China, and Jainism and
Sikhism of India were not included by the author, though I
definitely include these in my religions of the world courses.
a. 3. Name a number of issues, reforms, and debates in our
culture that “are not comprehensible in a religious vacuum”—
meaning that apart from a religious framework we cannot
adequately analyze issues. (p6 textbook; p9 e-text)
a. 4. French sociologist Daniele Hervieu-Leger lamented about
the European loss of [religious] faith. Note the metaphor for
religion she uses, and argue that Europeans have broken it.
Explain her metaphor. (p8 textbook; p11 e-text)
a. 5. In 1955 American sociologist Will Herberg wrote a
ground-breaking study on Religion in America (p9 textbook;
p12 e-text)
b. a. What was the title of the book?
c. b. What was its major premise/concern? [hint: Herberg is
dismayed about allegiance to “religion that makes religion its
own object,” and laments over the loss of specificity and
content. Herberg’s premise possibly inspired Prothero to tackle
this issue some fifty years later.]
a. 6. According to Prothero, how is religious illiteracy a “civic
26. problem,” and why is having an “educated citizenry” important?
(pp10-13 textbook; pp13-15 e-text)
b. 7. How does Prothero define religious literacy? (pp15, 17
textbook; pp17, 19 e-text)
a. a. Once we understand the problem, what proactive steps can
we take to improve and put into practice religious literacy?
b. b. Or, do you think that beyond acquiring knowledge, there’s
little or no practical or take-away value to cultivating religious
literacy? Explain.
a. 8. I think Prothero makes a compelling observation when he
writes, “the war on terrorism is to a great extent…a war of
________.” What is it? Simply fill in the blank. (p17 textbook;
p19 e-text)
Chapter 1 “A Nation of Religious Illiterates”
a. 1. Thanks to the Establishment clause, the US government is
secular by law; thanks to the free exercise clause, American
society is religious by choice. How does Prothero respond to
arguments that America is secular, or that America is
‘Christian’? (pp28-29 textbook; pp27-28 e-text)
a. 2. Prothero summarized the possible dilemma or our
simultaneous American identity as staunchly secular and/or
resolutely religious. What dramatic historical event involving
the first presidential inauguration—though seemingly mere
“protocol”—does Prothero use to illustrate his response to the
above dilemma of secularism or religion? (p29 textbook; p27 e-
text)
a. 3. To where did political philosopher John Rawls insist that
religion restrict itself? (pp29 textbook; pp27 e-text)
a. 4. Should religion be in the private realm only? Why? If not,
how should “religion” be handled in the public square? *Note:
27. remember in Week 1 we saw civil or public religion played out
in an overlap of church and state.
a. 5. Which city in the US does Prothero call the “most
religiously heterogeneous”? (p 32 textbook; p 30 e-text) By the
way, how would you define heterogeneous?
a. a. Prothero mentions another US albeit smaller city that
exemplifies religious pluralism. Name it.
b. b. Give a few religious options offered “on the menu” in this
same US city.
(p33 textbook; p31 e-text)
a. 6. Prothero describes how in 1854 David Thoreau complained
about the religious illiteracy of his neighbors in Concord, MA.
A contemporary of Thoreau’s was Ralph Waldo Emerson—a
Christian turned Unitarian turned Transcendentalist (for more
about Emerson pp34 textbook; p32 e-text; and pp134-135
textbook; pp119-120 e-text)
b. a. To understand part of Emerson’s journey, look up trinity
and Unitarianism and explain the difference between the two.
c. b. Next, on this same topic, what is meant by the Muslim
concept of tawhid? What theological interpretation or
understanding of a transcendent God do these three terms
address? Briefly explain.
(see tawhid pp286-287 textbook; p.247-248 e-text; see trinity
and Unitarianism p288 textbook; p248 e-text)
a. 7. In The Greatest Story Never Read, what shocking thing did
Os Guinness say about evangelicals? (p45 textbook; p42 e-text)
His alarmingremark leads to the following reflective question.
THINK PIECE
Why might some religious people be “anti-intellectual,” or be
threatened by education? If applicable, explain any interplay of
psychological and/or religious defense mechanism. Identify any
28. consequences resulting from this attitude. (Respond with a
paragraph; support your view.)
