Topic A Text without a Context is a Pretext for a ProoftextThread.docx
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Topic: A Text without a Context is a Pretext for a Prooftext Thread Prompt: One of the primary roles of an individual in ministry is to take the unchanging Word of God and explain this Word to the world. Kaiser and Silva argue in Introduction to Biblical Hermeneutics that the context and meaning of a passage is unchanging, yet the significance of the passage changes based on culture and time. Therefore, a correct interpretation of context and meaning is vital if the significance of a passage for the world today is going to be correctly identified. First, identify an example of a poorly-articulated context of a passage that led to the misapplication of the passage's significance. You may use personal experiences or experiences common in the church today. Second, briefly identify the most important aspects of the context of your passage for the paper you are writing. .
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Carson, D. A. ―Must I Learn How to Interpret the Bible?‖ Modern Reformation 5:3 (May/June
1996): 18–22. Updated 2003.
MUST I LEARN HOW TO INTERPRET THE BIBLE?
by D. A. Carson
Hermeneutics is the art and science of interpretation; biblical hermeneutics is the art and
science of interpreting the Bible. At the time of the Reformation, debates over interpretation
played an enormously important role. These were debates over ―interpretation,‖ not just over
―interpretations.‖ In other words, the Reformers disagreed with their opponents not only over
what this or that passage meant, but over the nature of interpretation, the locus of authority in
interpretation, the role of the church and of the Spirit in interpretation, and much more.
During the last half century, so many developments have taken place in the realm of
hermeneutics that it would take a very long article even to sketch them in lightly. Sad to say,
nowadays many scholars are more interested in the challenges of the discipline of hermeneutics
than in the interpretation of the Bible—the very Bible that hermeneutics should help us handle
more responsibly. On the other hand, rather ironically there are still some people who think that
there is something slightly sleazy about interpretation. Without being crass enough to say so,
they secretly harbor the opinion that what others offer are interpretations, but what they
themselves offer is just what the Bible says.
Carl F. H. Henry is fond of saying that there are two kinds of presuppositionalists: those
who admit it and those who don‘t. We might adapt his analysis to our topic: There are two kinds
of practitioners of hermeneutics: those who admit it and those who don‘t. For the fact of the
matter is that every time we find something in the Bible (whether it is there or not!), we have
interpreted the Bible. There are good interpretations and there are bad interpretations; there are
faithful interpretations and there are unfaithful interpretations. But there is no escape from
interpretation.
This is not the place to lay out foundational principles, or to wrestle with the ―new
hermeneutic‖ (now becoming long in the tooth) and with ―radical hermeneutics‖ and
―postmodern hermeneutics.‖ [For more information and bibliography on these topics, and
especially their relation to postmodernism and how to respond to it, see my book The Gagging of
God: Christianity Confronts Pluralism, esp. chaps. 2 and 3 (Grand Rapids: Zondervan, 1996).] I
shall focus instead on one ―simple‖ problem, one with which every serious Bible reader is
occasionally confronted. The issue is this: What parts of the Bible are binding mandates for us,
and what parts are not?
Consider some examples. ―Greet one another with a holy kiss‖: the French do it, Arab
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that they should wash one another‘s feet (John 1 ...
1 Applying the Bible for Today Miram Audio Transcript .docx
1
Applying the Bible for Today: Miram
Audio Transcript
How do we Understand and Apply an Ancient Story?
Telling Miriam’s story (Exodus 2:1-10, 15:2021; Numbers 12, 20:1-2)
Adapted from McKnight, S. (2006). The blue parakeet: Rethinking how you read the Bible
(pp.145-212). Grand Rapids, MI: Zondervan.
I. Slide 1
How do we understand and apply an ancient story? How do we know what the Bible
means for our life and living today? It can be easy to say, “just follow the Bible” but we
must admit that we each bring our own lens, our own set of glasses, to how we read
and understand the Bible’s message and meaning. Whether we realize it or not, we all
place our own assumptions and experiences onto the text. So, how do we overcome
this? Christians believe that the Bible is a living text, that its message is new each and
every day. Yet its foundational message always stays the same. What, the, does it
mean to navigate this tension between the ancient and present meaning of the Bible?
II. Slide 2
In the Wesleyan tradition, it is common to use a four-fold framework for biblical
interpretation. Scripture, Tradition, Reason, and Experience are taken together in what’s
called the Wesleyan Quadrilateral. Scripture acts as the primary and authoritative
source for understanding and meaning, while Tradition, Reason, and Experience help
us answer the question “What does the Bible say?”
III. Slide 3
Based off Scripture, Tradition takes into account the beliefs and practices of the diverse
and formative stream of Christian tradition. Understanding the meaning of the Bible is
not an individualized endeavor - our understanding takes place within the centuries of
church history and tradition.
IV. Slide 4
Reason acknowledges that “all truth is God’s truth” and celebrates the resources we have
at our disposal for further studying and understanding the world around us - including the
social and physical sciences, philosophy, the arts, and other cultural factors.
2
V. Slide 5
Finally, both practical Experience and the movement of the Holy Spirit in one’s life
validate the movements of the other three elements in the Quadrilateral. As our day to
day practical experience is shaped by God’s work our lives, we can find clarity and
direction for how to apply the Scriptures within our Tradition, Reason, and Experience.
VI. Slide 6
In our textbook, “The Blue Parakeet,” we can see how Scot McKnight maintains a primary
focus on the Scripture, while using tradition, reason, and experience to study how women
have played a critical part in the biblical story. In his methodology, he insists that we
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Bible.
VII. Slide 7
Miriam, Moses’ sister, is one of many women in the Bible that we engage within the
Exodus story. McKnight describes her as a spiritual leader, explaining that she was
onethird o ...
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In 3 sentences:
The book review summarizes Barrick's book, noting that it provides a personal introduction to the important work of Bible translation through Barrick's experience as a translator and professor. While praising the book for reminding readers of the importance of translation, the review suggests some areas for improvement, such as providing more definitions of translation terms and building the chapters' topics upon each other to form a stronger overall argument. The reviewer believes the book will benefit anyone interested in Scripture translation.
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ARTICLE
Why Study God?
