WORLD RELIGIONS – REL 212 World ReligionsHINDUISM & JAINIS.docx
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WORLD RELIGIONS – REL 212 World Religions HINDUISM & JAINISM WEEK 2 Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 2 - Sources BUDDHISM WEEK 3 Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 3 - Sources DAOISM & CONFUCIANISM WEEK 4 Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 4 - Sources WEEK 5 SHINTO Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 5 - Sources WEEK 6 JUDAISM Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 6 - Sources WEEK 7 CHRISTIANITY Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 7 - Sources WEEK 8 ISLAM Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 8 - Sources WEEK 9 SIKHISM Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 9 - Sources WEEK 10 NEW RELIGIOUS MOVEMENTS Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 10 - Sources . .
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Please type in the information on the chart provided below WEEK 2 O.docx
The document provides instructions for a student to fill out a chart with information about the cosmogony, nature of god/creator, view of human nature, view of good and evil, view of salvation, view of afterlife, practices and rituals, and celebrations/festivals of Hinduism and Jainism for Week 2. The student is also directed to cite sources at the bottom of the chart for Week 2. Similar instructions are provided for other world religions to be covered in subsequent weekly charts.
FINAL FILM LISTSinging in the Rain (1952) Dr. Zhivag.docx
FINAL FILM LIST
Singing in the Rain (1952)
Dr. Zhivago (1965)
On the Waterfront (1954)
The Graduate (1967)
Rebel Without a Cause (1955)
2001: A Space Odyssey (1968)
French Connection (1971)
Raging Bull (1980)
The Godfather (1972)
Gandhi (1982)
Annie Hall (1977)
Platoon (1986)
Forrest Gump (1994)
Moulin Rouge (2001)
Saving Private Ryan (1998)
Good Night and Good Luck (2005)
American Beauty (1999)
Slum Dog Millionaire (2008)
Inglourious Basterds (2009)CRITIQUE
1) Name of Film, Director, 2 leading actors and the name of their roles. (5 pts)
2) Give a plot synopsis. (Name leading characters and major action in half page)(10 pts)
3)
What was the theme or underlying message? (State in 1 sentence) (10 pts)
4)
Discuss the visual elements of the film (Discuss each element and cite 1 specific example for each in individual paragraphs.) (24 pts)
Scenery:
Costumes:
Lighting:
Props:
5)
Discuss one symbol used to tell the story and what it represented? (5 pts)
6)
What choices were made in the placement of the camera and why? (21 pts)
Long Shot:
High Angle:
Medium shot:
Eye Level:
Close-up:
Low Angle:
Dolly or Crane shot:
7)
Describe where sound effects, music and film editing strongly affect the mood and rhythm of the film. (Discuss each in an individual paragraph citing 1 specific example for each. (10 pts)
8) Critique the film using Goethe’s three questions. This is an exercise in critical thinking and each question requires discussion not a one sentence statement. (15 pts)
Select one of the films above for your Final Critique. You may select a second one to replace a lower critique grade. The Replacement Critique is due with the Final Critique.
This critique should be typed in size 12 font, double spaced and no less (hopefully more) than 3 pages in length. Submit your critique under the button on the Main Menu and attach it in an e-mail to me in as a back-up.
[email protected]
WORLD RELIGIONS – REL 212 World Religions
HINDUISM & JAINISM
WEEK 2
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good & Evil
View of Salvation
View of After Life
Practices and Rituals
Celebrations & Festivals
Hinduism:
As in most ancient religions, many of the Hindu holidays are based on the cycle of nature. They mark the change of seasons, celebrate the harvest, and encourage fertility of the land. Others are dedicated to a particular deity, such as Shiva or Ganesh.
Jainism:
Jains rituals can be divided broadly in two parts: Karya (Obligations which are followed) and Kriya (Worships which are performed)
Week 2 - Sources
http://enloehs.wcpss.net/projects/mjohnson/religions/daoism.htm
http://www.faithresource.com/showcase/confucianism/confucianismoverview.htm
http://moreaboutdaoism.weebly.com/holidays-and-festivals.html
· http://www.sacu.org/daoenv.html
BUDDHISM
WEEK 3
Cosmogony - Origin of the Universe
Nature ...
THESE ARE THE RELIGIONS WE TALKED ABOUT THIS SEMESTERWORLD R
THESE ARE THE RELIGIONS WE TALKED ABOUT THIS SEMESTER
WORLD RELIGIONS – REL 212 World Religions
HINDUISM & JAINISM
WEEK 2
Cosmogony - Origin of the Universe
No specific origin or founder
Nature of God/Creator
Gods are in male and female form and represent many different things
View of Human Nature
Karma, what comes around goes around
View of Good & Evil
good actions have good effects, bad actions have bad effects
View of Salvation
Moksha is when an enlightened human being is freed from the cycle of life-and-death (the endless cycle of death and reincarnation) and comes into a state of completeness. He then becomes one with God.
View of After Life
Samsara-reincarnation
Practices and Rituals
Sculptures;images;Home shrines;Meditation;Ayurveda;Hatha Yoga;Kundalini Yoga;Puja (Pooja)
Celebrations & Festivals
Raksha Bandhan;Krishna Janmashthami;Ganesh Chaturthi;Shiv Ratri;The Onam Carnival;Vasant Panchami;Guru Purnima;Karwa Chauth;Bhai Dooj;Vasanta Navaratri;The Kumbh & Ardhkumbh
Week 2 - Sources
http://www.hinduwisdom.info/Hindu_Cosmology.htm
BUDDHISM
WEEK 3
Cosmogony - Origin of the Universe
Beginning of this world and of life is inconceivable, since they have neither beginning nor end
Nature of God/Creator
do not believe in the concept of a personal God
View of Human Nature
Dependent origination, or dependent arising, is a formulation that is central to Buddhist philosophy
View of Good & Evil
Conditions which arise in the mind, producing results initially in the mind, and from there to external actions and physical features. Good and evil are innate, inseparable aspects of life.
View of Salvation
Salvation is liberation from such bondage through the transformation of our consciousness and our awakening to our true nature. The Buddhist path to salvation does not go through prayers, but is rather based on deeds including mental culture through meditation. For a Buddhist salvation is reaching Nirvana.
View of After Life
The Buddhist view is that there is no soul, as it is understood in the Judeo-Christian or scholastic philosophy traditions. after death one is either reborn into another body (reincarnated) or enters nirvana
Practices and Rituals
Meditation;Mantras;Mudras;Prayer wheels
Celebrations & Festivals
• Buddhist New Year
• Buddha's Birthday is known as Vesak or Visakah Puja
• Songkran-(essentially a cleansing of life by cleaning homes and washing clothes etc.)