Stephen Prothero Religious Literacy
Worksheet for Chapter 2 “Religion Matters”
Idea summation:
a. 1. Religionists may argue for a “Christian America” based on
the supposed faith of the founding Fathers, and transform the
Constitution—though deliberately / intentionally bereft of any
mention of God—into a sacred document. The Christian
America theory posits a providential divine plan for the nation.
A secular version of the Christian America theory is the
founding era and its thinkers, shapers, movers-and-shakers of
the young nation were Enlightenment rationalists who were at
best neutral regarding religion as a private matter of conscience.
Both theories have blind spots. According to what Prothero
calls the “secular myth,” secularists see American civilization
on a trajectory or upward progression from _________ to
___________ and from _____________ to ______________
(p56 textbook; p52 e-text)
a. 2. Also on p56 textbook; p52 e-text Prothero thinks school
textbook authors of US history trend toward two less than
complimentary approaches regarding the treatment of religion.
What are these?
a. 3. On p58 textbook; p54 e-text Prothero writes, “Those who
drafted the Constitution and Bill of Rights were influenced far
more by Deism than by anti-clericalism.”
a. a. Explain what is meant by Deism (See Prothero p216
textbook; p188 e-text; Lippy pp42, 250; other resources may be
consulted).
a. b. SUMMATION: Theism is the position or contention that
29. God remained actively interested in and operative in the world
which he had made [that is, God is both transcendent and
immanent—immanent meaning God can intervene in history and
remains involved in human affairs. Deists do not hold to this.]
Christians tend to be theists, but what tends to complicate the
picture is a number of key figures in the founding era were
steeped in and knowledgeable of orthodox Christianity, but in
actuality were more in sympathy with the rational response of
Deism.
Deism is the position that a transcendent God designed the
world, “got it started,” if you will, and endowed the world at
creation with self-sustaining and self-acting powers [e.g.,
natural laws]. But unlike the transcendent Being [First Cause]
of the theists, God is not deemed to be immanent. This means
God is no longer active in the world God created. Thus in the
Deist view the designer First Cause God commissioned the
operation of the world to be a human enterprise that along with
natural laws and powers act as second causes. Jefferson, for
example in the Declaration of Independence referred to Nature’s
God.
FYI:
http://www.britannica.com/EBchecked/topic/1272214/The-
Founding-Fathers-Deism-and-Christianity
http://history.hanover.edu/hhr/hhr93_1.html
Question: Offer a few implications of these two similar but yet
significantly different views of God as creator/initiator in terms
of God’s relationship with the created universe.
a. 4. In the spirit of democracy and the emerging spiritual
marketplace brought on by the First Amendment, Protestantism
in America became more egalitarian.
b. a. What does egalitarian mean?
c. b. What part did emotions play in diverse expressions of
Christianity? (p59 textbook; pp54-55 e-text) [hint: especially in
relation to the Second Great Awakening and populist preachers
30. at the camping / tent revival meetings]
d. c. What did firebrandElias Smith say Americans should be
wholly free to examine for themselves? (p59 textbook; p55 e-
text)
e. d. Religion seemed to have played an integral part in a
number of social reforms. In particular the religious activist
William Lloyd Garrison pushed for two reforms that would
usher in “the Kingdom of God.” What were these religiously-
inspired reform initiatives? (pp58-59 textbook; p55 e-text)
a. 5. On the eve of the Civil War, what did Frederick Douglass
write in disgust about the “two irreconcilable factions” of
Christianity as this division related in particular to
Christendom’s complicity in the sin of slavery? (pp59-60
textbook; pp55-56 e-text)
a. 6. God and money. The English authorized King James Bible
presents us with the word “mammon.” Mammon is not merely a
synonym for money/hard cash, but also includes investment,
real estate, and personal property or possessions. Most notably
these “acquired things” become the objects of focus and desire.
Jesus had warned, “You can’t serve God and mammon.” The
question remains as to the object of one’s trust: God, or the
currency on which the motto “In God We Trust” is imprinted or
embossed. See p60 textbook; p56 e-text.
a. a. Who was Andrew Carnegie, and what “gospel” did he
promulgate? Explain.
b. b. How were Carnegie’s ideas advanced by Russell Conwell
in his widely circulated sermon, “Acres of Diamonds”?
c. c. The phrase is often attributed to Benjamin Franklin, but its
origins may be much earlier, serving as a moral to several
Aesop’s Fables. In any event, how would you explain the verse
not found in the Bible: “God helps those who help themselves”?
a. 7. God and land.