The Role of Theology at a Catholic University
John C. Cavadini
O
W
hy does Notre Dame require all undergradu-
ate students to complete theology courses
and why do other Catholic universities and
colleges sometimes have similar require-
ments? W h a t is theology, anyway? How does it benefit
students? How does the university benefit from having a
faculty of theology? W h a t benefit, in turn, does such a uni-
versity offer the world of higher education? The presence of a
theology department is unique to re-
ligiously affiliated colleges and uni-
versities, though certainly far from
ubiquitous there, and even at Catho-
lic schools theology requirements
have dwindled over the years, and are
often challenged to justify their exis-
tence. W h a t does it mean to accept
a faculty of theology as an academic
unit in a university community? Its
presence implies something about
the whole academic community be-
cause other academic communities
exclude such departments. Secular
universities and colleges do not even
recognize theology as an academic
discipline. What, then, does the fact
that a Catholic university welcomes
theology tell us?
"By its very nature, each Catho-
lic University makes an important
contribution to the church's work of
evangelization. It is a living institu-
tional witness to Christ and his message, so vitally important
in cultures marked by secularism." This passage from John
Paul II's apostolic constitution Ex Corde Ecclesiae provides a
characterization of the distinctiveness of a Catholic univer-
sity. It is, he says, a kind of "witness." This term can sound
somewhat strange in an academic context, and I draw atten-
tion to it, in part, for that reason. Witness is not a category
that one finds applied to secular universities very often, if
John C. Cavadini is professor of theology at the University of
Notre Dame.
Thursday, Wenceslaus Hollar 0607-1677)
ever, though I imagine that even secular universities would
count themselves as bearing witness in some way to values
such as social justice, equality, and inclusiveness. According
to Ex corde, however, the witness of a Catholic university
is connected to the church's work of evangelization, and
that seems to up the ante. A Catholic university, though
proceeding "from the heart of the church," is still not the
same as the church itself, and its witness can't take exactly
the same form as the witness of a
parish or a diocese. So what would
that witness be—"so vitally impor-
tant," as the pope says, "in cultures,"
such as our own, "marked by secular-
ism"? Of course, this witness may
take many forms in various campus
activities, but here I am looking for
the "institutional" witness, the wit-
ness that must be encoded into the
very thing that makes a university a
university—namely, its intellectual
life, its mode of intellectual inquiry.
Here, we find a crucial connection
to theology as a discipline.
Theology is the "study of G o d "
{Theos-logos). T h.
HOW A PHILOSOPHICAL ASSESSMENT OF THE TEXT OF MARK 435-41 ILLUMIN
This document discusses a thesis written by Moises A. Robleto analyzing the biblical passage of Mark 4:35-41 regarding Jesus calming a storm. The thesis aims to illuminate an understanding of Jesus' divine authority through a philosophical assessment of the text. It reviews related literature on Christian scholars' attempts to philosophically understand and defend traditional biblical interpretations against modern skepticism. It discusses the methodology of using a grammatical philosophical analysis to clarify how to read the biblical text. The thesis then analyzes the passage in Mark and discusses how modern assumptions can distort the meaning while a philosophical assessment supports Jesus' divinity by considering the nature of the reported miracle.
Chapter 14 DEVELOPING A PERSONAL PHILOSOPHY OF MINISTR
Chapter 14
DEVELOPING A PERSONAL
PHILOSOPHY OF MINISTRY
NoT SURPRISINGLY, THE STUDENT OF Christian education who is immersed in
the practice of ministry might have a difficult time seeing the connection
between the study of philosophy and the practice of ministry. This tension
does not exist just in the field of ministry. All through the ages, dating back
to Aristotle, a tension has existed between theory and practice. An overem-
phasis on either element can lead to a dangerous outcome. Put too much
emphasis on philosophy, and the individual is "so philosophically minded
that he is of no earthly good." Likewise with the minister who knows only
practice; an overemphasis here can lead to a reliance on gimmicks and meth-
ods without an understanding of why they are being used or why they work
(or don't work). Without this awareness, the minister begins his ministry by
accumulating a "bag of tricks" filled with teaching methods, messages, and
games. However, once this bag runs out, it leaves him with no other alterna-
tive but to quit and go looking for another ministry location.
The children's ministry director or youth pastor who has only enough
ministry resources to last eighteen months will be caught in an endless cycle
of career rotation because he or she has never taken the time to analyze the
philosophy of ministry. Without this understanding, the ministry leader is
unable to determine how and when changes in methodology should take
place and is therefore unable to make the necessary adjustments. No minis-
try setting remains fixed, so at some point this inability to apply theory to
411
Anthony, M. J., & Benson, W. S. (2011). Exploring the history and philosophy of christian education : Principles for the 21st century. Wipf and Stock Publishers.
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ExPLORING THE HISTORY AND PHILOSOPHY OF CHRISTIAN EDUCATION
practice leads to frustration and stagnation. Understanding the philosophi-
cal presuppositions upon which ministry is based can reduce a lifestyle of
endless transition.
The most difficult part of the process is convincing the young student
that he/ she needs to spend some concerted effort developing a personal
philosophy of ministry. When students lose sight of this connection between
theory and, practice, they protest that theory is vague, too esoteric, and a
waste of time. Practice is more fun and requires less motivation.
Generally, we have plenty of practice. But practice is often confused and
contradictory, a circumstance already seen to have been almost the continual
state of affairs since the time of Aristotle. What we need is not more practi-
cal remedies but, as Aristotle pointed out, some theory to guide practice. On
this note, the defenders of philosophy have stated that theory is, in the end,
the most practical of expedi ...
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VISIONS OF THE REAL PRESENCE OF CHRIST
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MY POST
EDUCATIONAL THINKER AND HISTORICAL ERA 4
Medieval Era - Calvin
Philosophy is seen as an ordinary compliment to the reflection of theology in the history of Christian theology. The educational practitioners of the two sectors view each other as deadly rivals. Some early Christian educational thinkers such as John Calvin presented the view that an intrusion to the secular philosophical justifications was out of order. This paper discusses the significant philosophical thoughts of John Calvin as an educational thinker. It also presents the biblical worldview of the thoughts and actions of the educational thinker.
