HIPPO Analysis Instructions
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This document appears to be instructions for analyzing historical documents. It provides questions for students to discuss in groups about the historical context, intended audience, purpose, point of view, outside information that could help explain the document, and how Manifest Destiny and Sectionalism affected the Antebellum period in the United States. The format suggests it is meant to guide classroom discussion and analysis of primary source materials from history.
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Zegeer unit5 presentation IDOL
This document outlines five elements - context, thesis, perspective, audience, and significance - that should be analyzed when studying primary sources in history. Context refers to understanding the time period and events surrounding the primary source. Thesis identifies the main points or argument. Perspective considers the background and potential biases of the author. Audience determines who the source was intended for. Significance evaluates how the source contributes to understanding history.
Course Assignments for Introduction to Sociology The fo.docx
Course Assignments for Introduction to Sociology
The following out of class assignments require the student to define/utilize/and apply many
relevant sociological concepts presented in the course. These activities are intended to be
interesting, fun, and enlightening. Your written response for each assignment below should be
between 1.5 and 2 pages in length (typed, double spaced, 12 point font). Assignments can be
completed in any order, are due by the end of the semester, and must be submitted to
the week 15 PILOT drop boxes which are accessible throughout the term. Late
assignments will NOT be accepted after the drop boxes close at the end of week 15. Each
assignment is worth 3 percentage points toward your course grade. These assignments may be
subject to change.
#1: Conduct a brief survey of at least 10 people regarding an issue or topic of your choice
related to sociology. Look at the chapter titles in the book for ideas. In a brief summary paper
include the survey, summarize your findings, and draw conclusions regarding your research.
#2: Conduct a brief participant observation or ethnographic study wherein you study and/or
participate in a particular group event or social organization. Samples of events could include an
Indian powwow, a visit to a religious group other than the one you usually attend, hang out at a
greasy spoon café or coffee shop, attend a sporting event, or any volunteer organization. To
complete the assignment simply write down your observations, note any patterns you observe,
or point out any observations or patterns that particularly surprise you.
#3: Conduct a non-intrusive “breaching experiment”, wherein you attempt to validate the
existence of a particular norm. This may include singing on the bus, singing in an elevator, not
talking to anyone for a day, or any other unusual activity. In writing describe your experiment,
and report people’s reactions to your behavior.
#4: Evaluate a book, movie or television show episode. In writing the brief paper, do not simply
summarize, but rather interpret the book/movie/episode in terms of sociological concepts,
phenomena, and research addressed in the text and/or in class.
#5: Write a short biography wherein you highlight the sociological factors that have influenced
your life. Those could include social class, religion, race/ethnicity, position in the global social
structure, or any other topics covered in the class.
God & Business. (cover story)
Authors:
Gunther, Marc [email protected]
Source:
Fortune. 7/9/2001, Vol. 144 Issue 1, p58-80. 13p. 6 Color Photographs.
Document Type:
Article
Subject Terms:
*BUSINESS�*WORK�*BUSINESSPEOPLE�RELIGIOUS aspects�RELIGIOUS life�SPIRITUAL life
Geographic Terms:
UNITED States
Abstract:
This article discusses the advantages of bringing spirituality into the workplace. The group called Business Leaders for Excellence, Ethics, and Justice have confronted the questions a.
commitment to ethical environmental and social responsibility.docx
This document provides reflection questions for students to explore their religious or non-religious identity. Students are asked to research a historical figure connected to the Civil Rights Movement and discuss how their ideas were shaped by or influenced other traditions. Students then identify their own religious or non-religious identity and aspects of that identity that are meaningful to them. Finally, students reflect on feelings this reflection brought up and how discussing religious identity differs from other identities.
Cda by terry_locke
This document provides an overview of critical discourse analysis (CDA). It discusses CDA's view that prevailing social orders are socially constructed and changeable, and constituted by discourses that privilege some groups over others. CDA analyzes texts to reveal how power relations and ideologies are expressed and reinforced through language. The document uses the example of a billboard advertisement to illustrate how CDA looks beyond surface meanings to interpret cultural narratives or "discourses" that provide context. It discusses how CDA views discourse and interpretation.
Rejection of blood transfusions by.docx
This document provides guidance for a 1500-word essay and 600-word summary on a contemporary religious debate in the public sphere. It instructs the student to choose a debate such as those around gay marriage, public wearing of burqas, or religion in schools. For the essay, the student should present the two sides of the debate without taking a position. They should explain each side's arguments and concerns, and analyze how each side defines religion. The essay should also examine the groups involved, the bases of authority cited, the role of the state, how groups respond to each other, what is at stake, and each side's vision of religion and society. Both primary sources from debate participants and some secondary scholarly sources should be
CHRIST AND CULTURE To Reinie CHRIST AND CULTURE
CHRIST AND CULTURE
To Reinie
CHRIST AND CULTURE
Copyright, 1 95 1 , by Harper & Row, Publishers, Incorporate.ct,
Printed in the United States of America
All rights in this book are reserved.
No part of the book may be used or reproduced
in any manner whatsoever without written per
mission except in the case of brief quotations
embodied in critical articles and reviews. For
information address:
Harper & Row, Publishers, Inc. ,
10 East 53rd Street, New York, N. Y. 10022.
First HARPER TORCHBOOK edition published 1956
CONTENTS
FOREWORD
ACKNOWLEDGMENTS
]. The Enduring Problem
I. THE PROBLEM
II. TOW ARD A DEFINITION OF CHRIST
III. TOWARD THE DEFINITION OF CULTURE
IV. THE TYPICAL ANSWERS
2. Cbrist Against Culture
I. THE NE'V PEOPLE AND
"
THE WORLD
"
II. TOLSTOY
'
S REJECTION OF CULTURE
III. A NECESSARY AND INADEQUATE POSITION
IV. THEOLOGICAL PROBLEMS
3. Tbe Cbrist of Culture
ix
xi
1
11
29
39
I. ACCOMMODATION TO CULTURE IN GNOSTICISM AND ABELARD 83
II.