31. b. a. Explain the doctrine of manifest destiny (p60 textbook;
p56 e-text)
c. b. Identify several dangers (potential and actual) using this
kind of religious language “It’s God will that we….” Or “God
showed me that…”
a. 8. During World War II, how did the US treat Japanese
Americans (primarily Buddhists)? (p61 textbook; bottom of p56
and continuing to p57 e-text)
b. 9. Not long after World War II, America found itself in a
Cold War that would last four decades (1947-1991) (3-minute
clip Why did the Cold War Begin? http://youtu.be/tLJKVVtiR3g
If you have 45 minutes view: http://youtu.be/SI-FS7jDUxM
c. a. Who were the “reds” of the Cold War era?
d. b. If Americans were largely thought to be religious, then
what aspect of the “red” political ideology posed a threat to
America/Americans? (Think in terms of two oppositional views.
p61 textbook; p57 e-text)
a. 10. During the LBJ administration the Immigration and
Naturalization Act of 1965 was passed thatabolished an earlier
quota system based on national origin and established a new
immigration policy based on reuniting immigrant families and
attracting skilled labor to the United States. Over the next four
decades, the policies put into effect in 1965 would greatly
change the demographic makeup of the American population, as
immigrants entering the United States under the new legislation
came increasingly from countries in Asia, Africa and Latin
America, as opposed to
Europe.http://www.history.com/topics/us-immigration-since-
1965 (FYI: Chinese Exclusion Act of 1882, and subsequent
quota-settings restricting immigration in 1924
http://immigrationinamerica.org/590-immigration-act-of-
1924.html )
a. a. What were some reactions, ramifications, and outcomes of
32. this landmark legislation? See the bottom of pp61-62 textbook;
pp57-58 e-text; An excellent FYI resource
https://www.youtube.com/watch?v=FwraZQb2Ofk )
b. b. Explain what is meant by nativism. (For this term and
movement, refer to Lippy pp113-17, 253; etc. as Prothero does
not go into sufficient detail.)
Stephen Prothero Religious Literacy
Worksheet for Chapter 3 “Eden” (What We Once Knew)
a. 1. What did Thomas Jefferson initially propose as an image
to be used in the design for the new nation’s seal? (p73
textbook; p67 e-text)
a. 2. The Most Literate Place on EarthChildren not only needed
to read to be good Protestants, but they also needed to fulfill
another role. What was that? (p75 textbook; p68 e-text)
a. 3. According to Prothero there were two concurrent
impulses—one religious and the other secular. The country
might trust in God, but by vesting sovereignty in the people
rather than a monarchy meant that for its survival, an informed
citizenry was needed. According to the statement made by
James Madison, what is the source of the power with which we
can “arm” ourselves? (p75 textbook; pp68-69 e-text)
a. 4. In the 17th-18th centuries, where was the most literate
place on earth? [hint: especially in what area or colony?] and
what piece of hyperbole [exaggeration] did John Adams write in
1769? (pp75-76 textbook; p68 e-text)
a. 5. To what specific realm / discipline was early American
religious literacy limited? (p80 textbook; p73 e-text)
a. 6. Under the “Household” section we read that the province
33. of education extends to homes and religious congregations,
newspapers and almanacs, publishers and booksellers, libraries
and theatres, theological tracts and political pamphlets, and so
on. But according to Prothero, what were the six venues in early
America by/through which religious information was
disseminated? (p81 textbook; p74 e-text)
a. 7. As part of household religious instruction,
a. a. What core text was used to teach children how to read?
b. b. Why and how were children already familiar with its
stories before they had begun reading this text? (p81 textbook;
p74 e-text)
a. 8. What was the four-part scheme or arrangement of the
Puritan sermon, and what did this organizational format
emphasize for the listeners? (p83 textbook; pp75-76 e-text)
a. 9. Briefly describe a 1631 law in Virginia that set out a
minister’s required sacred duty, and what was entailed in this
religious education initiative? (p84 textbook; p76 e-text)
a. 10. John Eliot labored to convert and catechize Native
Americans and African-American slaves, and was called
“perhaps the quintessential minister-educator of the 17th-
century colonies.” The family of Thomas Mayhew likewise did
similar work among first nation peoples, in particular the
Wampanoags, but the Mayhew’s took a different cultural
/acculturation approach. What did the Mayhews do in terms of
strategy that significantly diverged from Eliot’s methods? (p85
textbook; pp77-78 e-text)
a. 11. By what means if not through basic literacy did most
African-American slave converts to Christian receive or “get”
their Protestantism? (p86 textbook; p78 e-text) Second, how
would you define or describe the African-American musical
34. genre known as “the spiritual”?