Key Philosophical Thoughts and Actions of Calvin
John Calvin was a well-known educational thinker and a leader of the protestant reformation in France (Bergmann, 2011). He propagated the belief in the dominion of God in all aspects of life, including education. This theological approach is called the Calvinism. Calvinism comprises of five major doctrines including total depravity, limited atonement, unconditional election, the perseverance of the saints and irresistible grace abbreviated as the TULIP. Education and teaching for Calvin imply that the educator should continuously set forward the truth of God, which leads to the education of the church (Gutek, 2011). The whole theological undertaking of Calvin seems like having conceived ideas that hunger and thirst for the truth of God. Calvin sees every aspect of his labors as advancing the kingdom of God through teaching and enlightening the people with little or no knowledge about Christ (Gordon, 2016). This includes work in education designed to protect the truth of God in the face of deception and lies.
Analysis and Criticism from a Biblical Worldview
Calvin admits to having three significant purposes in his ministry and theological expressions (Bergmann, 2011). First, he focuses on how the glory of God can be promoted on the entire earth. Secondly, it determines how the truth of God can reserve its dignity. Third, he focuses on how the kingdom of God can be reinforced through learning and education and kept safe and compact. The thoughts and actions of Calvin were guided by the Scripture of the Lord and applied to different contexts that provided authenticity to the kingdom of God. This commitment to promoting the word of God through learning is included in his academic theology work.
According to Calvin, God could be expected to increase the cause of his glory through education and the faithful declaration of the truth in his Gospel (Gordon 2016). The saints can be blessed and instructed by the faithful hearing of the gospel of Christ and obeying the commandments of God. Calvin develops different forms of instruction through his ministry and declared the glory of God through the educational philosophies. Calvin does not, however, conceive his thoughts for the sake of perpetuating the conventional mode of in ...
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Transmission of Genetic MaterialComplete the discussions on the fo.docx
Transmission of Genetic Material
Complete the discussions on the following topics:
If you were asked to get a genetic test panel performed, which diseases or health risks would you be interested in learning about and why?
Describe the biochemical composition, structure, and replication of DNA. Detail the role of specific RNA's in the process of protein transcription and translation.
Describe, in detail, one of the processes of cell survival. Describe how an abnormality in one of these cell functions causes cancer.
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.
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This document discusses three major models used to develop intervention programs: the PRECEDE-PROCEED model, Intervention Mapping model, and Mobilizing for Planning and Partnership (MAPP) model. It examines how a theory has been applied to a health intervention to address a health disparity.
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Similar to Topic A Text without a Context is a Pretext for a ProoftextThread.docx
CVC 406 Session 1 An Introduction to “Theology of Work”
CVC Theology Of Work session 1 is an introduction to "Theology of Work".
This is a City Vision College class.
www.cityvision.edu
Give a definition of.docx
The document provides a set of discussion questions related to biblical interpretation and canonization. Question 1 asks about the definition of "canon" and its relationship to the development and criteria used for establishing the New Testament. It asks which criteria is most important and least important for canonization. Question 2 defines "formally equivalent" and "functionally equivalent" Bible translations and asks which is more word-for-word and which is more thought-for-thought. It discusses using multiple translations and recommends translations for new believers. Question 3 addresses the importance of literary context in interpretation and defines different contexts. Question 4 defines "historical-cultural background" and the process of contextualization. It asks how one would explain these concepts to a
Verbum Domini
The document is Pope Benedict XVI's apostolic exhortation on the Word of God based on the 2008 Synod of Bishops. It is divided into three parts that discuss the Word of God from theological, ecclesial and missionary perspectives. The Pope emphasizes the importance of Scripture in the life of the Church and calls for its increased use in liturgy, catechesis, pastoral work, and dialogue with other faiths. He also stresses interpreting Scripture in line with Church tradition and the Second Vatican Council.
Hermeneutics
Hermeneutics is the science and art of biblical interpretation. It seeks to establish rules and principles for properly understanding and applying the meaning of biblical texts. There are various challenges in interpreting Scripture due to historical, cultural, philosophical, and linguistic differences between biblical times and today. Hermeneutics must account for these obstacles to derive the author's original intended meaning. There are also debates around issues like determining the valid meaning of texts, the possibility of multiple meanings, and whether passages should be interpreted literally, figuratively, or symbolically. Jesus viewed the Old Testament as historically accurate and authoritative, supporting the view that Scripture is without error.
MCAFEE SCHOOL OF THEOLOGYHOW A PHILOSOPHICAL ASSESSMEN
This thesis examines philosophical approaches to understanding the biblical account of Jesus calming the storm in Mark 4:35-41. It explores two modern perspectives - skeptical and recovery readings - and analyzes Gareth Moore's philosophical assessment as an alternative. Moore's grammatical approach dissolves tensions in modern readings and better illuminates Jesus' divine authority. The thesis aims to show how Moore's reading suggests a coherent way to read biblical texts in relation to concepts of miracles and God's activity through careful philosophical analysis. It seeks to resolve problems that arise from modern assumptions when reading ancient religious texts.
1 of 13 Carson, D. A. ―Must I Learn How to Interpret the B.docx
1 of 13
Carson, D. A. ―Must I Learn How to Interpret the Bible?‖ Modern Reformation 5:3 (May/June
1996): 18–22. Updated 2003.
MUST I LEARN HOW TO INTERPRET THE BIBLE?
by D. A. Carson
Hermeneutics is the art and science of interpretation; biblical hermeneutics is the art and
science of interpreting the Bible. At the time of the Reformation, debates over interpretation
played an enormously important role. These were debates over ―interpretation,‖ not just over
―interpretations.‖ In other words, the Reformers disagreed with their opponents not only over
what this or that passage meant, but over the nature of interpretation, the locus of authority in
interpretation, the role of the church and of the Spirit in interpretation, and much more.
During the last half century, so many developments have taken place in the realm of
hermeneutics that it would take a very long article even to sketch them in lightly. Sad to say,
nowadays many scholars are more interested in the challenges of the discipline of hermeneutics
than in the interpretation of the Bible—the very Bible that hermeneutics should help us handle
more responsibly. On the other hand, rather ironically there are still some people who think that
there is something slightly sleazy about interpretation. Without being crass enough to say so,
they secretly harbor the opinion that what others offer are interpretations, but what they
themselves offer is just what the Bible says.