"
CULTURE-PROTESTANTISM
"
AND A. RITSCHL 91
III. IN DEFENSE OF CULTURAL FAITH I 0 I
IV. THEOLOGICAL OBJECTIONS 108
4. Christ Above Culture
I. THE CHURCH OF THE CENTER
II. THE SYNTHESIS OF CHRIST AND CULTURE
III. SYNTHESIS IN QUESTION
5. Christ and Culture in Paradox
I. THE THEOLOGY OF THE DUALISTS
II. THE DUALISTIC MOTIF IN PAUL AND MARCION
n1. DUALISM IN LUTHER AND MODERN TIMES
lV. THE VIRTUES AND VICES OF DUAI.ISM
vii
116
120
141
viii CONTENTS
6. Christ the Transformer of Culture
I. THEOLOGICAL CONVICTIONS
II. THE CONVERSION MOTIF IN THE FOURTH GOSPEL
III. AUGUSTINE AND THE CONVERSION OF CULTURE
IV. THE VIEWS OF F. D. MAURICE
7. A "Concluding Unscientific Postscript"
I. CONCLUSION IN DECISION
II. THE RELATIVISM OF FAITH
III. SOCIAL EXISTENTIALISM
IV. FREEDOM IN DEPENDENCE
Index
230
234
24 1
249
257
FOREWORD
The present volume makes available in print and in expanded
form the series of lectures which Professor H. Richard Niebuhr
gave at Austin Presbyterian Theological Seminary in January, 1 949,
on the Alumni Foundation. This lectureship was inaugurated in
1 945. Since that time the Seminary has had the privilege of present
ing to its students and alumni at the time of the midwinter convoca
tions the reflections of leading Christian thinkers on important
issues and, in part, of stimulating the publication of these refl.ec�
tions for the benefit of a wider audience.
The men and their subjects have been:
1945-Ernest Trice Thompson, Christian Bases of World Order
1946-Josef Lukl Hromadka, The Church at the Crossroads
1947-Paul Scherer, The Plight of Freedom
1948-D. Elton Trueblood, Alternative to Futility
194g-H. Richard Niebuhr, Christ and Culture
1950--Paul Minear, The Kingdom and the Power
1951 -G. Ernest Wright, God Who Acts
Dr. Niebuhr makes a distinguished contribution in this dear and
incisive study in Christian Ethics.
Austin Presbyterian Theological ...
History Repeats Itself Essay
History Repeats Itself - 1581 Words | Free Essay Example on GraduateWay. Going out into the world and returning home, how history repeats Essay. Does History Repeat Itself Free Essay Example. History repeats itself essay free in 2021 | Essay, Summary writing .... History Repeats Itself Essay – Telegraph. Does History Repeat itself Research Paper Example | Topics and Well .... (PDF) HISTORY REPEATING ITSELF. Erin Gruwell Quote: “Silence ensures that history repeats itself.”. History Repeats Itself | Visual.ly. History Repeats Itself - History Repeats Itself Poem by Sandra Feldman. Essay on history repeats itself j - dunhambiz. History repeats itself...... | Quotes & Writings by Sagarika Mukherjee .... Does History Repeat Itself? - TeachHUB. TOP 25 REPEATING HISTORY QUOTES | A-Z Quotes. J. Cole quote: History repeats itself and that's just how it goes.. Famous examples of history repeating itself essay. Why Does History Repeat Itself?. History Repeats Itself Quotes. QuotesGram. TOP 25 HISTORY REPEATS ITSELF QUOTES | A-Z Quotes. If history repeats itself, and the unexpected always happens, how .... History Doesn’t Repeat Itself, but It Often Rhymes | Ohio Wesleyan .... History Repeats Itself - 9781594575969 | SlugBooks. Examples of History Repeating Itself - Historum. Essay on history repeats itself - educationcoursework.x.fc2.com. History repeats itself essay definition. Writing Historical Fiction As History Repeats Itself. History Repeats Quotes - 51+ Koleksi Gambar. George Bernard Shaw quote: If history repeats itself, and the .... HISTORY REPEATS ITSELF Poster | cool | Keep Calm-o-Matic. Quotes about History Repeats Itself (51 quotes). Why History Repeats Itself - Wisdom Hunters. Carrie's Literary Blog – Literary Analysis History Repeats Itself Essay
Rough DraftINTRODUCTIONReligion is an important aspect that in.docx
Rough Draft
INTRODUCTION
Religion is an important aspect that involves collection of cultural systems, beliefs and world views that relate humanity to the aspect of existence. Throughout history, religion has provided people with different answers, thus improving societal cultures and civilization. The study of religion has played a major role both in the past and present. It is also a major force behind human experience. All over the world, religion has offered different lessons to unity, peace, cleansing, conflicts, terrorism, economics, and politics among many others. On the other hand, religious traditions over the years, have laid foundations that promote the principles of human rights, international peace, justice and cohesion. Today, religion has undergone different challenges due evolvement of technology and science. The critics behind this two departments have argued that religion is a thing of the past and that soon it will be out of the way. They have also portrayed religion as a system that does not consider new stages of human existence (Harper, 2010). Comment by Nick Mayrand: Remember that I asked you to only use sources that we covered in class for this paper. I don’t know what this Harper reference is? Since the intro does work pretty well, I’ll let you leave it in here. But I do need you to list the full source information at the end of the paper since you did go outside of our course material.