a. 12. According to Jennifer Monaghan, in essence what did
early literacy education amount to? Second, what did
philosopher Warren Nord consider to have been the overriding
purpose(s) of American Colonial education initiative or thrust?
(p87 textbook; p79 e-text)
a. 13. Briefly describe the New England Primer. What was
its purpose or primary function? -(pp88-91 textbook; pp80-84 e-
text)
a. 14. Along with the New England Primer name three texts
or teaching tools that dominated 18th-century American
education. (pp88-92; 92-95; 95-98 textbook; pp80-84; pp84-86;
pp86-89 e-text) Here’s a picture of one of the earlier learning
tools or primers:
http://en.wikipedia.org/wiki/Hornbook#mediaviewer/File:Campi
on-Hornbook.jpg
a. 15. Who do Conservative Christians laud as “the Father
of American Christian Education”? What was his conviction
regarding the fate of the nation? (p94 textbook; p86 e-text)
a. 16. What classic children’s prayer is contained in one of
the texts or teaching tools listed in response to #14? Provide the
text. (pp91-92 textbook; p83 e-text)
a. 17. What was the “folksy version” of the Ten
Commandments located in another of the answers to #14?
Provide the text. (p97 textbook; p88 e-text)
a. 18. According to G. Marsden, what were the 5 or 6 main
Christian theological doctrines taught in these books? (p96
textbook; p88 e-text)
35. a. 19. What two passions consumed William Holmes
McGuffey? Second, name a few criticisms of the McGuffy
readers. (p96 textbook; pp87-88 e-text )
a. 20. What was “a primary avenue for socializing the rising
generations into evangelical culture, and teaching ‘middle class
morality’”? [hint: along with the common school, it became part
of a movement in 1820’s/30’s America.] (p101 text; p92 e-text)
a. 21. What is a missionary?
a. a. What does it mean to “propagate,” and what message was
being “propagated”?
b. b. A word often associated with missionary is proselytize.
Explain what this means.
c. c. What was a typical missionary’s “lament” about the
spiritual condition of the frontier pioneer, and the consequences
of their choices of “books” or their overall reading habits?
(p103 textbook; p93 e-text)
a. 22. Name 2-3 Ivy League colleges / universities with
religious roots, noted for their emphases on “discipline and
piety.”
b. a. Which great Puritan preacher of the Great Awakening
would later serve as an Ivy League college’s President? Name
the preacher/president and the institution where he served.
(pp104-105 textbook; p95 e-text)
a. 23. Prothero notes that by the nineteenth century the
“acids” of _______ began to erode education of its religious
content. (For the answers, see p107 textbook; p97 e-text)
a. a. Fill in the above blank/identify this one contributing or
root cause.
b. b. In the attempt to “get along with other Protestants,” the
emphasis of discourse and behavior shifted or transitioned from
36. _______________ to _________________. [that is, identify
both what gave ground and to what new emphasis would they
defer]
c. c. This new form of religion could thus be characterized by
this summation: God wants children to work hard, save their
money, tell the truth and avoid alcohol. Or, “Little children, you
must seek rather to be good than wise.” In short, this new form
of religion was less sectarian and less doctrinal and more
______________ and more ____________. [that is, identify
these two emerging approaches to religion.
IDEA SUMMATION: In his section on “Textbook Ignorance,”
Prothero noted that religion is minimized, trivialized, muzzled,
or even excised altogether from school textbooks, and he lists
several reasons why that is so. For starters, textbook publishers
and authors are more than likely simply trying to avert
controversy, though this treatment could be the result of a
secular bias; second is the misconception that teaching about all
religions in the public school classroom is unconstitutional in
light of varying interpretations handed down in Supreme Court
decisions. Third is the misconstrued notion that ignoring
religion demonstrates neutrality. It does not, claimed Prothero;
ignoring religion betrays bias and prejudice. Fourth is curricular
priority to prepare students for a battery of standardized testing
required by states, etc. Compared to the other 3 R’s (reading,
‘riting, ‘rithmetic) religion is treated as nonessential.