Carl F. H. Henry is fond of saying that there are two kinds of presuppositionalists: those
who admit it and those who don‘t. We might adapt his analysis to our topic: There are two kinds
of practitioners of hermeneutics: those who admit it and those who don‘t. For the fact of the
matter is that every time we find something in the Bible (whether it is there or not!), we have
interpreted the Bible. There are good interpretations and there are bad interpretations; there are
faithful interpretations and there are unfaithful interpretations. But there is no escape from
interpretation.
This is not the place to lay out foundational principles, or to wrestle with the ―new
hermeneutic‖ (now becoming long in the tooth) and with ―radical hermeneutics‖ and
―postmodern hermeneutics.‖ [For more information and bibliography on these topics, and
especially their relation to postmodernism and how to respond to it, see my book The Gagging of
God: Christianity Confronts Pluralism, esp. chaps. 2 and 3 (Grand Rapids: Zondervan, 1996).] I
shall focus instead on one ―simple‖ problem, one with which every serious Bible reader is
occasionally confronted. The issue is this: What parts of the Bible are binding mandates for us,
and what parts are not?
Consider some examples. ―Greet one another with a holy kiss‖: the French do it, Arab
believers do it, but by and large we do not. Are we therefore unbiblical? Jesus tells his disciples
that they should wash one another‘s feet (John 1 ...
1 Applying the Bible for Today Miram Audio Transcript .docx
1
Applying the Bible for Today: Miram
Audio Transcript
How do we Understand and Apply an Ancient Story?
Telling Miriam’s story (Exodus 2:1-10, 15:2021; Numbers 12, 20:1-2)
Adapted from McKnight, S. (2006). The blue parakeet: Rethinking how you read the Bible
(pp.145-212). Grand Rapids, MI: Zondervan.
I. Slide 1
How do we understand and apply an ancient story? How do we know what the Bible
means for our life and living today? It can be easy to say, “just follow the Bible” but we
must admit that we each bring our own lens, our own set of glasses, to how we read
and understand the Bible’s message and meaning. Whether we realize it or not, we all
place our own assumptions and experiences onto the text. So, how do we overcome
this? Christians believe that the Bible is a living text, that its message is new each and
every day. Yet its foundational message always stays the same. What, the, does it
mean to navigate this tension between the ancient and present meaning of the Bible?
II. Slide 2
In the Wesleyan tradition, it is common to use a four-fold framework for biblical
interpretation. Scripture, Tradition, Reason, and Experience are taken together in what’s
called the Wesleyan Quadrilateral. Scripture acts as the primary and authoritative
source for understanding and meaning, while Tradition, Reason, and Experience help
us answer the question “What does the Bible say?”
III. Slide 3
Based off Scripture, Tradition takes into account the beliefs and practices of the diverse
and formative stream of Christian tradition. Understanding the meaning of the Bible is
not an individualized endeavor - our understanding takes place within the centuries of
church history and tradition.
IV. Slide 4
Reason acknowledges that “all truth is God’s truth” and celebrates the resources we have
at our disposal for further studying and understanding the world around us - including the
social and physical sciences, philosophy, the arts, and other cultural factors.
2
V. Slide 5
Finally, both practical Experience and the movement of the Holy Spirit in one’s life
validate the movements of the other three elements in the Quadrilateral. As our day to
day practical experience is shaped by God’s work our lives, we can find clarity and
direction for how to apply the Scriptures within our Tradition, Reason, and Experience.
VI. Slide 6
In our textbook, “The Blue Parakeet,” we can see how Scot McKnight maintains a primary
focus on the Scripture, while using tradition, reason, and experience to study how women
have played a critical part in the biblical story. In his methodology, he insists that we
know the story of the Bible, and that means that we must know about the women in the
Bible.
VII. Slide 7
Miriam, Moses’ sister, is one of many women in the Bible that we engage within the
Exodus story. McKnight describes her as a spiritual leader, explaining that she was
onethird o ...
Exam Technique
The document provides revision tips for the GCSE RE exam. It outlines three types of prayer - intercession, thanksgiving, and repentance. It also gives two examples of why Mary is a model for the Church - she was born without sin and chosen to be Jesus' mother, and she had strong faith. Additionally, it explains that the Eucharist is the most important part of Mass as it re-enacts the Last Supper. Finally, the document provides various revision techniques for the exam such as using flashcards, recording information, and teaching others.
Paradigm Shift in Scripture by Dr. Natividad Pagadut
This document discusses paradigms and the need for paradigm shifts in catechesis and teaching Scripture. It provides context on paradigms from Thomas Kuhn's work and explains that a paradigm is a set of implicit or explicit rules that shape one's perspectives. The document outlines that catechesis and religious education need paradigm shifts to move from an academic focus to a personal encounter with Jesus. It discusses various meanings of "Word of God" and how Scripture invites paradigm shifts. The role of women in relation to the word of God is highlighted from Verbum Domini. Overall the document examines shifting perspectives and approaches in teaching and learning Scripture and faith.
A Review of From Topic to Thesis by Michael Kibbe.pdf
This document provides a summary of a book review for William D. Barrick's book "Understanding Bible Translation: Bringing God's Word into New Contexts".
In 3 sentences:
The book review summarizes Barrick's book, noting that it provides a personal introduction to the important work of Bible translation through Barrick's experience as a translator and professor. While praising the book for reminding readers of the importance of translation, the review suggests some areas for improvement, such as providing more definitions of translation terms and building the chapters' topics upon each other to form a stronger overall argument. The reviewer believes the book will benefit anyone interested in Scripture translation.
ARTICLEWhy Study GodThe Role of Theology at a Catholic .docx
ARTICLE
Why Study God?
The Role of Theology at a Catholic University
John C. Cavadini
O
W
hy does Notre Dame require all undergradu-
ate students to complete theology courses
and why do other Catholic universities and
colleges sometimes have similar require-
ments? W h a t is theology, anyway? How does it benefit
students? How does the university benefit from having a
faculty of theology? W h a t benefit, in turn, does such a uni-
versity offer the world of higher education? The presence of a
theology department is unique to re-
ligiously affiliated colleges and uni-
versities, though certainly far from
ubiquitous there, and even at Catho-
lic schools theology requirements
have dwindled over the years, and are
often challenged to justify their exis-
tence. W h a t does it mean to accept
a faculty of theology as an academic
unit in a university community? Its
presence implies something about
the whole academic community be-
cause other academic communities
exclude such departments. Secular
universities and colleges do not even
recognize theology as an academic
discipline. What, then, does the fact
that a Catholic university welcomes
theology tell us?