Though such negative implications have been leveled against religion, many people around the world believe that religion persists any form of nature and is still on the rise. Through the study of religion, people are able to address different global issues and cultural conflicts. Religion is everywhere and improves people’s lives in different faiths that people have such as Christians, Muslims among others. Religious studies are also important because they offer relevance and better understanding to the world we live in.
Question 1
Many authors believe that religion through its diversity has a room for science and skepticism to improve the changing world. Today, it difficult to watch television, newspaper, listen to radio, or use social media without getting religious context and issues being addressed locally or globally. The discipline of religious studies also promote spiritual, social, physical and moral attributes that are necessary in providing reflection of how people behave. People are also able to understand the ultimate purpose of life and their relationship with God. It also gives people ability to understand there practices, beliefs, and teaching, in order to challenge their spiritual development.
According to many theorists, the basic principles of religion offers expression to humanity purpose and meaning. Therefore, though religion has strengths and weaknesses in the society. People need to focus more on the positive outcomes it offers. The weakness side of religion is normally attributed to the fact that some people ...
Recommended
Zegeer unit5 presentation IDOL
This document outlines five elements - context, thesis, perspective, audience, and significance - that should be analyzed when studying primary sources in history. Context refers to understanding the time period and events surrounding the primary source. Thesis identifies the main points or argument. Perspective considers the background and potential biases of the author. Audience determines who the source was intended for. Significance evaluates how the source contributes to understanding history.
Course Assignments for Introduction to Sociology The fo.docx
Course Assignments for Introduction to Sociology
The following out of class assignments require the student to define/utilize/and apply many
relevant sociological concepts presented in the course. These activities are intended to be
interesting, fun, and enlightening. Your written response for each assignment below should be
between 1.5 and 2 pages in length (typed, double spaced, 12 point font). Assignments can be
completed in any order, are due by the end of the semester, and must be submitted to
the week 15 PILOT drop boxes which are accessible throughout the term. Late
assignments will NOT be accepted after the drop boxes close at the end of week 15. Each
assignment is worth 3 percentage points toward your course grade. These assignments may be
subject to change.
#1: Conduct a brief survey of at least 10 people regarding an issue or topic of your choice
related to sociology. Look at the chapter titles in the book for ideas. In a brief summary paper
include the survey, summarize your findings, and draw conclusions regarding your research.
#2: Conduct a brief participant observation or ethnographic study wherein you study and/or
participate in a particular group event or social organization. Samples of events could include an
Indian powwow, a visit to a religious group other than the one you usually attend, hang out at a
greasy spoon café or coffee shop, attend a sporting event, or any volunteer organization. To
complete the assignment simply write down your observations, note any patterns you observe,
or point out any observations or patterns that particularly surprise you.
#3: Conduct a non-intrusive “breaching experiment”, wherein you attempt to validate the
existence of a particular norm. This may include singing on the bus, singing in an elevator, not
talking to anyone for a day, or any other unusual activity. In writing describe your experiment,
and report people’s reactions to your behavior.
#4: Evaluate a book, movie or television show episode. In writing the brief paper, do not simply
summarize, but rather interpret the book/movie/episode in terms of sociological concepts,
phenomena, and research addressed in the text and/or in class.
#5: Write a short biography wherein you highlight the sociological factors that have influenced
your life. Those could include social class, religion, race/ethnicity, position in the global social
structure, or any other topics covered in the class.
God & Business. (cover story)
Authors:
Gunther, Marc [email protected]
Source:
Fortune. 7/9/2001, Vol. 144 Issue 1, p58-80. 13p. 6 Color Photographs.
Document Type:
Article
Subject Terms:
*BUSINESS�*WORK�*BUSINESSPEOPLE�RELIGIOUS aspects�RELIGIOUS life�SPIRITUAL life
Geographic Terms:
UNITED States
Abstract:
This article discusses the advantages of bringing spirituality into the workplace. The group called Business Leaders for Excellence, Ethics, and Justice have confronted the questions a.
commitment to ethical environmental and social responsibility.docx
This document provides reflection questions for students to explore their religious or non-religious identity. Students are asked to research a historical figure connected to the Civil Rights Movement and discuss how their ideas were shaped by or influenced other traditions. Students then identify their own religious or non-religious identity and aspects of that identity that are meaningful to them. Finally, students reflect on feelings this reflection brought up and how discussing religious identity differs from other identities.
Cda by terry_locke
This document provides an overview of critical discourse analysis (CDA). It discusses CDA's view that prevailing social orders are socially constructed and changeable, and constituted by discourses that privilege some groups over others. CDA analyzes texts to reveal how power relations and ideologies are expressed and reinforced through language. The document uses the example of a billboard advertisement to illustrate how CDA looks beyond surface meanings to interpret cultural narratives or "discourses" that provide context. It discusses how CDA views discourse and interpretation.