Taking into consideration the above possible reasons for the
downplaying of religion, Prothero then writes that
homeschooling may be driven in part by “a widespread
presumption that public schools have gone over to the secular
side, and as such operate from an anti-religious bias.” THINK
PIECE: Define homeschooling. Consider weaknesses, strengths,
challenges, potential harm as well as potential benefits of this
alternative form of educating children.
a. a. Construct an argument for [pro] for or against [con]
homeschooling;
37. b. b. To consider both sides, you then need to construct a
counter-argument.
Chapter 4 “The Fall” (How We Forgot)
Lippy covers denominationalism extensively, so in this chapter
we will skip ahead.
a. 1. Prothero notes that “after the Civil War…many Americans
grew tired of theological controversies…and were desperate for
union in church as well as state….”
a. a. How does Prothero describe what the American people
tended to gravitate toward in churches, schools, and colleges?
Use his exact wording. (p115 textbook; p103 e-text)
b. b. Related to above, if growth (numbers) was the objective,
then what would be the price tag for this lowering of standards?
a. 2. IDEA SUMMATION
On p117 textbook, p104 e-text, our author makes this
assessment, “To evangelicalism, therefore, we owe both the
vitality of religion in contemporary America and our
impoverished understanding of it.”
In the same paragraph he points to a transition or shift:
“…American Protestants were moving away from Christianity’s
doctrinal dimension, and shifted to an emphasis on experience
and ethicsinstead.”(“…a religion of ethics rather than one of
theology” (p126 textbook; p112 e-text); “…religious populism”
(p134 textbook; p119 e-text); “from the head to the heart…a
spiritual anti-intellectualism (p135 textbook; p120 e-text);
“…American ministers became storytellers [that] produced
conversions. It filled churches” (p137 textbook; p122 e-text)
and resulted in a “Bible-less Jesus,” untethered from a biblical
and theological foundation producing a peculiar “Jesus-
onlyism” (p139; p124 e-text)
From these examples in chapter 4, a picture emerges of a
diluted Christianity whose content has watered down into
vagary and an emotional experience of “me and Jesus.”
38. Last, Prothero provides a disconcerting quote from Phillips
Brooks, the Rector of Trinity Church, “Beware of the tendency
to preach about Christianity, and try to preach Christ.” Cautions
Prothero, “The trouble with this approach, of course, is that it
makes church teachings about Jesus optional [emphasis mine],
and wherever church teachings are optional there is the
temptation to forget them altogether.” (p140 textbook; p124 e-
text)
Question: Considering the above summary observations made by
our author, students are to interact with the rise of the
evangelical movement in American history.
a. a. What is evangelicalism, and how did this movement
profoundly influence the shape and direction of Protestantism in
America (even to the present time)?
b. b. Why is it important to know what you believe and
articulate it clearly, and engage in study of religious texts? Or
is it important? Explain.
See “evangelicalism” in Prothero’s dictionary (p220-21
textbook; pp192-193 e-text); see Lippy cf. pp38-40, 42, 65-66,
antebellum pp75-89)
Chapter 5 “Redemption” (What to Do)
a. 1. What was the 1948 Supreme Court ruling in McCollum v
Board of Education ?(p159 textbook; p140 e-text)
a. 2. What was the 1963 Supreme Court ruling in Abington v
Schempp? (p160 textbook; p141 e-text)
a. 3. Prothero makes a clear distinction between studying
religion [as an academic enterprise] and doing religion. Most
likely our author was influenced by Justice Goldberg’s
distinction of “teaching about religion” (objectively) and the
teaching of religion (confessionally). However, according to
39. Martin Marty teachers avoid religion and instead teach
____________ religion. Fill in the blank. How might this
“avoidance” of teaching religion “promote a ‘culture of
disbelief’”? (p161 textbook; p142 e-text)
a. 4. Clinton had said in a 1995 speech that “the First
Amendment does not convert our schools into religion-free
zones.” In April 1995 “Religion in the Public Schools: A Joint
Statement of Current Law” was signed that endorsed teaching
about religion in public schools. What was the essence of
President Bill Clinton’s 1999 memo sent to every public school
principal in the US? (pp162-63; p143 e-text)
a. 5. In a 2005 Chicago Tribune editorial an analogy was made
related to Bible knowledge acquisition. What was the exact
wording? (p163 textbook; p144 e-text)
a. 6. What is a balanced and cautious approach regarding how
religion is to be taught in public schools? (i.e., what two
extremes are given that should be avoided?) (bottom pp163-64
textbook; p144 e-text)
a. 7. What does Prothero recommend that teachers of both the
Bible and world religions courses must “take pains” not to do?