"By its very nature, each Catho-
lic University makes an important
contribution to the church's work of
evangelization. It is a living institu-
tional witness to Christ and his message, so vitally important
in cultures marked by secularism." This passage from John
Paul II's apostolic constitution Ex Corde Ecclesiae provides a
characterization of the distinctiveness of a Catholic univer-
sity. It is, he says, a kind of "witness." This term can sound
somewhat strange in an academic context, and I draw atten-
tion to it, in part, for that reason. Witness is not a category
that one finds applied to secular universities very often, if
John C. Cavadini is professor of theology at the University of
Notre Dame.
Thursday, Wenceslaus Hollar 0607-1677)
ever, though I imagine that even secular universities would
count themselves as bearing witness in some way to values
such as social justice, equality, and inclusiveness. According
to Ex corde, however, the witness of a Catholic university
is connected to the church's work of evangelization, and
that seems to up the ante. A Catholic university, though
proceeding "from the heart of the church," is still not the
same as the church itself, and its witness can't take exactly
the same form as the witness of a
parish or a diocese. So what would
that witness be—"so vitally impor-
tant," as the pope says, "in cultures,"
such as our own, "marked by secular-
ism"? Of course, this witness may
take many forms in various campus
activities, but here I am looking for
the "institutional" witness, the wit-
ness that must be encoded into the
very thing that makes a university a
university—namely, its intellectual
life, its mode of intellectual inquiry.
Here, we find a crucial connection
to theology as a discipline.
Theology is the "study of G o d "
{Theos-logos). T h.
HOW A PHILOSOPHICAL ASSESSMENT OF THE TEXT OF MARK 435-41 ILLUMIN
This document discusses a thesis written by Moises A. Robleto analyzing the biblical passage of Mark 4:35-41 regarding Jesus calming a storm. The thesis aims to illuminate an understanding of Jesus' divine authority through a philosophical assessment of the text. It reviews related literature on Christian scholars' attempts to philosophically understand and defend traditional biblical interpretations against modern skepticism. It discusses the methodology of using a grammatical philosophical analysis to clarify how to read the biblical text. The thesis then analyzes the passage in Mark and discusses how modern assumptions can distort the meaning while a philosophical assessment supports Jesus' divinity by considering the nature of the reported miracle.
Chapter 14 DEVELOPING A PERSONAL PHILOSOPHY OF MINISTR
Chapter 14
DEVELOPING A PERSONAL
PHILOSOPHY OF MINISTRY
NoT SURPRISINGLY, THE STUDENT OF Christian education who is immersed in
the practice of ministry might have a difficult time seeing the connection
between the study of philosophy and the practice of ministry. This tension
does not exist just in the field of ministry. All through the ages, dating back
to Aristotle, a tension has existed between theory and practice. An overem-
phasis on either element can lead to a dangerous outcome. Put too much
emphasis on philosophy, and the individual is "so philosophically minded
that he is of no earthly good." Likewise with the minister who knows only
practice; an overemphasis here can lead to a reliance on gimmicks and meth-
ods without an understanding of why they are being used or why they work
(or don't work). Without this awareness, the minister begins his ministry by
accumulating a "bag of tricks" filled with teaching methods, messages, and
games. However, once this bag runs out, it leaves him with no other alterna-
tive but to quit and go looking for another ministry location.
The children's ministry director or youth pastor who has only enough
ministry resources to last eighteen months will be caught in an endless cycle
of career rotation because he or she has never taken the time to analyze the
philosophy of ministry. Without this understanding, the ministry leader is
unable to determine how and when changes in methodology should take
place and is therefore unable to make the necessary adjustments. No minis-
try setting remains fixed, so at some point this inability to apply theory to
411
Anthony, M. J., & Benson, W. S. (2011). Exploring the history and philosophy of christian education : Principles for the 21st century. Wipf and Stock Publishers.
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ExPLORING THE HISTORY AND PHILOSOPHY OF CHRISTIAN EDUCATION
practice leads to frustration and stagnation. Understanding the philosophi-
cal presuppositions upon which ministry is based can reduce a lifestyle of
endless transition.
The most difficult part of the process is convincing the young student
that he/ she needs to spend some concerted effort developing a personal
philosophy of ministry. When students lose sight of this connection between
theory and, practice, they protest that theory is vague, too esoteric, and a
waste of time. Practice is more fun and requires less motivation.
Generally, we have plenty of practice. But practice is often confused and
contradictory, a circumstance already seen to have been almost the continual
state of affairs since the time of Aristotle. What we need is not more practi-
cal remedies but, as Aristotle pointed out, some theory to guide practice. On
this note, the defenders of philosophy have stated that theory is, in the end,
the most practical of expedi ...
Parachurch
This document discusses the qualifications that should be required of parachurch leaders. It begins by defining parachurch organizations as specialized ministries within the kingdom of God that are not under the direct authority of a local church but whose leaders are approved by local churches. It examines the similarities and differences between parachurches and local churches. While they share Christian believers and missions, parachurches do not fulfill all the functions of a local church. The document argues that parachurch leaders should meet the same biblical qualifications as local church leaders based on the nature and purpose of Christian leadership.
VISIONS OF THE REAL PRESENCE OF CHRIST
Major thesis written by Dr Ian Ellis-Jones - copyright Ian Ellis-Jones - all rights reserved - commercial use (except by copyright holder) prohibited
Bible interpretation
The document discusses the importance of approaching the Bible as God's infallible written word. It provides several principles for biblical interpretation: consider the literary form and genre; interpret based on the plain or common meaning of words; compare passages to ensure consistency; consider the historical and cultural context; interpret in light of overarching biblical themes; consult the insights of church history; and view all passages through the central lens of Christ. Following these principles helps ensure we correctly understand and apply Scripture to deepen our relationship with Jesus.