Rejection of blood transfusions by.docx
This document provides guidance for a 1500-word essay and 600-word summary on a contemporary religious debate in the public sphere. It instructs the student to choose a debate such as those around gay marriage, public wearing of burqas, or religion in schools. For the essay, the student should present the two sides of the debate without taking a position. They should explain each side's arguments and concerns, and analyze how each side defines religion. The essay should also examine the groups involved, the bases of authority cited, the role of the state, how groups respond to each other, what is at stake, and each side's vision of religion and society. Both primary sources from debate participants and some secondary scholarly sources should be
CHRIST AND CULTURE To Reinie CHRIST AND CULTURE
CHRIST AND CULTURE
To Reinie
CHRIST AND CULTURE
Copyright, 1 95 1 , by Harper & Row, Publishers, Incorporate.ct,
Printed in the United States of America
All rights in this book are reserved.
No part of the book may be used or reproduced
in any manner whatsoever without written per
mission except in the case of brief quotations
embodied in critical articles and reviews. For
information address:
Harper & Row, Publishers, Inc. ,
10 East 53rd Street, New York, N. Y. 10022.
First HARPER TORCHBOOK edition published 1956
CONTENTS
FOREWORD
ACKNOWLEDGMENTS
]. The Enduring Problem
I. THE PROBLEM
II. TOW ARD A DEFINITION OF CHRIST
III. TOWARD THE DEFINITION OF CULTURE
IV. THE TYPICAL ANSWERS
2. Cbrist Against Culture
I. THE NE'V PEOPLE AND
"
THE WORLD
"
II. TOLSTOY
'
S REJECTION OF CULTURE
III. A NECESSARY AND INADEQUATE POSITION
IV. THEOLOGICAL PROBLEMS
3. Tbe Cbrist of Culture
ix
xi
1
11
29
39
I. ACCOMMODATION TO CULTURE IN GNOSTICISM AND ABELARD 83
II.
"
CULTURE-PROTESTANTISM
"
AND A. RITSCHL 91
III. IN DEFENSE OF CULTURAL FAITH I 0 I
IV. THEOLOGICAL OBJECTIONS 108
4. Christ Above Culture
I. THE CHURCH OF THE CENTER
II. THE SYNTHESIS OF CHRIST AND CULTURE
III. SYNTHESIS IN QUESTION
5. Christ and Culture in Paradox
I. THE THEOLOGY OF THE DUALISTS
II. THE DUALISTIC MOTIF IN PAUL AND MARCION
n1. DUALISM IN LUTHER AND MODERN TIMES
lV. THE VIRTUES AND VICES OF DUAI.ISM
vii
116
120
141
viii CONTENTS
6. Christ the Transformer of Culture
I. THEOLOGICAL CONVICTIONS
II. THE CONVERSION MOTIF IN THE FOURTH GOSPEL
III. AUGUSTINE AND THE CONVERSION OF CULTURE
IV. THE VIEWS OF F. D. MAURICE
7. A "Concluding Unscientific Postscript"
I. CONCLUSION IN DECISION
II. THE RELATIVISM OF FAITH
III. SOCIAL EXISTENTIALISM
IV. FREEDOM IN DEPENDENCE
Index
230
234
24 1
249
257
FOREWORD
The present volume makes available in print and in expanded
form the series of lectures which Professor H. Richard Niebuhr
gave at Austin Presbyterian Theological Seminary in January, 1 949,
on the Alumni Foundation. This lectureship was inaugurated in
1 945. Since that time the Seminary has had the privilege of present
ing to its students and alumni at the time of the midwinter convoca
tions the reflections of leading Christian thinkers on important
issues and, in part, of stimulating the publication of these refl.ec�
tions for the benefit of a wider audience.
The men and their subjects have been:
1945-Ernest Trice Thompson, Christian Bases of World Order
1946-Josef Lukl Hromadka, The Church at the Crossroads
1947-Paul Scherer, The Plight of Freedom
1948-D. Elton Trueblood, Alternative to Futility
194g-H. Richard Niebuhr, Christ and Culture
1950--Paul Minear, The Kingdom and the Power
1951 -G. Ernest Wright, God Who Acts
Dr. Niebuhr makes a distinguished contribution in this dear and
incisive study in Christian Ethics.
Austin Presbyterian Theological ...
History Repeats Itself Essay
History Repeats Itself - 1581 Words | Free Essay Example on GraduateWay. Going out into the world and returning home, how history repeats Essay. Does History Repeat Itself Free Essay Example. History repeats itself essay free in 2021 | Essay, Summary writing .... History Repeats Itself Essay – Telegraph. Does History Repeat itself Research Paper Example | Topics and Well .... (PDF) HISTORY REPEATING ITSELF. Erin Gruwell Quote: “Silence ensures that history repeats itself.”. History Repeats Itself | Visual.ly. History Repeats Itself - History Repeats Itself Poem by Sandra Feldman. Essay on history repeats itself j - dunhambiz. History repeats itself...... | Quotes & Writings by Sagarika Mukherjee .... Does History Repeat Itself? - TeachHUB. TOP 25 REPEATING HISTORY QUOTES | A-Z Quotes. J. Cole quote: History repeats itself and that's just how it goes.. Famous examples of history repeating itself essay. Why Does History Repeat Itself?. History Repeats Itself Quotes. QuotesGram. TOP 25 HISTORY REPEATS ITSELF QUOTES | A-Z Quotes. If history repeats itself, and the unexpected always happens, how .... History Doesn’t Repeat Itself, but It Often Rhymes | Ohio Wesleyan .... History Repeats Itself - 9781594575969 | SlugBooks. Examples of History Repeating Itself - Historum. Essay on history repeats itself - educationcoursework.x.fc2.com. History repeats itself essay definition. Writing Historical Fiction As History Repeats Itself. History Repeats Quotes - 51+ Koleksi Gambar. George Bernard Shaw quote: If history repeats itself, and the .... HISTORY REPEATS ITSELF Poster | cool | Keep Calm-o-Matic. Quotes about History Repeats Itself (51 quotes). Why History Repeats Itself - Wisdom Hunters. Carrie's Literary Blog – Literary Analysis History Repeats Itself Essay
Rough DraftINTRODUCTIONReligion is an important aspect that in.docx
Rough Draft
INTRODUCTION
Religion is an important aspect that involves collection of cultural systems, beliefs and world views that relate humanity to the aspect of existence. Throughout history, religion has provided people with different answers, thus improving societal cultures and civilization. The study of religion has played a major role both in the past and present. It is also a major force behind human experience. All over the world, religion has offered different lessons to unity, peace, cleansing, conflicts, terrorism, economics, and politics among many others. On the other hand, religious traditions over the years, have laid foundations that promote the principles of human rights, international peace, justice and cohesion. Today, religion has undergone different challenges due evolvement of technology and science. The critics behind this two departments have argued that religion is a thing of the past and that soon it will be out of the way. They have also portrayed religion as a system that does not consider new stages of human existence (Harper, 2010). Comment by Nick Mayrand: Remember that I asked you to only use sources that we covered in class for this paper. I don’t know what this Harper reference is? Since the intro does work pretty well, I’ll let you leave it in here. But I do need you to list the full source information at the end of the paper since you did go outside of our course material.