• The Ploughing Festival(May, when the moon is half-full, two white oxen pull a gold painted plough, followed by four girls dressed in white who scatter rice seeds from gold and silver baskets. This is to celebrate the Buddha's first moment of enlightenment)
• Loy Krathong: When the rivers and canals are full of water, this festival takes place in all parts of Thailand on the full moon night of the twelfth ...
RELIGION HinduismWeek 2a Your nameCosmogony – View(s) o.docx
This document provides an outline for comparing the religious beliefs and practices of Hinduism and Jainism. For each religion, it lists the key areas to be summarized, including views on the origin of the universe, the sacred, human nature, morality, salvation, the afterlife, practices and rituals, and celebrations. However, it does not provide any actual details about the beliefs and instead leaves the sources and descriptions to be filled in.
World Religions Chart(Student’s Name)(Professo.docx
World Religions Chart
(Student’s Name)
(Professor’s Name)
(Course Title)
(Date of Submission)
WORLD RELIGIONS – REL 212 World Religions
HINDUISM &JAINISM
WEEK 2
Cosmogony - Origin of the Universe
This religion believes in reincarnation and as a result of the cycles the origin of the universe cannot be clearly stated. Still, this chaos of births and deaths is controlled by three Gods, brahma, Vishnu and Shiva.
Nature of God/Creator
Brahma, Vishnu, and Shiva are responsible for holding the world together. Brahma creates a world which is preserved by Vishnu and Shiva destroys the world so it can be rebuilt again,
View of Human Nature
Humans have a ritualistic life, giving proper sacrifices to thegods, get married and have children. Humans then live their lives according to the teachings of the religious texts.
View of Good & Evil
Good and evil are viewed on a lens of relativity. As such, depending on the point of view, what is good or evil changes. What brings happiness is termed good and that which brings pain is evil. This then states that what is good or evil is simply a matter of the mind.
View of Salvation
Called moksha, it involves attainment of enlightenment and being liberated from the cycle of life and death.
View of After Life
The belief in reincarnation means that life after death is believed to be the rebirth into a new body.
Practices and Rituals
Yoga an enabler of meditation, puja which is relating to a divine object in the morning.
Celebrations & Festivals
Holi is a time for merrymaking, Shiva ratri to celebrate the goddess and Diwali which can also be new year’s eve.
Week 2 - Sources
Robinson, J. B. (2004). Hinduism. Philadelphia: Chelsea House Publishers.
Jacobs, S. (2010). Hinduism today.
BUDDHISM
WEEK 3
Cosmogony - Origin of the Universe
With his belief in cycles and birth, Buddha stated that determining the origin of the universe is inconceivable and cannot be explained. Buddha said of humans hunger to find the origin of everything as a poverty of thoughts.
Nature of God/Creator
Buddhism does not recognize the existence of a creator and present mankind as the vessels to their own destiny.
View of Human Nature
Buddhism teachings elaborate on self-originating change to oneself through meditation and following the teachings of Buddha. Meditation helps in training the mind which can then gain control of the body as a result. This enables the mind to be fully aware of thoughts and actions and promotes compassion towards others. The aim of humans is to attain a state of total enlightenment.
View of Good & Evil
Buddhism originates good and evil from human preference. As a result, overcoming evil is simply done by changing preference. Evil stems from a bout of desire. A tenet of Buddhism is the eight-fold path. Adhering to this will take away the desire that would have caused evil.
View of Salvation
Buddhism is about attaining a state of enlightenment, an understanding of oneself and the readiness and .
jainismandjsmcintrobydd-120521060817-phpapp02.pdf
This document provides information about Jainism and the Jain Society of Metropolitan Chicago (JSMC). It begins with an agenda for the document, which includes sections on Jainism as a religion, its principles and philosophies, key figures like Mahavira, symbols, practices, and how it compares to other world religions. It then discusses Jainism as a way of life, including daily practices and beliefs. Another section talks about Jainism in the USA and the history of JSMC in Chicago. The document aims to educate about the basic tenets and teachings of Jainism.
ReligionCosmogony - Origin of the Universe Nature of GodCreat.docx
Religion
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good and Evil
View of “Salvation”
View of After Life
Practices and Rituals
Celebrations and Festivals
Week 1
Indigenous Peoples
Most indigenous peoples have creation stories where they believe the Creator or Great Father in the Sky made the earth, the animals and all humans, e.g., the union of Sky Father and Earth Mother. Fisher, 2014, p. 36
Indigenous religions are typically polytheistic and pantheistic, involving a belief that the divine is manifested throughout the physical realm, often involving a supreme god, e.g., Great Spirit. They believe the dark gods of the spirit world are the ones to be afraid of or to placate. Indigenous peoples believe in the importance of maintaining a right relationship with the creator god and the numerous gods governing natural phenomena and forces. Fisher, 2014, p. 40
Indigenous peoples consider themselves connected to all forms of life due to their pantheistic world view. They acknowledge a Circle of Right Relationships, requiring them to respectively cultivate and maintain order among all forms of life and the natural order. Humans are seen as capable of good or bad and under the influence of curses, vows, incantations, or evil spirits. In this sense, they may be animistic. Many have a special shaman or witch doctor who is supposed to help them connect to the spirit world. Fisher, 2014, pp. 34-36, 39 – 52.
Indigenous peoples recognize that both benevolent and malevolent forces exist in the spiritual realm. These forces can have an impact upon individuals, circumstance and events in the physical world.
Good and evil are seen as forces that compete for dominance in a person and in the world. Sometimes there is an ethnocentric idea that ‘our’ group is the good one and all outsiders are ‘bad’. This idea can lead to wars and conflicts. Fisher, 2014, pp. 41, 44 – 46, 51 - 52
The idea of the path or the way or a lifeway is their main idea of salvation. It is the path to the good. This idea is closely aligned with a responsibility for nature and this world, connected with the idea of the Circle of Right Relationships and the holistic connection among all things in the natural world. Oneness with nature is for some seen as a goal of life. Others see ‘salvation’ as surviving and not being defeated by the dark spirits, thus having a long life. Fisher, 2014, pp. 39 - 48
Many indigenous peoples acknowledge a spiritual existence in the afterlife, evidenced by rituals and practices surrounding ancestor veneration. Some groups have a notion of an afterlife, but others do not. For example, some Native American groups believe in a “Happy Hunting Ground’ or that one goes to be with the ancestors and/or the Great Spirit. Many indigenous peoples are terrified of death and use their rituals to ward it off. Fisher, 2014, pp.40 – 41, 53 - 55
Varies by country or group. Some have animal sacrifices or smoke variou ...