MY POSTEDUCATIONAL THINKER AND HISTORICAL ERA .docx
MY POST
EDUCATIONAL THINKER AND HISTORICAL ERA 4
Medieval Era - Calvin
Philosophy is seen as an ordinary compliment to the reflection of theology in the history of Christian theology. The educational practitioners of the two sectors view each other as deadly rivals. Some early Christian educational thinkers such as John Calvin presented the view that an intrusion to the secular philosophical justifications was out of order. This paper discusses the significant philosophical thoughts of John Calvin as an educational thinker. It also presents the biblical worldview of the thoughts and actions of the educational thinker.
Key Philosophical Thoughts and Actions of Calvin
John Calvin was a well-known educational thinker and a leader of the protestant reformation in France (Bergmann, 2011). He propagated the belief in the dominion of God in all aspects of life, including education. This theological approach is called the Calvinism. Calvinism comprises of five major doctrines including total depravity, limited atonement, unconditional election, the perseverance of the saints and irresistible grace abbreviated as the TULIP. Education and teaching for Calvin imply that the educator should continuously set forward the truth of God, which leads to the education of the church (Gutek, 2011). The whole theological undertaking of Calvin seems like having conceived ideas that hunger and thirst for the truth of God. Calvin sees every aspect of his labors as advancing the kingdom of God through teaching and enlightening the people with little or no knowledge about Christ (Gordon, 2016). This includes work in education designed to protect the truth of God in the face of deception and lies.
Analysis and Criticism from a Biblical Worldview
Calvin admits to having three significant purposes in his ministry and theological expressions (Bergmann, 2011). First, he focuses on how the glory of God can be promoted on the entire earth. Secondly, it determines how the truth of God can reserve its dignity. Third, he focuses on how the kingdom of God can be reinforced through learning and education and kept safe and compact. The thoughts and actions of Calvin were guided by the Scripture of the Lord and applied to different contexts that provided authenticity to the kingdom of God. This commitment to promoting the word of God through learning is included in his academic theology work.
According to Calvin, God could be expected to increase the cause of his glory through education and the faithful declaration of the truth in his Gospel (Gordon 2016). The saints can be blessed and instructed by the faithful hearing of the gospel of Christ and obeying the commandments of God. Calvin develops different forms of instruction through his ministry and declared the glory of God through the educational philosophies. Calvin does not, however, conceive his thoughts for the sake of perpetuating the conventional mode of in ...
Prophetic literature
The document discusses the canonical shaping of the prophetic literature in the Hebrew Bible. It argues that a major literary and theological force worked to shape the present form of the prophetic texts to function as authoritative Scripture for later generations. Specifically, it discusses how prophetic oracles directed to one generation were fashioned into Sacred Scripture through a canonical process to be used by another generation. It provides examples showing how the prophetic texts were expanded, changed to a new metaphorical role, detached from their original context and subordinated to a new theological context, and had their order changed to emphasize different theological functions.
08-04-19, 2 Timothy 3;14-17, 4;1-5, Enduring, The Importance of the Scriptures
08-04-19, 2 Timothy 3;14-17, 4;1-5, Enduring, The Importance of the ScripturesFirst Baptist Church Jackson
The document discusses the importance of scripture according to 2 Timothy 3:14-17 and 4:1-5. It provides context on Paul writing the letter to Timothy, and explains that all scripture is God-breathed and useful for teaching, rebuking, correcting and training. The document then gives tips for studying the Bible, such as interpreting it literally and in historical context. It also notes corresponding truths between 2 Timothy 3:16 and John 3:16 regarding God's word.Homiletics1.pptx
This document provides guidance on effective preaching. It emphasizes that preaching should be spirit-prompted, Bible-based, Christ-centered, and relevant. Effective preachers prepare spiritually, emotionally, socially, physically, and intellectually. Key qualities of good preachers are being prayerful, radical, exemplary, having the right attitude and commitment, being humorous, enthusiastic, and relating well to people. Effective sermon preparation involves prayer, study of Bible texts and context, consulting other resources, applying new insights, and clarity in delivery. Different types of sermons are topical, textual, expository, and biographical. Topical sermons focus on a theme and present supporting Bible verses in a logical order
Similar to Topic A Text without a Context is a Pretext for a ProoftextThread.docx (20)
CVC 406 Session 1 An Introduction to “Theology of Work”
CVC 406 Session 1 An Introduction to “Theology of Work”
MCAFEE SCHOOL OF THEOLOGYHOW A PHILOSOPHICAL ASSESSMEN
MCAFEE SCHOOL OF THEOLOGYHOW A PHILOSOPHICAL ASSESSMEN
1 of 13 Carson, D. A. ―Must I Learn How to Interpret the B.docx
1 of 13 Carson, D. A. ―Must I Learn How to Interpret the B.docx
1 Applying the Bible for Today Miram Audio Transcript .docx
1 Applying the Bible for Today Miram Audio Transcript .docx
Paradigm Shift in Scripture by Dr. Natividad Pagadut
Paradigm Shift in Scripture by Dr. Natividad Pagadut
A Review of From Topic to Thesis by Michael Kibbe.pdf
A Review of From Topic to Thesis by Michael Kibbe.pdf
ARTICLEWhy Study GodThe Role of Theology at a Catholic .docx
ARTICLEWhy Study GodThe Role of Theology at a Catholic .docx
HOW A PHILOSOPHICAL ASSESSMENT OF THE TEXT OF MARK 435-41 ILLUMIN
HOW A PHILOSOPHICAL ASSESSMENT OF THE TEXT OF MARK 435-41 ILLUMIN
Chapter 14 DEVELOPING A PERSONAL PHILOSOPHY OF MINISTR
Chapter 14 DEVELOPING A PERSONAL PHILOSOPHY OF MINISTR
MY POSTEDUCATIONAL THINKER AND HISTORICAL ERA .docx
MY POSTEDUCATIONAL THINKER AND HISTORICAL ERA .docx
08-04-19, 2 Timothy 3;14-17, 4;1-5, Enduring, The Importance of the Scriptures
08-04-19, 2 Timothy 3;14-17, 4;1-5, Enduring, The Importance of the Scriptures
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Traditionally, mental illness was considered a biological problem, e.docx
Traditionally, mental illness was considered a biological problem, either inherited or developed due to genetic vulnerability within the individual. This point of view is termed the medical model. Treatment was provided to the individual in one-to-one meetings with a psychiatrist or sessions with a psychotherapist.