Though such negative implications have been leveled against religion, many people around the world believe that religion persists any form of nature and is still on the rise. Through the study of religion, people are able to address different global issues and cultural conflicts. Religion is everywhere and improves people’s lives in different faiths that people have such as Christians, Muslims among others. Religious studies are also important because they offer relevance and better understanding to the world we live in.
Question 1
Many authors believe that religion through its diversity has a room for science and skepticism to improve the changing world. Today, it difficult to watch television, newspaper, listen to radio, or use social media without getting religious context and issues being addressed locally or globally. The discipline of religious studies also promote spiritual, social, physical and moral attributes that are necessary in providing reflection of how people behave. People are also able to understand the ultimate purpose of life and their relationship with God. It also gives people ability to understand there practices, beliefs, and teaching, in order to challenge their spiritual development.
According to many theorists, the basic principles of religion offers expression to humanity purpose and meaning. Therefore, though religion has strengths and weaknesses in the society. People need to focus more on the positive outcomes it offers. The weakness side of religion is normally attributed to the fact that some people ...
Three Orthos (From All Nations Leadership Institute)
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Module 2-Lecture 2
http://allnationsleadershipinstitute.org
Introduction to Sociology – Final PaperObjective of Paper Thi.docx
Introduction to Sociology – Final Paper
Objective of Paper: This is a standard research paper based on secondary and primary sources. It should address its topic from a sociological perspective. This means that whatever topic you pick should be discussed using terminology from the readings and class discussions, should be critically examined (meaning its construction, labels, and groups should be discussed and critiqued), and should be placed in a larger context based on what we’ve read and the material we’ve discussed.
Format: The paper must be typed in Times New Roman font, size 12, double-spaced. Points will be deducted for not following these specifications. Do not use color, include images, or provide a cover page. List your name, the course name, and the term at the top of the page, then write your title, then begin the paper. Papers must be at least 6 pages (not including the reference page). Points will be deducted if papers less than 6 and exceed 9 pages.
Citation Style: All citations (to be discussed later in this document) should be in American Sociological Association (ASA) format. See this website: https://owl.english.purdue.edu/owl/resource/583/02/ for information on in-text citations as well as reference page formatting (you’ll have to click on a link to get to the reference page specifications). All citations must appear in the text. You cannot simply list them all at the end of the paper. If you take an idea or a quote from an author, you must cite that author in the text and include her in the reference page as well. Failure to properly cite will result in point deductions.
Layout of Paper: The paper should be divided into FIVE parts:
· Introduction: You will introduce your topic and briefly describe it. You must also tell the reader:
· Why this topic should be interesting to an average reader (e.g., why should I care about the history of the “insanity” please in US courts if I am not a lawyer?)
· Why the topic is sociological
· Literature Review: Since you are probably not the first person to research this topic, you should do some reading of past authors’ works. You should give a summary of their works and explain why it is important to be aware of their works before doing your own research on your topic. You must use a minimum of 4 sources in your literature review. Also, you may only use academic sources or government publications. Acceptable sources are: academic books, journal articles from peer-reviewed journals, and government publications. Unacceptable sources include (but are not limited to): magazines, newspapers, blogs, “.com” websites, online news articles, or non-academic books. There are two major types of literature to look for:
· Literature which covers your topic specifically
· Literature which covers a topic somewhat related to your topic, but which helps you understand your own topic. For instance, if I’m writing a paper on a specific “Doomsday Cult” in Texas, I might end up with a lot of literature.
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The document discusses contextualizing the Parable of the Prodigal Son. It describes an experiment where students from different contexts (American, Russian, Tanzanian) gave different reasons for why the young man was hungry in the parable. The document argues that Jesus told the parable to show how God's kingdom welcomes all people, unlike societies that do not show hospitality to strangers. It prompts readers to consider how Jesus may change details of the parable if telling it in their own context today.