RELIGION ShintoWeek 5a Your nameCosmogony – View of Ori.docx
RELIGION: Shinto Week: 5a Your name:
Cosmogony – View of Origin of the universe:
Sources:
View of the Nature of the Sacred (i.e., of “God,” “Ultimate Reality,” “gods,” “spirits,” “forces, … whatever term it uses):
Sources:
View of Human Nature; Understanding of Humanity:
Sources:
View of Good /Evil, Right/Wrong; Morality; Key Values:
Sources:
View of “Salvation,” “Fulfillment,” “Attainment of Life’s Purpose”:
Sources:
View of death and “afterlife” (if any):
Sources:
Key Practices and Rituals:
Sources:
Celebrations and Festivals:
Sources:
RELIGION: Zoroastrianism Week: 5b Your name:
Cosmogony – View of Origin of the universe:
Sources:
View of the Nature of the Sacred (i.e., of “God,” “Ultimate Reality,” “gods,” “spirits,” “forces, … whatever term it uses):
Sources:
View of Human Nature; Understanding of Humanity:
Sources:
View of Good /Evil, Right/Wrong; Morality; Key Values:
Sources:
View of “Salvation,” “Fulfillment,” “Attainment of Life’s Purpose”:
Sources:
View of death and “afterlife” (if any):
Sources:
Key Practices and Rituals:
Sources:
Celebrations and Festivals:
Sources:
...
Recommended
Please type in the information on the chart provided below WEEK 2 O.docx
The document provides instructions for a student to fill out a chart with information about the cosmogony, nature of god/creator, view of human nature, view of good and evil, view of salvation, view of afterlife, practices and rituals, and celebrations/festivals of Hinduism and Jainism for Week 2. The student is also directed to cite sources at the bottom of the chart for Week 2. Similar instructions are provided for other world religions to be covered in subsequent weekly charts.
FINAL FILM LISTSinging in the Rain (1952) Dr. Zhivag.docx
FINAL FILM LIST
Singing in the Rain (1952)
Dr. Zhivago (1965)
On the Waterfront (1954)
The Graduate (1967)
Rebel Without a Cause (1955)
2001: A Space Odyssey (1968)
French Connection (1971)
Raging Bull (1980)
The Godfather (1972)
Gandhi (1982)
Annie Hall (1977)
Platoon (1986)
Forrest Gump (1994)
Moulin Rouge (2001)
Saving Private Ryan (1998)
Good Night and Good Luck (2005)
American Beauty (1999)
Slum Dog Millionaire (2008)
Inglourious Basterds (2009)CRITIQUE
1) Name of Film, Director, 2 leading actors and the name of their roles. (5 pts)
2) Give a plot synopsis. (Name leading characters and major action in half page)(10 pts)
3)
What was the theme or underlying message? (State in 1 sentence) (10 pts)
4)
Discuss the visual elements of the film (Discuss each element and cite 1 specific example for each in individual paragraphs.) (24 pts)
Scenery:
Costumes:
Lighting:
Props:
5)
Discuss one symbol used to tell the story and what it represented? (5 pts)
6)
What choices were made in the placement of the camera and why? (21 pts)
Long Shot:
High Angle:
Medium shot:
Eye Level:
Close-up:
Low Angle:
Dolly or Crane shot:
7)
Describe where sound effects, music and film editing strongly affect the mood and rhythm of the film. (Discuss each in an individual paragraph citing 1 specific example for each. (10 pts)
8) Critique the film using Goethe’s three questions. This is an exercise in critical thinking and each question requires discussion not a one sentence statement. (15 pts)
Select one of the films above for your Final Critique. You may select a second one to replace a lower critique grade. The Replacement Critique is due with the Final Critique.
This critique should be typed in size 12 font, double spaced and no less (hopefully more) than 3 pages in length. Submit your critique under the button on the Main Menu and attach it in an e-mail to me in as a back-up.
[email protected]
WORLD RELIGIONS – REL 212 World Religions
HINDUISM & JAINISM
WEEK 2
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good & Evil
View of Salvation
View of After Life
Practices and Rituals
Celebrations & Festivals
Hinduism:
As in most ancient religions, many of the Hindu holidays are based on the cycle of nature. They mark the change of seasons, celebrate the harvest, and encourage fertility of the land. Others are dedicated to a particular deity, such as Shiva or Ganesh.
Jainism:
Jains rituals can be divided broadly in two parts: Karya (Obligations which are followed) and Kriya (Worships which are performed)
Week 2 - Sources
http://enloehs.wcpss.net/projects/mjohnson/religions/daoism.htm
http://www.faithresource.com/showcase/confucianism/confucianismoverview.htm
http://moreaboutdaoism.weebly.com/holidays-and-festivals.html
· http://www.sacu.org/daoenv.html
BUDDHISM
WEEK 3
Cosmogony - Origin of the Universe
Nature ...
THESE ARE THE RELIGIONS WE TALKED ABOUT THIS SEMESTERWORLD R
THESE ARE THE RELIGIONS WE TALKED ABOUT THIS SEMESTER
WORLD RELIGIONS – REL 212 World Religions
HINDUISM & JAINISM
WEEK 2
Cosmogony - Origin of the Universe
No specific origin or founder
Nature of God/Creator
Gods are in male and female form and represent many different things
View of Human Nature
Karma, what comes around goes around
View of Good & Evil
good actions have good effects, bad actions have bad effects
View of Salvation
Moksha is when an enlightened human being is freed from the cycle of life-and-death (the endless cycle of death and reincarnation) and comes into a state of completeness. He then becomes one with God.
View of After Life
Samsara-reincarnation
Practices and Rituals
Sculptures;images;Home shrines;Meditation;Ayurveda;Hatha Yoga;Kundalini Yoga;Puja (Pooja)
Celebrations & Festivals
Raksha Bandhan;Krishna Janmashthami;Ganesh Chaturthi;Shiv Ratri;The Onam Carnival;Vasant Panchami;Guru Purnima;Karwa Chauth;Bhai Dooj;Vasanta Navaratri;The Kumbh & Ardhkumbh
Week 2 - Sources
http://www.hinduwisdom.info/Hindu_Cosmology.htm
BUDDHISM
WEEK 3
Cosmogony - Origin of the Universe
Beginning of this world and of life is inconceivable, since they have neither beginning nor end
Nature of God/Creator
do not believe in the concept of a personal God
View of Human Nature
Dependent origination, or dependent arising, is a formulation that is central to Buddhist philosophy
View of Good & Evil
Conditions which arise in the mind, producing results initially in the mind, and from there to external actions and physical features. Good and evil are innate, inseparable aspects of life.