The field of mental health has evolved from the traditional model to one incorporating many more people, factors, causes, and types of treatment. The biopsychosocial-cultural model incorporates biological, psychological, developmental, familial, social, and cultural factors to understand how mental illness develops and how to design effective treatments.
Revisit the following case:
Wes Moore, the author of the book
The Other Wes Moore: One Name, Two Fates
, was surprised when one day, the police approached him for a crime he did not commit. During the investigation, he came to know of another man who had the same name—Wes Moore. The shared name was not the only coincidence: they had both grown up in the same neighborhood at about the same time. Yet, one Wes Moore went on to become a Rhodes scholar, earn honors in the military, work at the White House, and become a leader in the business community; while the other Wes Moore was sentenced to life in prison. The descriptions of the lives of both Wes Moores are illustrative of the power of heredity and environment in the shaping of a person.
As boys, both Wes Moores grew up in poor, single-parent homes and did not apply themselves in primary and secondary school. The author’s father, a newscaster, died when the author was three years old. He and his two sisters were raised by his widowed mother. Before he was a teen, he became disillusioned with school and began getting into trouble in his neighborhood, even having brushes with the law for petty crimes. His mother decided to send him to military school, but he ran away five times before finally giving the school a chance. Once he decided to stay, he gained a strong sense of purpose and developed a strong work ethic.
Meanwhile, the other Wes Moore, who lived in the same area of Baltimore, was about the same age, and was also being raised by a single mother. He was arrested and convicted for first-degree murder of a police officer during a jewelry store robbery. He is serving a life prison sentence.
Important differences between the childhoods of the two boys are notable. The author had two college-educated parents. His father chose to stay with the family, but died at a relatively young age. He was relatively closely supervised. He, his siblings, and his mother lived with his grandparents after his father died. The author’s mother took extreme steps to try to turn him around. She moved several times to try to find safer neighborhoods. She sent him to military school when he exhibited troublesome behavior.
The other Wes Moore’s father was never a part of his life, choosing to abandon the family before his birth. His mother had bee.
Tragedy Across the Mediterranean Consider The Tale of Sohrab” fr.docx
Tragedy Across the Mediterranean:
Consider “The Tale of Sohrab” from the
Shahnameh
in comparison to
Oedipus Tyrannus
. Make an argument about whether the two works are more alike or different and why. Focus your thesis on one particular aspect of the two works such as protagonists, themes, central conflicts, or other another element that you see as important.
2 page essay with cover letter
.
Trace the patterns of international migration since 1970, with refer.docx
Trace the patterns of international migration since 1970, with reference to at least two examples. How do these differ from migration patterns of a century earlier?
Discuss advantages and disadvantages of globalization in contemporary world. Who has benefited and who has not? Has globalization brought the world together or driven it further apart?
instructions:
submit each assignment question in a separate paper.
follow mla and 2 references for each answer.
deadline is 12 hrs from now.
every assignnment to be not less than 1100 words, with an intrioduction, body and conclusion well shown.
.
Topic：Food Access and Health Outcomes in AmericanIntroduction.docx
Topic
：
Food Access and Health Outcomes in American
Introduction
Food access is related to food availability, access, affordability, acceptance and accommodation, and is important to individual health. People will access to and consume different types of foods with different food contents, and this will affect their health. The diet different people take will have effects on the individual’s health, such as excess weight gain or loss, and some may even develop diseases that are related to the diet. Obesity is a serious concern because it is associated with poorer health outcomes.
Requirements
1)
Literature review that clearly describes and assesses the problem, its magnitude, causes and determinants, and discusses prevention and intervention strategies
2)
To use
primary or secondary data analysis
to describe the health status or health care needs of a defined population and identify environmental or personal risk factors which threaten or enhance health.
In particular, the underlined one in point 2. The relevant 2nd data analysis is meta-analysis,
*** All reference must be journals from Pub Med or World cat international Library (
critically review, synthesise and interpret published literature on a public health topic)
***500 words, APA references style
.
Tourism Development in Kuwait Reality and FutureThe gover.docx
Tourism Development in Kuwait: Reality and Future
The government of Kuwait is keen to promote Kuwait’s tourisms sector and develop it as a way to diversity sources of income and create more opportunities for young people. The inauguration conference on tourism titled “Tourism and Development: Reality and Outlook” was held at JW Marriott Hotel at the end of March 2016. The event was held under the motto “Tourism is a need and a purpose” and was organized by the Information Ministry’s Tourism Sector and Leaders Group for Consulting and Development. The Minister of Information and Minister of State for Youth Affairs attended the conference.
The government plans to develop Kuwaiti’s tourism strategy and implement many vital projects, including diverse cultural activities undertaken by the Ministry of Information’s tourism sector and the National Council for Culture, Arts and Letters. The main goal is to make Kuwait a global touristic destination with its historical, archeological, and cultural legacy. At the conference ministers agreed that tourism development is important for the country’s economic and financial development, especially for jobs creation. The vital role of tourism and the entertainment industry as an important outlet for the social, cultural and local sectors was emphasized. It was concluded that tourism development is urgently needed in Kuwait, especially since most countries worldwide-adopt tourism as an integral part of their national economies.
You will need to do the following:
1)
1- Identify and describe the existing tourism attractions in Kuwait that in your opinion would be of the biggest interest to potential tourists coming to Kuwait (Arab and non-Arab tourists; Muslim and non-Muslim tourists). (
You can see on instagram “
@mashro3y_q8y
” this person he posts videos about the future developments in Kuwait )
2)
2- Identify the
attractions that are missing in Kuwait
and which in your opinion should be developed/created in order to draw attention of international tourists. (First
thing that should be developed is the
airport
,
entertaments, new waterparks + beach activities + museum’s + use the islands)
3)
3- Justify why these attractions should be introduced.
(Decrease in oil prices and we don’t have anything to rely on. Only oil)
4)
4- Develop a specific international marketing strategy (product, price, promotion, and people) that would promote Kuwait as a new tourism destination, develop its unique image, and encourage tourists to come. (
Important
)
5)
5- Compile a bibliography on your topic. Select
minimum five references
, including academic journal articles (by accessing the GUST online library) and articles from daily newspapers. All references must be cited in the main body of your assignment and in the References List.
6)
66- Your assignment should
start
with the
title
of the project. You should conform to the
APA
(American Psychological Association) style of writing and clearly type.