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All Nations Leadership Institute
Servant Leadership
Module 1-Lecture 3
4501 West 127th Street
Alsip, IL 60803
http://allnationsleadershipinstitute.org
All Rights Reserved, Jan Paron 2013
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This document provides guidance for students on analyzing primary and secondary sources. It outlines key questions to consider when evaluating a source, such as the type of document, its author, date of creation, purpose, subject matter, arguments, and value or limitations for understanding the topic being studied. The questions are meant to help determine a source's reliability by considering attributes like biases, objectivity, validity, and how well it is researched and substantiated. Students are prompted to look at attributes like whether multiple perspectives are considered, the author's background and beliefs, and whether the information is well-documented or peer-reviewed.
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The analysis should examine the historical context, author, intent, reception, and relevance of the primary source. It should be 2-3 pages addressing the context surrounding the document's creation, the author's background and potential biases, the intended message and audience, how the document was received, and what historical insights it provides along with limitations. Key areas of focus include the time period, author attributes, explicit and implicit arguments, and prescriptive or descriptive nature.
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This document summarizes Dexter Chapin's approach to teaching cultural anthropology at Seattle Academy of Arts and Sciences. He designs the course to be flexible and relevant to current issues. Students write a paper comparing their own worldview to concepts from anthropological works. They also do assignments like writing creation myths. The course fits into the school's curriculum by promoting understanding of different perspectives in a community that is open to people of all backgrounds.
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The Grand Junction Socratic Club has been formed in the spirit of the original Oxford Socratic Club to foster a safe environment for dialog between Christians and Skeptics.
GENERAL INFORMATION.A primary source is historical evidence writ.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
2-3 pages Assignment 3 My Cohort PaperThe concept of .docx
2-3 pages
Assignment 3: My Cohort Paper
The concept of a cohort or generation is central to understanding the life span perspective. People who are born during the same ten- to fifteen-year period share a historical context and are often categorized as similar along multiple dimensions. Understanding your own cohort, as well as other cohorts born during different periods, helps you understand how to most effectively provide human services to your population of interest.
Tasks:
Write a 2- to 3-page reflection paper and discuss the shared experiences of members of your cohort. Your paper should be based on your personal experiences as well as research on your generational cohort. Additionally, you may choose to include information and examples from other people who are members of your cohort (e.g., friends, roommates, and classmates). The goal is to present an accurate and well-rounded overview of your generational cohort. Some topics to consider in your paper are:
Major historical events that shaped your development
Attitudes toward diverse cultural groups
Attitudes toward gender roles
Ideas about music and artistic expression
Attitudes toward military service
Typical family constellation
Attitudes toward education and work
How does your cohort's worldview differ from the worldview of someone twenty years younger and twenty years older than you?
Submission Details:
By the due date assigned
, prepare a 2- to 3-page reflection paper. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
.
2-3 pages Assignment 3 My Cohort PaperThe concept of a .docx
2-3 pages
Assignment 3: My Cohort Paper
The concept of a cohort or generation is central to understanding the life span perspective. People who are born during the same ten- to fifteen-year period share a historical context and are often categorized as similar along multiple dimensions. Understanding your own cohort, as well as other cohorts born during different periods, helps you understand how to most effectively provide human services to your population of interest.
Tasks:
Write a 2- to 3-page reflection paper and discuss the shared experiences of members of your cohort. Your paper should be based on your personal experiences as well as research on your generational cohort. Additionally, you may choose to include information and examples from other people who are members of your cohort (e.g., friends, roommates, and classmates). The goal is to present an accurate and well-rounded overview of your generational cohort. Some topics to consider in your paper are:
Major historical events that shaped your development
Attitudes toward diverse cultural groups
Attitudes toward gender roles
Ideas about music and artistic expression
Attitudes toward military service
Typical family constellation
Attitudes toward education and work
How does your cohort's worldview differ from the worldview of someone twenty years younger and twenty years older than you?
Submission Details:
By the due date assigned
, prepare a 2- to 3-page reflection paper. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
.
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This document discusses using narrative analysis and ethnography to discern vocations. It provides examples of analyzing narratives from different organizations, including the Peace Corps, Organization for Autism Research, and the State Department. Analyzing narratives can provide insight into an organization's values and identity by examining linguistic choices like positioning, deixis, referring expressions, and negation. The document argues that narrative is an important way for institutions and individuals to construct identities and represent themselves.
Project on globalization and religious nationalizom in india
The document discusses Catarina Kinnvall's book "Globalization and Religious Nationalism in India, The search for ontological security". The book analyzes how globalization has increased feelings of insecurity and uncertainty for individuals and groups. It examines how religion and nationalism provide a sense of security and identity. Specifically, it compares the development of Sikh and Hindu nationalism in India, and why Hindu nationalism has been more successful in fusing religious and nationalist identities. The book presents a nuanced perspective on the relationship between globalization, identity formation, and religious nationalism.
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Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Techn...
Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Technology, Sligo, Ireland | October 2013 | Part II. Blogspot post
Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Techn...
The document summarizes the Archaeology of Gatherings Conference that took place in Sligo, Ireland in October 2013. The conference brought together academics from various disciplines to discuss gatherings. It describes several of the presentations in detail, including talks on defining ritual and social cohesion, football as a social drama, the role of railways in facilitating gatherings in Ireland, and crowd-sourcing in the construction of Neolithic passage tombs. The conference aimed to stimulate new perspectives and research on identifying and understanding large-scale social and religious gatherings in the archaeological record. It appeared to be well-attended and received, with the hope that selected papers may be published in the future.
A Christian (Adventist) Attempt to Integrate Faith and History
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.
Scrible
This document provides instructions for signing into a citation management website or app, saving sources to create a bibliography, and generating a bibliography from the saved sources. The key features mentioned are signing in, saving sources, and creating a bibliography from those saved sources.