View of Salvation
Salvation is liberation from such bondage through the transformation of our consciousness and our awakening to our true nature. The Buddhist path to salvation does not go through prayers, but is rather based on deeds including mental culture through meditation. For a Buddhist salvation is reaching Nirvana.
View of After Life
The Buddhist view is that there is no soul, as it is understood in the Judeo-Christian or scholastic philosophy traditions. after death one is either reborn into another body (reincarnated) or enters nirvana
Practices and Rituals
Meditation;Mantras;Mudras;Prayer wheels
Celebrations & Festivals
• Buddhist New Year
• Buddha's Birthday is known as Vesak or Visakah Puja
• Songkran-(essentially a cleansing of life by cleaning homes and washing clothes etc.)
• The Ploughing Festival(May, when the moon is half-full, two white oxen pull a gold painted plough, followed by four girls dressed in white who scatter rice seeds from gold and silver baskets. This is to celebrate the Buddha's first moment of enlightenment)
• Loy Krathong: When the rivers and canals are full of water, this festival takes place in all parts of Thailand on the full moon night of the twelfth ...
RELIGION HinduismWeek 2a Your nameCosmogony – View(s) o.docx
This document provides an outline for comparing the religious beliefs and practices of Hinduism and Jainism. For each religion, it lists the key areas to be summarized, including views on the origin of the universe, the sacred, human nature, morality, salvation, the afterlife, practices and rituals, and celebrations. However, it does not provide any actual details about the beliefs and instead leaves the sources and descriptions to be filled in.
World Religions Chart(Student’s Name)(Professo.docx
World Religions Chart
(Student’s Name)
(Professor’s Name)
(Course Title)
(Date of Submission)
WORLD RELIGIONS – REL 212 World Religions
HINDUISM &JAINISM
WEEK 2
Cosmogony - Origin of the Universe
This religion believes in reincarnation and as a result of the cycles the origin of the universe cannot be clearly stated. Still, this chaos of births and deaths is controlled by three Gods, brahma, Vishnu and Shiva.
Nature of God/Creator
Brahma, Vishnu, and Shiva are responsible for holding the world together. Brahma creates a world which is preserved by Vishnu and Shiva destroys the world so it can be rebuilt again,
View of Human Nature
Humans have a ritualistic life, giving proper sacrifices to thegods, get married and have children. Humans then live their lives according to the teachings of the religious texts.
View of Good & Evil
Good and evil are viewed on a lens of relativity. As such, depending on the point of view, what is good or evil changes. What brings happiness is termed good and that which brings pain is evil. This then states that what is good or evil is simply a matter of the mind.
View of Salvation
Called moksha, it involves attainment of enlightenment and being liberated from the cycle of life and death.
View of After Life
The belief in reincarnation means that life after death is believed to be the rebirth into a new body.
Practices and Rituals
Yoga an enabler of meditation, puja which is relating to a divine object in the morning.
Celebrations & Festivals
Holi is a time for merrymaking, Shiva ratri to celebrate the goddess and Diwali which can also be new year’s eve.
Week 2 - Sources
Robinson, J. B. (2004). Hinduism. Philadelphia: Chelsea House Publishers.
Jacobs, S. (2010). Hinduism today.
BUDDHISM
WEEK 3
Cosmogony - Origin of the Universe
With his belief in cycles and birth, Buddha stated that determining the origin of the universe is inconceivable and cannot be explained. Buddha said of humans hunger to find the origin of everything as a poverty of thoughts.
Nature of God/Creator
Buddhism does not recognize the existence of a creator and present mankind as the vessels to their own destiny.
View of Human Nature
Buddhism teachings elaborate on self-originating change to oneself through meditation and following the teachings of Buddha. Meditation helps in training the mind which can then gain control of the body as a result. This enables the mind to be fully aware of thoughts and actions and promotes compassion towards others. The aim of humans is to attain a state of total enlightenment.
View of Good & Evil
Buddhism originates good and evil from human preference. As a result, overcoming evil is simply done by changing preference. Evil stems from a bout of desire. A tenet of Buddhism is the eight-fold path. Adhering to this will take away the desire that would have caused evil.
View of Salvation
Buddhism is about attaining a state of enlightenment, an understanding of oneself and the readiness and .
jainismandjsmcintrobydd-120521060817-phpapp02.pdf
This document provides information about Jainism and the Jain Society of Metropolitan Chicago (JSMC). It begins with an agenda for the document, which includes sections on Jainism as a religion, its principles and philosophies, key figures like Mahavira, symbols, practices, and how it compares to other world religions. It then discusses Jainism as a way of life, including daily practices and beliefs. Another section talks about Jainism in the USA and the history of JSMC in Chicago. The document aims to educate about the basic tenets and teachings of Jainism.
ReligionCosmogony - Origin of the Universe Nature of GodCreat.docx
Religion
Cosmogony - Origin of the Universe
Nature of God/Creator
View of Human Nature
View of Good and Evil
View of “Salvation”
View of After Life
Practices and Rituals
Celebrations and Festivals
Week 1
Indigenous Peoples
Most indigenous peoples have creation stories where they believe the Creator or Great Father in the Sky made the earth, the animals and all humans, e.g., the union of Sky Father and Earth Mother. Fisher, 2014, p. 36
Indigenous religions are typically polytheistic and pantheistic, involving a belief that the divine is manifested throughout the physical realm, often involving a supreme god, e.g., Great Spirit. They believe the dark gods of the spirit world are the ones to be afraid of or to placate. Indigenous peoples believe in the importance of maintaining a right relationship with the creator god and the numerous gods governing natural phenomena and forces. Fisher, 2014, p. 40
Indigenous peoples consider themselves connected to all forms of life due to their pantheistic world view. They acknowledge a Circle of Right Relationships, requiring them to respectively cultivate and maintain order among all forms of life and the natural order. Humans are seen as capable of good or bad and under the influence of curses, vows, incantations, or evil spirits. In this sense, they may be animistic. Many have a special shaman or witch doctor who is supposed to help them connect to the spirit world. Fisher, 2014, pp. 34-36, 39 – 52.
Indigenous peoples recognize that both benevolent and malevolent forces exist in the spiritual realm. These forces can have an impact upon individuals, circumstance and events in the physical world.