Topic Securing the crime scene and crime scene searchResear.docx
Topic:
Securing the crime scene and crime scene search
Research Paper and PowerPoint Presentation
Students will complete a Research Paper and PowerPoint Presentation during the course of this class. The paper should be a minimum of 2000 words in length, excluding cover page, abstract, and reference pages. The presentation is to be a PowerPoint with seven slides, and this will primarily focus on a specific crime scene investigation topic.
Graduate level
APA STYLE
SCHOLARLY AND PEER REVIEWED SOURCES
.
Topic Worldview AnalysisQuestionPrompt After reviewing the .docx
Topic:
Worldview Analysis
Question/Prompt:
After reviewing the Reading & Study material on the emergence of the Religious Right, you will gain a clearer understanding of the worldview underlying the movement. Compare/Contrast the worldview of the Religious Right, at the time of its founding, to your current worldview. Your answer must be at least 250 words.
.
Topic Water and Real EstateWrite a 1 page reviewcommentary o.docx
Topic:
Water and Real Estate
Write a 1 page review/commentary on an article from a magazine, newspaper, Wall Street Journal, etc. on the following topics. Due dates are listed below. This should be a news item and not from a site defining a term or concept such as Wikipedia, etc.
The review should be typed and no longer than 1 page. Also include a copy of the article or a way to access it, like a web address.
.
Topic Influence of Foot Binding in Chinese Women During the 20th .docx
Topic:
Influence of Foot Binding in Chinese Women During the 20th Century
In the paper
you must present your thesis statement (your main argument), supported by well-organized evidences from your research(in the annotated bibliography).
You can also elaborate your response journal, but you have to use the article plus research tool.
THe papaer should be 15 pages double spaced, do not plagerize because will be checked by computer software.
For paper: It must show:
1.
Clear and original thesis: (The practice of footbinding is a violation of human right although it's a part of chinese culture)
2. Use evidence from your research to support your thesis
3. Comprehensive and to-the-point analysis of the evidence to support the main thesis
4. Good format (including notes and bibliography) and organization of the paper.
5.
Helpful Tips:
* Remember
Critical analysis is NOT:
1.
A summary.
2.
Broad generalizations without further support and analysis
3.
Citing long quotes from the readings without analyzing them or explaining their importance to you or to us
.
Topic Impact of Bring Your Device (BYOD) at workplace Analys.docx
Topic
Impact of Bring Your Device (BYOD) at workplace
Analysis of Impact Draft
This week, you will submit your Analysis of Impact draft (roughly four pages, using APA format).
This portion of the Course Project provides an analysis of the chosen technology’s influence on society considering all of the following components:
Social
How has this technology been received, accepted, or rejected? Why? Is it feared or favored? What is the attitude toward change? How are the developers trying to sell the technology to the general public? Look at attitudes, feelings (emotions), behaviors, personality, and the ways humans change as a result of this technology. What is being thought, and why? Is the human mind impacted? How? Are interactions between people changing as a result? Who is included or excluded, and why? Use Maslow’s hierarchy of needs, Piaget, or some other theorist. What psychological needs are met by the technology (e.g., cell phones once granted status and now promote a sense of belonging or connectedness) or created by the technology? Consumerism?
Look at groups and organizations that have arisen and prospered because of this technology. Are these groups supportive or antagonistic, and why? (An example is genetically modified foods [GMOs] and the backlash against the Monsanto corporation. Another is cochlear implants that allow the deaf to hear yet reduce the deaf population that calls itself a community.) How does the technology change society, or how does society change in response to the technology? What factors in society led to the development in the first place? What do class, gender roles, race, norms, and the like mean in this context? Who will benefit from the technology, and who might be harmed (this might also belong in the ethics and morals section)? For example, prosthetics enable people to participate more fully and actively in society (some people compete in triathlons and marathons), and war has brought about the need for advances in prosthetic technology as casualties with missing limbs return home to the United States. Look at the workplace, new companies, and/or jobs created, jobs lost (or save this for the economics section, perhaps). Look at roles—subgroups, people’s interpersonal and intrapersonal relationships. Consider crime, healthcare, and schools. Surveillance cameras, for example, have recently been installed in New York City, and the result has been a decrease in the amount of crime, purse-snatching, pickpocketing, and so forth. Yet some fear the big-brother effect of always being watched and tracked, as well as concerns over “who will guard the guards.”
Cultural
This is a really important section. Consider the elements that comprise the culture and subcultures. Compare the United States' use of the technology with that of other nations around the world. What is it about Americans that brings about innovation, or has America declined in terms of technical innovation, scientific research, and developme.
Topic Individuals currently have a rather interesting status with.docx
Topic:
Individuals currently have a rather interesting status within international law. They are theoretically subjects to IL, but not fully. This is because they are bound by certain international obligations in which they are held accountable individually. However, they still need, largely at the very least, the State (s) to enforce their rights (human rights for example). Discuss the process of development of legal personality of the individual in international law before and after the twentieth century.
In your text, make sure you:
Reference correctly
(in-text references and quotations please, may use footnote) AND present a bibliography at the end. No specific format necessary, as long as formatting is correct and consistent throughout the paper.
Answer the questions relating to the reading material
Show the importance of what you are writing
Link/ connect your ideas clearly
Organize your text (introduction, development and conclusion)
Only include relevant information
Provide examples
When developing your paper, be attentive to answering these questions
:
How was the status of the individual under IL before 20th century? (exception to the rule?)
How is it currently?
Landmarks of the change?
Why the change?
How is the status of the individuals different when compared to the States, IOs, NGOs?
Prospects for the future?
Your opinion.
I expect each student to develop their answer using the textbook (or any other resource offered by the instructor). All sources used NEED TO BE REFERENCED PROPERLY. Failing to reference and cite is considered a grave mistake and will have work grade reduced significantly. Two points deduction for all source not properly cited, and works without references at all receive a zero (0). There is no specific format to be used in the referencing, student may choose the format, as long as it is academic. I just need the information of where you are getting your information. All information used taken from source NEED references (direct citations or indirect paraphrase:when you mention an author’s idea without citing it literally). All sources used need (Name of the author, page #, year) and quotation marks when it is a citation.
All work need a final bibliography as well. Two points deduction for works without final bibliography.
.
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