Norcross Reads Reading Log
This document contains metadata about a book read including the title, author, number of pages, and a brief note on the main idea or fact learned from reading it today. In just a few words, it outlines some key details from a reading.
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Three Orthos (From All Nations Leadership Institute)
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Introduction to Sociology – Final PaperObjective of Paper Thi.docx
Introduction to Sociology – Final Paper
Objective of Paper: This is a standard research paper based on secondary and primary sources. It should address its topic from a sociological perspective. This means that whatever topic you pick should be discussed using terminology from the readings and class discussions, should be critically examined (meaning its construction, labels, and groups should be discussed and critiqued), and should be placed in a larger context based on what we’ve read and the material we’ve discussed.
Format: The paper must be typed in Times New Roman font, size 12, double-spaced. Points will be deducted for not following these specifications. Do not use color, include images, or provide a cover page. List your name, the course name, and the term at the top of the page, then write your title, then begin the paper. Papers must be at least 6 pages (not including the reference page). Points will be deducted if papers less than 6 and exceed 9 pages.
Citation Style: All citations (to be discussed later in this document) should be in American Sociological Association (ASA) format. See this website: https://owl.english.purdue.edu/owl/resource/583/02/ for information on in-text citations as well as reference page formatting (you’ll have to click on a link to get to the reference page specifications). All citations must appear in the text. You cannot simply list them all at the end of the paper. If you take an idea or a quote from an author, you must cite that author in the text and include her in the reference page as well. Failure to properly cite will result in point deductions.
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· Why this topic should be interesting to an average reader (e.g., why should I care about the history of the “insanity” please in US courts if I am not a lawyer?)
· Why the topic is sociological
· Literature Review: Since you are probably not the first person to research this topic, you should do some reading of past authors’ works. You should give a summary of their works and explain why it is important to be aware of their works before doing your own research on your topic. You must use a minimum of 4 sources in your literature review. Also, you may only use academic sources or government publications. Acceptable sources are: academic books, journal articles from peer-reviewed journals, and government publications. Unacceptable sources include (but are not limited to): magazines, newspapers, blogs, “.com” websites, online news articles, or non-academic books. There are two major types of literature to look for:
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· Literature which covers a topic somewhat related to your topic, but which helps you understand your own topic. For instance, if I’m writing a paper on a specific “Doomsday Cult” in Texas, I might end up with a lot of literature.
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4501 West 127th Street
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GENERAL INFORMATION.A primary source is historical evidence writ.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
2-3 pages Assignment 3 My Cohort PaperThe concept of .docx
2-3 pages
Assignment 3: My Cohort Paper
The concept of a cohort or generation is central to understanding the life span perspective. People who are born during the same ten- to fifteen-year period share a historical context and are often categorized as similar along multiple dimensions. Understanding your own cohort, as well as other cohorts born during different periods, helps you understand how to most effectively provide human services to your population of interest.
Tasks:
Write a 2- to 3-page reflection paper and discuss the shared experiences of members of your cohort. Your paper should be based on your personal experiences as well as research on your generational cohort. Additionally, you may choose to include information and examples from other people who are members of your cohort (e.g., friends, roommates, and classmates). The goal is to present an accurate and well-rounded overview of your generational cohort. Some topics to consider in your paper are:
Major historical events that shaped your development
Attitudes toward diverse cultural groups
Attitudes toward gender roles
Ideas about music and artistic expression
Attitudes toward military service
Typical family constellation
Attitudes toward education and work
How does your cohort's worldview differ from the worldview of someone twenty years younger and twenty years older than you?
Submission Details:
By the due date assigned
, prepare a 2- to 3-page reflection paper. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
.
2-3 pages Assignment 3 My Cohort PaperThe concept of a .docx
2-3 pages
Assignment 3: My Cohort Paper
The concept of a cohort or generation is central to understanding the life span perspective. People who are born during the same ten- to fifteen-year period share a historical context and are often categorized as similar along multiple dimensions. Understanding your own cohort, as well as other cohorts born during different periods, helps you understand how to most effectively provide human services to your population of interest.
Tasks:
Write a 2- to 3-page reflection paper and discuss the shared experiences of members of your cohort. Your paper should be based on your personal experiences as well as research on your generational cohort. Additionally, you may choose to include information and examples from other people who are members of your cohort (e.g., friends, roommates, and classmates). The goal is to present an accurate and well-rounded overview of your generational cohort. Some topics to consider in your paper are:
Major historical events that shaped your development
Attitudes toward diverse cultural groups
Attitudes toward gender roles
Ideas about music and artistic expression
Attitudes toward military service
Typical family constellation
Attitudes toward education and work
How does your cohort's worldview differ from the worldview of someone twenty years younger and twenty years older than you?
Submission Details:
By the due date assigned
, prepare a 2- to 3-page reflection paper. Your response should rely upon at least two sources from professional literature. This may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, or .gov). Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA format); and use accurate spelling, grammar, and punctuation.
.
Narrative as vocation discernment presentation
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The author discusses various ethical issues related to the overconsumption of natural resources and encroachment on animal habitats. Specifically, the author argues that industrial expansion to satisfy human consumption is harming the environment by depleting natural areas and diminishing air quality. The author proposes a grassroots conservation effort to raise awareness of these issues and encourage more sustainable practices like limiting water and recycling.
Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Techn...
Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Technology, Sligo, Ireland | October 2013 | Part II. Blogspot post
Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Techn...