Good and evil are seen as forces that compete for dominance in a person and in the world. Sometimes there is an ethnocentric idea that ‘our’ group is the good one and all outsiders are ‘bad’. This idea can lead to wars and conflicts. Fisher, 2014, pp. 41, 44 – 46, 51 - 52
The idea of the path or the way or a lifeway is their main idea of salvation. It is the path to the good. This idea is closely aligned with a responsibility for nature and this world, connected with the idea of the Circle of Right Relationships and the holistic connection among all things in the natural world. Oneness with nature is for some seen as a goal of life. Others see ‘salvation’ as surviving and not being defeated by the dark spirits, thus having a long life. Fisher, 2014, pp. 39 - 48
Many indigenous peoples acknowledge a spiritual existence in the afterlife, evidenced by rituals and practices surrounding ancestor veneration. Some groups have a notion of an afterlife, but others do not. For example, some Native American groups believe in a “Happy Hunting Ground’ or that one goes to be with the ancestors and/or the Great Spirit. Many indigenous peoples are terrified of death and use their rituals to ward it off. Fisher, 2014, pp.40 – 41, 53 - 55
Varies by country or group. Some have animal sacrifices or smoke variou ...
RELIGION ShintoWeek 5a Your nameCosmogony – View of Ori.docx
RELIGION: Shinto Week: 5a Your name:
Cosmogony – View of Origin of the universe:
Sources:
View of the Nature of the Sacred (i.e., of “God,” “Ultimate Reality,” “gods,” “spirits,” “forces, … whatever term it uses):
Sources:
View of Human Nature; Understanding of Humanity:
Sources:
View of Good /Evil, Right/Wrong; Morality; Key Values:
Sources:
View of “Salvation,” “Fulfillment,” “Attainment of Life’s Purpose”:
Sources:
View of death and “afterlife” (if any):
Sources:
Key Practices and Rituals:
Sources:
Celebrations and Festivals:
Sources:
RELIGION: Zoroastrianism Week: 5b Your name:
Cosmogony – View of Origin of the universe:
Sources:
View of the Nature of the Sacred (i.e., of “God,” “Ultimate Reality,” “gods,” “spirits,” “forces, … whatever term it uses):
Sources:
View of Human Nature; Understanding of Humanity:
Sources:
View of Good /Evil, Right/Wrong; Morality; Key Values:
Sources:
View of “Salvation,” “Fulfillment,” “Attainment of Life’s Purpose”:
Sources:
View of death and “afterlife” (if any):
Sources:
Key Practices and Rituals:
Sources:
Celebrations and Festivals:
Sources:
...
Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
11e
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
ELEVENTH EDITION
EMMETT J. VAUGHAN
THERESE M. VAUGHAN
VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman
EXECUTIVE EDITOR Joel Hollenbeck
CONTENT EDITOR Jennifer Manias
ASSISTANT EDITOR Courtney Luzzi
SENIOR EDITORIAL ASSISTANT Erica Horowitz
DIRECTOR OF MARKETING Amy Scholz
ASSISTANT MARKETING MANAGER Puja Katariwala
MARKETING ASSISTANT Mia Brady
SENIOR PRODUCT DESIGNER Allison Morris
SENIOR PRODUCTION MANAGER Janis Soo
ASSOCIATE PRODUCTION MANAGER Joel Balbin
COVER DESIGNER Kenji Ngieng
COVER CREDIT Bart Sadowski/iStockphoto
This book was set in 10/12 Cheltenham Light by Aptara, Corp. and printed and bound
by Courier/Kendallville. The cover was printed by Courier/Kendallville.
The book is printed on acid-free paper ©∞.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and
understanding for more than 200 years, helping people around the world meet their needs
and fulfill their aspirations. Our company is built on a foundation of principles that include
responsibility to the communities we serve and where we live and work. In 2008, we launched
a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic,
and ethical challenges we face in our business. Among the issues we are addressing are carbon
impact, paper specifications and procurement, ethical conduct within our business and among
our vendors, and community and charitable support. For more information, please visit our
website: www.wiley.com/go/citizenship.
Copyright c© 2014, 2008, 2003, and 1999 John Wiley & Sons, Inc. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, scanning
or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States
Copyright Act, without either the prior written permission of the Publisher, or
authorization through payment of the appropriate per-copy fee to the Copyright
Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com.
Requests to the Publisher for permission should be addressed to the Permissions Department,
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011,
fax (201)748- 6008, website http://www.wiley.com/go/permissions.
Evaluation copies are provided to qualified academics and professionals for review purposes
only, for use in their courses during the next academic year. These copies are licensed and may
not be sold or transferred to a third party. Upon completion of the review period, please return
the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are
available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for us.
Fungi reproduce ___________________________ by fragmentation, buddin.docx
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docx
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Behavior Assessment ExampleStudent NameInes SalazarD.docx
Functional Behavior Assessment Example
Student Name:Ines SalazarDate: ____ 10-22-2017_______
Age: 5 yrs, 6 mosCase Manager: _______Yvonne Jackson____
Description of Behavior:
Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
Settings in which Behavior Occurs:
All Classes
Frequency:
3-4 days in a row, 2-3 times a month.
Intensity (Consequences of problem behavior on student, peers, instructional environment):
Significant reduction in completed work and alienation from peers.
Previous Interventions:
Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program.
Educational Impact:
Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations.
Social/Emotional Development:
Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked.
Cognitive Development:
Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her.
Reinforcement:
Student receives 1:1, and more frequent attention from the teacher.
Home Factors:
Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior.
Communication:
Withdrawal; may tell others to leave her alone.
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan Example
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
A. During free time, interacts with other students and staff 90% of the time.
B. Goes to lunch in the cafeteria without supervision 90% of the time.
C. On task 90% of the time.
D. Completes assigned work 90% of the time.
A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started.
B. Daily monito.
Functional Requirements Document TemplateVersionDescription .docx
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docx
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docx
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docx
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docx
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
.
From your readings in Chapter 4, choose one of the organizational sy.docx
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
From your daily briefs, Kaiser Health News Morning Briefing or P.docx
From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.
List the interest groups that are mentioned in the brief and what their interest is in the piece.
Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.
.
From the perspective of the public safety field youre in, aspire to.docx
From the perspective of the public safety field you're in, aspire to be in, or have researched, discuss what activity(s) performed by someone in that field are most likely to result in claims of civil liability against the individual, organization, or both. What, if any measures could be taken by the individual or organization to minimize those risks. What factors could leave an individual personally liable for damages related to the claim.
.
From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docx
From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development?
The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained?
APA format minimum 2 scholarly articles
.
From the end of Chapter 14, complete Discussion Question 3 What are.docx
From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach?
Required Resources
Text
Bozarth, C. C., & Handfield, R. B. (2016).
Introduction to operations and supply chain management
(4th ed.). Upper Saddle River, NJ: Pearson.
Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
.
From the e-Activity, take a position on this statement People that .docx
From the e-Activity, take a position on this statement: People that resist using online social networks such as Facebook and Twitter are an unusual minority in this country. Support your position with one or two examples.
Discuss the value of seeing an issue from different, and often opposing, points of view and the skills and knowledge you gained from taking this course.
.
From Chapter Seven How does horizontal growth differ from v.docx
From Chapter Seven:
How does horizontal growth differ from vertical growth as a corporate strategy? From concentric diversification?
From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docx
From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers.
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PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Fundamentals of Risk and InsuranceEmmEtt J. Vaughan • .docx
Fundamentals of
Risk and Insurance
EmmEtt J. Vaughan • thErEsE m. Vaughan
11e
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
■
FUNDAMENTALS OF
RISK AND INSURANCE
■
ELEVENTH EDITION
EMMETT J. VAUGHAN
THERESE M. VAUGHAN
VICE PRESIDENT & EXECUTIVE PUBLISHER George Hoffman
EXECUTIVE EDITOR Joel Hollenbeck
CONTENT EDITOR Jennifer Manias
ASSISTANT EDITOR Courtney Luzzi
SENIOR EDITORIAL ASSISTANT Erica Horowitz
DIRECTOR OF MARKETING Amy Scholz
ASSISTANT MARKETING MANAGER Puja Katariwala
MARKETING ASSISTANT Mia Brady
SENIOR PRODUCT DESIGNER Allison Morris
SENIOR PRODUCTION MANAGER Janis Soo
ASSOCIATE PRODUCTION MANAGER Joel Balbin
COVER DESIGNER Kenji Ngieng
COVER CREDIT Bart Sadowski/iStockphoto
This book was set in 10/12 Cheltenham Light by Aptara, Corp. and printed and bound
by Courier/Kendallville. The cover was printed by Courier/Kendallville.
The book is printed on acid-free paper ©∞.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and
understanding for more than 200 years, helping people around the world meet their needs
and fulfill their aspirations. Our company is built on a foundation of principles that include
responsibility to the communities we serve and where we live and work. In 2008, we launched
a Corporate Citizenship Initiative, a global effort to address the environmental, social, economic,
and ethical challenges we face in our business. Among the issues we are addressing are carbon
impact, paper specifications and procurement, ethical conduct within our business and among
our vendors, and community and charitable support. For more information, please visit our
website: www.wiley.com/go/citizenship.
Copyright c© 2014, 2008, 2003, and 1999 John Wiley & Sons, Inc. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, scanning
or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States
Copyright Act, without either the prior written permission of the Publisher, or
authorization through payment of the appropriate per-copy fee to the Copyright
Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, website www.copyright.com.
Requests to the Publisher for permission should be addressed to the Permissions Department,
John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030-5774, (201)748-6011,
fax (201)748- 6008, website http://www.wiley.com/go/permissions.
Evaluation copies are provided to qualified academics and professionals for review purposes
only, for use in their courses during the next academic year. These copies are licensed and may
not be sold or transferred to a third party. Upon completion of the review period, please return
the evaluation copy to Wiley. Return instructions and a free of charge return mailing label are
available at www.wiley.com/go/returnlabel. If you have chosen to adopt this textbook for us.
Fungi reproduce ___________________________ by fragmentation, buddin.docx
Fungi reproduce ___________________________ by fragmentation, budding, or producing spores.
10. In ___________________________ , pieces of hyphae grow into new mycelia.
11. The process of a parent cell undergoing mitosis and producing a new individual that pinches off,
matures, and separates from the parent is called ___________________________ .
12. When environmental conditions are right, a ___________________________ may germinate and
produce a threadlike ___________________________ that will grow into a mycelium.
13. Some hyphae grow away from the mycelium to produce a spore-containing structure called a
___________________________ .
14. In most fungi, the structures that support ___________________________ are the only part of the
fungus that can be seen.
15. Fungi may produce spores by ___________________________ or ___________________________ .
16. Many adaptations of fungi for survival involve ___________________________ .
17. ___________________________ protect spores and keep them from from drying out until they
are released.
18. A single puffball may produce a cloud containing as many as ___________________________ spores.
19. Producing a large number of spores increases a species’ chances of ___________________________ .
20. Fungal spores can be dispersed by ___________________________ , ___________________________ ,
and ___________________________ .
.
Full-Circle LearningMyLab™ Learning Full Circle for Mar.docx
Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100 new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling and teamwork.
• Decision-making simulations – NEW and improved feedback for students. Place your students
in the role of a key decision-maker! Simulations branch based on the decisions students make, providing
a variation of scenario paths. Upon completion students receive a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging videos that bring business concepts to
life and explore business topics related to the theory students are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new prompts, and a new tool
for students called Pearson Writer. A single location to develop and assess concept mastery
and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own
writing assignments, allowing you to exchange personalized feedback with students quickly and easily.
Writing Space can also check students’ work for improper citation or plagiarism by comparing it
against the world’s most accurate text comparison database available from Turnitin.
• Additional Features – Included with the MyLab are a powerful homework and test manager, robust
gradebook tracking, Reporting Dashboard, comprehensive online course content, and easily scalable
and shareable content.
http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
This page intentionally left blank
Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning C.
Functional Behavior Assessment ExampleStudent NameInes SalazarD.docx
Functional Behavior Assessment Example
Student Name:Ines SalazarDate: ____ 10-22-2017_______
Age: 5 yrs, 6 mosCase Manager: _______Yvonne Jackson____
Description of Behavior:
Student isolates herself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
Settings in which Behavior Occurs:
All Classes
Frequency:
3-4 days in a row, 2-3 times a month.
Intensity (Consequences of problem behavior on student, peers, instructional environment):
Significant reduction in completed work and alienation from peers.
Previous Interventions:
Counseling, verbal redirection to complete work, medications, parent conferences, student conferences, classroom behavior management program.
Educational Impact:
Severe academic failure, disruption of group projects and activities, lack of appropriate socialization and development of peer relations.
Social/Emotional Development:
Student appears depressed. She has previously been diagnosed and expresses subjective feelings of depression when asked.
Cognitive Development:
Student makes frequent negative self-statements about her academic ability, her self-worth, and how other students and adults feel about her.
Reinforcement:
Student receives 1:1, and more frequent attention from the teacher.
Home Factors:
Parents frequently make critical statements about Ines. They expect academic performance that is unrealistic, given student’s cognitive and academic ability levels. They have difficulty accepting what appears to be age-appropriate behavior.
Communication:
Withdrawal; may tell others to leave her alone.