(pp170 textbook; p150 e-text)
a. 8. How did Supreme Court Justice Robert Jackson in
McCollum describe the challenging task facing teachers trying
to inculcate religious knowledge rather than belief; religious
literacy rather than faith? (p170 textbook; p150 e-text)
a. 9. Who does Prothero “blame” for “popularizing the collapse
of religion into values”? (To answer these questions see p178
textbook; p157 e-text)
a. a. What was the position of this person in the Reagan
40. administration (cabinet)?
b. b. What was the title of the book written by this cabinet
minister that reduced or collapsed religion into a set of virtues
and values?
c. c. Prothero points to this popularized book from the 1980’s
as another example of the trend that turns religions “into a
water boy for morality.” How do you understand or interpret
this figurative language?
d. 10. As Prothero sees it, what was another approach or
way to collapse or reduce religions adopted by Karen
Armstrong, author of The Great Transformation? [hint: Prothero
calls Karen Armstrong’s approach “to wish away differences…”
the ________ ___________.
a. a. Fill in the above blank.
b. b. Then elaborate on why Prothero finds this approach not
entirely accurate, or even misrepresentative of world religions.
(p178 textbook; p157 e-text)
THINK PIECE
We come back full circle to Prothero’s modest proposal to raise
religious literacy on a civic rather than religious platform to
enlighten American citizenship about the vitality and relevancy
of religion as a force in our nation and world. Here’s a paradox:
Nineteenth-century agnostic Robert G. Ingersoll contended that
“the reason everybody in the United States believes in the Bible
is that no one actually reads it.” So is “ignorance the mother of
devotion”? Is ignorance bliss in which the religious devotee can
be immersed?
In the Christian New Testament Book of James 2:26 is a rather
blunt claim, “Faith without works is dead.” The point is clear
that religion is vital and living. It is meant to be lived, walked,
expressed, and acted upon in deed and truth. “Faith” as used
here is not merely a set of abstractions; nor is it a word game.
Likewise Prothero warns that faith without religious knowledge
41. offers no bedrock upon which to stand, but only “exceedingly
sandy soil.” He continues, “Faith without knowledge may or
may not be dead, but our current mix of ferventreligious belief
and widespread religious ignorance is surely a dangerous
combination.”
Question:
How do you understand this potent mix of devotion and
ignorance? Analyze briefly and provide examples to support
your position. (p182 textbook; p160 e-text)
A POTPOURRI from
S Prothero’s Dictionary of Religious Literacy
QT #1
Founders, movers and shakers: According to Prothero’s entries
in his glossary/dictionary, briefly compare Jesus (pp239-40
textbook; pp207-208 e-text), Muhammad (pp257-258 textbook;
p223-224 e-text), and Confucius (pp211-212 textbook; p185 e-
text).
For instance consider such items as: any or the absence of
divine claims; teachings, emphases, goals, and ideals;
leadership styles; influences.
QT #2 Authority:
What is a fatwa in Islam? (223-224 textbook; pp194-195 e-text)
What is an encyclical in Catholicism? (p219 textbook; p191 e-
text)
What is biblical inerrancy (p235 textbook; p204 e-text) to which
evangelical and earlier fundamentalist Protestants hold?
Describe the authority of the Pope, making sure that you
address the matter of papal infallibility and specify how this
dogma is applied. (p264 textbook; p204-205 e-text)
QT #3
Succession and sectarianism in Islam: Describe the major
difference(s) between Sunni Islam (Imam, p234 textbook; p204
e-text) pp284-285 textbook; p246 e-text) and
ShiiteIslam.(Imam, p234 textbook; p204 e-text) pp281-282
42. textbook; p243 e-text
QT #4
What are the reasons Prothero lists when he states, “the effects
of the Second Great Awakening are hard to overestimate.”