The document summarizes the Archaeology of Gatherings Conference that took place in Sligo, Ireland in October 2013. The conference brought together academics from various disciplines to discuss gatherings. It describes several of the presentations in detail, including talks on defining ritual and social cohesion, football as a social drama, the role of railways in facilitating gatherings in Ireland, and crowd-sourcing in the construction of Neolithic passage tombs. The conference aimed to stimulate new perspectives and research on identifying and understanding large-scale social and religious gatherings in the archaeological record. It appeared to be well-attended and received, with the hope that selected papers may be published in the future.
A Christian (Adventist) Attempt to Integrate Faith and History
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.
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GENERAL INFORMATION.A primary source is historical evidence writ.docx
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2-3 pages Assignment 3 My Cohort PaperThe concept of .docx
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Project on globalization and religious nationalizom in india
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Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Techn...
Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Techn...
Chapple, R. M. 2014 Archaeology of Gatherings Conference | Institute of Techn...
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A Christian (Adventist) Attempt to Integrate Faith and History
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This document provides information about technology staff development sessions for teachers to earn professional learning units (PLUs). It lists various session topics like using SMART boards, tablets in the classroom, web tools, and test preparation resources. Teachers can participate in at least 10 hours of sessions to earn 1 PLU. Sessions are optional and aim to support teachers in using technology to collaborate, communicate, create, and engage students in learning.
QR Code Directions
The document provides a list of photo-based tasks for a team to complete, including: taking a team photo dressed up, spelling out GIVE without writing utensils, staging an infraction photo, conducting an announcement over the intercom, finding and photographing a pumpkin/witch on campus, staging a reason to receive a prize, reciting a pledge while using hula hoops, taking a selfie with the school leader, proving the school motto in a photo/video, staging photos of a search process, and having a member photo bomb another team.
Billof rightslisteningparty
The document discusses the First and Second Amendments of the U.S. Constitution. It explains that the First Amendment guarantees freedom of speech and religion, and protects individuals' right to express themselves without government interference. It notes that in many other countries, people can face punishment including death for practicing their religion or voicing certain opinions. The summary concludes that the First Amendment continues to ensure Americans can freely practice religion and have their voices heard through protest and debate.
Why Databases?
Databases are a better resource than Google for research because they contain accurate, up-to-date information written by experts. When searching for information on a topic, databases provide relevant results sorted by category, allowing for a better use of time compared to sifting through millions of results from an open search engine. Students can access GCPS databases through their eClass account to find valid sources for school projects and papers.
Why Don't Students Like School - Ch 1
- People enjoy solving problems but not working on unsolvable problems. Thinking occurs when combining new information from the environment and long-term memory in novel ways.
- Working memory is where thinking takes place, pulling from external information and long-term memory to make connections.
- For thinking to be successful, students need some satisfaction from the mental work; teachers should provide problems to solve, respect cognitive limits, clarify problems, and vary activities.
Media program rubric
This document outlines a rubric for evaluating Georgia K-12 school library media programs at basic, proficient, and exemplary levels. It includes indicators in two categories: 1) Student Achievement and Instruction and 2) Staffing. For each indicator, it provides descriptions of what constitutes basic, proficient, and exemplary implementation. For example, for the indicator on integrating information literacy standards into instruction, basic level involves basic orientation skills while exemplary level fosters critical thinking skills and independent inquiry. The rubric aims to help schools meet state requirements and national standards to support student learning.
Technology Integration 8530
The document outlines a 4-week social studies unit plan for 3rd grade focused on ancient Greece and the roots of democracy. It includes standards from Georgia Performance Standards for Social Studies and Quality Core Curriculum standards for technology integration. Key understandings for students are that Athens, Greece was the birthplace of democracy, Greek architecture has influenced the US, and technology can be used to learn about other cultures. Essential questions guide students to compare Athenian and US democracy, explore the role of citizens, and examine Greece's influence on the US. Students will learn about Greek democracy, architecture, and location while building skills in using technology for research and communication.
Hagey l facilitiesplan new
This document summarizes plans for improvements to the J.C. Magill Elementary School media center. It describes the current state of the media center, including feedback from students and teachers. The plans include moving the technology specialist's office to open up more space, relocating teacher resources for better accessibility, adding a stool for shorter students, and moving books down on shelves. New furnishings like floor pillows will be added for student comfort. Policies around computer and equipment scheduling will be updated to allow for more flexible individual student use.
Principal report
The media center had a busy and productive month of October with over 1,800 students signing in and 126 classes visiting. Staff received technology and reading training, and teachers dressed up for Halloween to raise money, with the media center staff dressing as information scientists. At the end of the month there were over 700 books checked out, nearly 200 overdue books, and unpaid fines of $125, while the media center contained over 14,000 books.
Media center rubric2
The media center at this exemplary school supports students as independent researchers by teaching reliable research skills and resources. Media specialists collaborate with classroom teachers and support the reading program. The media center is well-staffed and funded, with two media specialists and a clerk as the county policy recommends. Technology is integrated throughout the school, with an interactive whiteboard in every classroom and online resources accessible through the media center website.
Info Literacy Plan
This lesson plan is designed for a 3rd grade special education class to teach students about protecting the environment. It uses online resources and activities over 3 class periods. Students will learn how their actions affect the environment, ways to help the environment, and how to find relevant information online. Assessments include a worksheet on being part of an "Environmental Kids Club", graphic organizers on cause and effect, and a KWL chart to track learning. The plan aims to engage students through interactive games and allow them to work independently while addressing their special needs.
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