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
© 2017. Grand Canyon University. All Rights Reserved.
Behavior Intervention Plan Example
Student Name: ______________________________________ Date: ______________
DOB: __________________ Case Manager: _______________________________________
Behavior
Goals
Interventions and Frequency of Intervention
Person Responsible
Goal/Intervention Review Notes
Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal.
A. During free time, interacts with other students and staff 90% of the time.
B. Goes to lunch in the cafeteria without supervision 90% of the time.
C. On task 90% of the time.
D. Completes assigned work 90% of the time.
A. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started.
B. Daily monito.
Functional Requirements Document TemplateVersionDescription .docx
Functional Requirements Document
Template
Version
Description of Change
Author
Date
CONTENTS
41
INTRODUCTION
1.1
Purpose
4
1.2
Scope
4
1.3
Background
4
1.4
References
4
1.5
Assumptions and Constraints
4
1.6
Document Overview
5
2
METHODOLOGY
5
3
FUNCTIONAL REQUIREMENTS
5
4.1
Context
5
4.2
User Requirements
5
4.3
Data Flow Diagrams
6
4.4
Logical Data Model/Data Dictionary
6
4.5
Functional Requirements
6
5
OTHER REQUIREMENTS
6
5.1
Interface Requirements
6
5.2
Data Conversion Requirements
7
5.3
Hardware/Software Requirements
7
5.4
Operational Requirements
7
APPENDIX A - GLOSSARY
11
1 INTRODUCTION
[Provide an overview of the system and some additional information to place the system in context.]
1.1 Purpose
[Provide an overall description of the FRD, its purpose. Reference the system name and identifying information about the system to be implemented.]
1.2 Scope
[Discuss the scope of the document and how it accomplishes its purpose.]
1.3 Background
[Describe the organization and its overall responsibilities. Describe who is producing the document and why.]
1.4 References
[List references and controlling documents, including: meeting summaries, white papers, other deliverables, etc.]
1.5 Assumptions and Constraints
[Provide a list of contractual or task level assumptions and/or constraints that are preconditions to preparation of the FRD. Assumptions are future situations beyond the control of the project, whose outcomes influence the success of a project.]
1.5.1 Assumptions
Examples of assumptions include: availability of a technical platform, legal changes and policy decisions.
1.5.2 Constraints
Constraints are boundary conditions on how the system must be designed and constructed. Examples include: legal requirements, technical standards, strategic decisions.
· Constraints exist because of real business conditions. For example, a delivery date is a constraint only if there are real business consequences that will happen as a result of not meeting the date. If failing to have the subject application operational by the specified date places the organization in legal default, the date is a constraint.
· Preferences are arbitrary. For example, a date chosen arbitrarily is a preference. Preferences, if included in the FRD, should be noted as such.]
1.6 Document Overview
[Provide a description of the document organization.]
2 METHODOLOGY
[Describe the overall approach used in the determination of the FRD contents. Describe the modeling method(s) so non-technical readers can understand what they are conveying.]
3 FUNCTIONAL REQUIREMENTS
4.1 Context
[Provide a context diagram of the system, with explanations as applicable. The context of a system refers to the connections and relationships between the system and its environment.]Exhibit 2 - Generic Context Diagram
Data 6
Data 1
Data 3
Data 4
Data 7
Data 2
Data 8
System/
Application
Name
Interface
Name 2
Interface
Name 4
Interface
Name 1
(User)
Interface
Name 3
Da.
Fully answer any ONE of the following essay questions1. Is the.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
Fully answer any ONE of the following essay questions1. Is t.docx
Fully answer any ONE of the following essay questions:
1. Is there an obligation to promote the common good? Contrast the views of Bentham, Kant, and Ross on that question. Whose view do you think is best? Why?
2. What does it mean to claim that ethics is an
a priori
discipline? Who agrees with that view? What is Bentham's view of the nature of ethics (hint: empirical science)? How does Ross combine those views?
3. Both Kant and Ross are nonconsequentialists, yet they disagree about the role of consequences in determining the morally right act. Compare and contrast their views regarding the role of consequences. which view is preferable? Why?
.
From the weeks chapter reading, we learn from the authors that,.docx
From the week's chapter reading, we learn from the authors that, the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
Q1: In consideration with this revelation, identify and name these factors, and provide a brief discussion about them?
.
FTER watching the videos and reviewing the other materials in this.docx
FTER
watching the videos and reviewing the other materials in this Learning Unit, answer BOTH of the questions below.
1) Discuss the use of imagery in the poem "kitchenette building" by Gwendolyn Brooks. In your answer, make sure to identify specific images and explain how or why the poet uses them.
2) Discuss the use of diction in the poem "The Secretary Chant" by Marge Piercy. In your answer, make sure to identify specific word choices and explain how or why the poet uses them.
.
fter completing the reading this week, we reflect on a few key conce.docx
fter completing the reading this week, we reflect on a few key concepts this week and answer question number
How does culture impact leadership? Can culture be seen as a constraint on leadership?
Please be sure to answer all the questions above in the initial post.
Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.
.
FS-3FORD MOTOR COMPANY AND SUBSIDIARIESCONSOLIDATED INCO.docx
FS-3
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED INCOME STATEMENT
(in millions, except per share amounts)
For the years ended December 31,
2016 2017 2018
Revenues
Automotive $ 141,546 $ 145,653 $ 148,294
Ford Credit 10,253 11,113 12,018
Mobility 1 10 26
Total revenues (Note 4) 151,800 156,776 160,338
Costs and expenses
Cost of sales 126,195 131,321 136,269
Selling, administrative, and other expenses 10,972 11,527 11,403
Ford Credit interest, operating, and other expenses 8,847 9,047 9,463
Total costs and expenses 146,014 151,895 157,135
Interest expense on Automotive debt 894 1,133 1,171
Interest expense on Other debt 57 57 57
Other income/(loss), net (Note 5) 169 3,267 2,247
Equity in net income of affiliated companies 1,780 1,201 123
Income before income taxes 6,784 8,159 4,345
Provision for/(Benefit from) income taxes (Note 7) 2,184 402 650
Net income 4,600 7,757 3,695
Less: Income/(Loss) attributable to noncontrolling interests 11 26 18
Net income attributable to Ford Motor Company $ 4,589 $ 7,731 $ 3,677
EARNINGS PER SHARE ATTRIBUTABLE TO FORD MOTOR COMPANY COMMON AND CLASS B STOCK (Note 8)
Basic income $ 1.16 $ 1.94 $ 0.93
Diluted income 1.15 1.93 0.92
CONSOLIDATED STATEMENT OF COMPREHENSIVE INCOME
(in millions)
For the years ended December 31,
2016 2017 2018
Net income $ 4,600 $ 7,757 $ 3,695
Other comprehensive income/(loss), net of tax (Note 21)
Foreign currency translation (1,024) 314 (523)
Marketable securities (8) (34) (11)
Derivative instruments 219 (265) 183
Pension and other postretirement benefits 56 37 (56)
Total other comprehensive income/(loss), net of tax (757) 52 (407)
Comprehensive income 3,843 7,809 3,288
Less: Comprehensive income/(loss) attributable to noncontrolling interests 10 24 18
Comprehensive income attributable to Ford Motor Company $ 3,833 $ 7,785 $ 3,270
The accompanying notes are part of the consolidated financial statements.