Identify those effects. (pp277-278 textbook; pp240 e-text)
QT #5
What was the significance of the Scopes (“Monkey”) Trials? (pp
276-277 textbook; p239 e-text; See also Creationism pp213-214
textbook; pp186-187 e-text)
QT #6 Religions, teachings, and concepts
Briefly discuss the wherewithal arrival of Buddhism on
American shores. How might we understand the growing
“popularity” of Buddhism among Westerners, in particular,
Americans? Do Buddhists see / worship the Buddha as god?
Explain. (pp205-207 textbook; pp179-181 e-text). FYI:
http://www.people.vcu.edu/~dbromley/undergraduate/spiritualC
ommunity/BuddhismInAmericaTimeline.html and
http://www.pluralism.org/religion/buddhism/timeline/america
QT #7
What is Zionism? When was the modern state of Israel created?
What is significant about the timing of the “resurrection” of the
Jewish homeland? (pp292 textbook; p252 e-text)
QT #8
What is ahimsa? (pp194-195 textbook; pp170-171 e-text)
QT #9
What is the “Golden Rule”? (pp227-228 textbook; pp198-199 e-
text)
Unlike the positive (prescribing) framing of the Golden Rule,
both Rabbi Hillel (early first-century CE) and even earlier
Confucius presented a negative (proscribing) framing coined
“the Silver Rule.” Rather than the Golden Rule, why might it be
easier for us to follow the Silver Rule—“That which is hateful
(or despicable) to you do not do to your neighbor”?
QT #10
What is considered the “mysteries of mysteries” for Orthodox
Christians? How are we to understand this ritual practiced also
43. by Catholics and Protestants, but in different ways and with
differing understandings? (See also the entry on p234 textbook;
p204 e-text)
Explain the Orthodox Christian view of marriage and celibacy
among clergy. (pp260-261 textbook; pp225-226 e-text)
QT #11
Briefly explain the Taoist principle of yin/yang. (pp290-91
textbook; p251 e-text)
Or refer to a brief instructor-created set of slides: (Why might
the taijitu symbol be a popular tattoo? Ha ha)
https://www.dropbox.com/s/bf6rvocys14do9q/Yin%20Yang.pdf?
dl=0
QT #12
What is the Bhagavad Gita, and who are the main “characters”
if you will of this 18-chapter extended poem referred to
affectionately as “the Gita”? (pp200-201 textbook; p176 e-text)
RELIGION AND VIOLENCE QT #13
What were the Crusades, and how does this historical reality
affect Christian-Islam relations to this day? (pp214-215
textbook; p187 e-text)
FYI:
http://www.pbs.org/wgbh/pages/frontline/shows/apocalypse/exp
lanation/crusades.html
What is Islamism? (p237 textbook; p206 e-text)
Wahhabism (p290 textbook; pp250-251 e-text) is “the dominant
school of Islamic thought in Saudi Arabia” and definitely
influenced the forming of Al-Qaeda (Arabic for “the base.”)
Prothero wrote our textbook before the emergence of IS, but we
readily see how IS is an offshoot or outgrowth of al-Qaeda in
terms of its Sunni aspirations for a “transnational Islamic
empire that adheres to a strict interpretation of Islamic law.”
Name the Egyptian scholar dubbed “the father of Islamist
fundamentalism,” and list his “themes” or fundamentals.
(pp203-204 textbook; pp177-178 e-text) FYI a rarely told story
of an enduring historical presence of the Muslim tradition in the
44. United States:
http://www.nytimes.com/2015/02/09/opinion/the-founding-
muslims.html?_r=0
The Final Curtain Issues
QT #14
“My karma ran over your dogma.” (This clever bumper sticker
might make us laugh, but there is a bit more to these concepts
than a play on words.)
a. a. What is karma? (p244-245 textbook; p212 e-text)
b. b. What is reincarnationand what is resurrection? How do
these two life-after-death belief systems differ? (see p272-273,
274 textbook; p236-237 e-text)
QT #15
What’s with all of this end-of-the-world “last days” stuff?
Briefly describe the apocalypse. (pp197 textbook; pp172-173 e-
text)
What do you think is the cause(s) or what drives this morbid
fixation with “end times”?
Identify potential dangers this mentality poses.
If you really want to know more:
http://www.religioustolerance.org/millenni.htm
“Competing theories of eschatology, end times, and
millennialism”
F I N I S