FS-4
FORD MOTOR COMPANY AND SUBSIDIARIES
CONSOLIDATED BALANCE SHEET
(in millions)
December 31,
2017
December 31,
2018
ASSETS
Cash and cash equivalents (Note 9) $ 18,492 $ 16,718
Marketable securities (Note 9) 20,435 17,233
Ford Credit finance receivables, net (Note 10) 52,210 54,353
Trade and other receivables, less allowances of $412 and $94 10,599 11,195
Inventories (Note 12) 11,176 11,220
Other assets 3,889 3,930
Total current assets 116,801 114,649
Ford Credit finance receivables, net (Note 10) 56,182 55,544
Net investment in operating leases (Note 13) 28,235 29,119
Net property (Note 14) 35,327 36,178
Equity in net assets of affiliated companies (Note 15) 3,085 2,709
Deferred income taxes (Note 7) 10,762 10,412
Other assets 8,104 7,929
Total assets $ 258,496 $ 256,540
LIABILITIES
Payables $ 23,282 $ 21,520
Other liabilities and deferred revenue (Note 16) 19,697 20,556
Automotive debt payable within one year (Note 18) 3,356 2,314
Ford Credit debt payable within one year (Note 18) 48,265 51,179
Total current liabilities 94,600 95,56.
Fromm’s concept of the syndrome of decay included three personality .docx
Fromm’s concept of the syndrome of decay included three personality disorders: (1) necrophilia, or love of death; (2) malignant narcissism, or extreme self-interest; and (3) incestuous symbiosis, or a passionate devotion to one’s mother or a mother substitute. Fromm identified Adolf Hitler as the most conspicuous example of a person with the syndrome of decay. If Fromm’s conception is valid, one would see the syndrome of decay traits in contemporary personalities. Identify recent examples of well-known people with the syndrome of decay, including serial killers or heads of state who manifest the love of death. Pay special attention to malignant narcissism and incestuous symbiosis.
.
From your readings in Chapter 4, choose one of the organizational sy.docx
From your readings in Chapter 4, choose one of the organizational systems such as social, ethical, religious, spiritual, educational, ecological/environmental, political, economic, technological, and legal systems. Discuss how this organizational system can prepare you to care for individuals from other cultures.
.
From your daily briefs, Kaiser Health News Morning Briefing or P.docx
From your daily briefs, Kaiser Health News Morning Briefing or POLITICO Pulse.
List the interest groups that are mentioned in the brief and what their interest is in the piece.
Categorize the issues in the brief according to the following—politics and politicians, access to health care, health care insurance, health care legislation, money, drugs, or other.
.
From the perspective of the public safety field youre in, aspire to.docx
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.
From the following terms Orthodox Judaism, Hassidic Judaism. Brief.docx
From the following terms: Orthodox Judaism, Hassidic Judaism. Briefly define these two terms, then explain their relationship to one another. How are they similar, and how are they different? What lead to their development?
The destruction of the 2nd Temple in Jerusalem marks a major shift in the history and character of Judaism. What characterizes Jewish practice before the destruction of the 2nd Temple, and what characterizes Jewish practice after the Temple's destruction? How are these practices different? What was maintained?
APA format minimum 2 scholarly articles
.
From the end of Chapter 14, complete Discussion Question 3 What are.docx
From the end of Chapter 14, complete Discussion Question 3: What are the main advantages of using a network-based approach to project management rather than a Gantt chart? Under what circumstances might a Gantt chart be preferable to a network-based approach?
Required Resources
Text
Bozarth, C. C., & Handfield, R. B. (2016).
Introduction to operations and supply chain management
(4th ed.). Upper Saddle River, NJ: Pearson.
Chapter 3: Process choice and layout decisions in manufacturing and services
Chapter 6: Managing capacity
Chapter 14: Managing projects
Chapter 15: Developing products and services
.
From the e-Activity, take a position on this statement People that .docx
From the e-Activity, take a position on this statement: People that resist using online social networks such as Facebook and Twitter are an unusual minority in this country. Support your position with one or two examples.
Discuss the value of seeing an issue from different, and often opposing, points of view and the skills and knowledge you gained from taking this course.
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From Chapter Seven How does horizontal growth differ from v.docx
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How does horizontal growth differ from vertical growth as a corporate strategy? From concentric diversification?
From Chapter Eight:
Are functional strategies interdependent, or can they be formulated independently of other functions?
.
From the e-Activity, determine the fundamental differences between t.docx
From the e-Activity, determine the fundamental differences between the Reid, Kinesic, and Peace Methods of interviewing and interrogating a suspect that are used as part of a criminal investigation. Provide one example of a situation or scenario (real or fictional) when each of these has been or should have been used. Provide a rationale to support your response and respond to no less than one of your peers.
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- 1. WORLD RELIGIONS – REL 212 World Religions HINDUISM & JAINISM WEEK 2 Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 2 - Sources
- 2. BUDDHISM WEEK 3 Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 3 - Sources DAOISM & CONFUCIANISM WEEK 4 Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature
- 3. View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 4 - Sources WEEK 5 SHINTO Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals
- 4. Celebrations & Festivals Week 5 - Sources WEEK 6 JUDAISM Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 6 - Sources
- 5. WEEK 7 CHRISTIANITY Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 7 - Sources WEEK 8 ISLAM
- 6. Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 8 - Sources WEEK 9 SIKHISM Cosmogony - Origin of the Universe Nature of God/Creator
- 7. View of Human Nature View of Good & Evil View of Salvation View of After Life Practices and Rituals Celebrations & Festivals Week 9 - Sources WEEK 10 NEW RELIGIOUS MOVEMENTS Cosmogony - Origin of the Universe Nature of God/Creator View of Human Nature View of Good & Evil View of Salvation View of After Life
- 8. Practices and Rituals Celebrations & Festivals Week 10 - Sources .