...Biblical Worldview Essay Christina Roberts L27520522 September 30th, 2015 INFT 101 Thesis In the book of Romans chapters 1-8, Paul vocalizes truths that are the foundation of a biblical worldview. Paul addresses certain components relating to the natural world, the human identity, human relationships, and culture. In this essay, I plan to compare and contrast Romans chapters 1-8 as it applied in Paul’s tie and mine. I believe Paul’s teachings encourages us to seek the truth of scripture as it influences the way we live and view the world today. Biblical Worldview Essay The Natural World One views the natural world in a way that is very negative. Paul’s depiction in Romans 1; 18-32 leads one to believe that this is unchanged since creation. The world remains a very dark place, filled with sin, sexual immorality, perversion, and selfishness. Believers and unbelievers alike do not dispute this depiction. Even with all of our growing technology, we are no better off than those that lived in Paul’s day. In Romans 1; 20, man is told that even creation speaks to God’s qualities and divine nature. This verse warns that there will be no accepted excuse for denying God as their creator. People live in the flesh and worship everything except God. In Paul’s time, he struggled with seeing the same abominations (Romans 1; 18-2; 3). People in Paul’s day, just like today, were divided by their beliefs on false gods or in some cases, no gods at all. Paul warns about God’s anger...
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...Classical conditioning shapes many of society's common, everyday tasks. Whether we know it or not, many actions we do numerous times a day are a direct result of classical conditioning. To better understand why we act the way we do in society, classical conditioning must be defined and described. Classical conditioning is defined as: a process by which a previously neutral stimulus acquires the capacity to elicit a response through association with a stimulus that already elicits a similar or related response. Discovered by Ivan Pavlov, classical conditioning is a form of learning. Pavlov revealed this trait when experimenting with dog's amounts of saliva in response to meat. He started noticing that after many repetitions, the dogs were salivating before the meat was even introduced. Pavlov concluded that some other stimulus that was repetitively associated with the meat was triggering the salivation. This simple concept describes how many actions are carried out in society today. Many times classical conditioning is not something that is purposefully done, but rather an incidental outcome. Conditioning may take a variable amount of time to occur. For example, humans are not born associating red with stop. As we grow, and ride in cars, we begin to consciously or subconsciously figure out that when a stoplight is red-you stop. Stop signs are red, stoplights are red, and brake lights are red. All of these things symbolize stopping. Yes, when you turn sixteen and you get your...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...THE FAMILY The Consanguine Family (The First Stage of the Family) The Punaluan Family The Pairing Family The Monogamous Family The Iroquois Gens The Greek Gens [The Rise of Private Property] The Rise of the Athenian State The Gens and the State in Rome The Gens Among Celts and Germans The Formation of the State Among the Germans Barbarism and Civilization Appendix: A Recently Discovered Case of Group Marriage INTRODUCTION After Marx’s death, in rumaging through Marx’s manuscripts, Engels came upon Marx’s precis of Ancient Society – a book by progressive US scholar Lewis Henry Morgan and published in London 1877. The precis was written between 1880-81 and contained Marx’s numerous remarks on Morgan as well as passages from other sources. After reading the precis, Engels set out to write a special treatise – which he saw as fulfilling Marx’s will. Working on the book, he used Marx’s precis, and some of Morgan’s factual material and conclusions. He also made use of many and diverse data gleaned in his own studies of the history of Greece, Rome, Old Ireland, and the Ancient Germans. It would, of course, become The Origin of the Family, Private Property and the State – the first edition of which was published October 1884 in Hottingen-Zurich. Engels wrote The Origin of the Family, Private Property and the State in just two months – beginning toward the end of March 1884 and completing it by the end of May. It focuses on early human history, following...
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...Contrast Between Catholic and Baptist Religion - Ask most people today if they have heard of Baptist and Catholic religion and most would say yes. In many ways the two are very similar. For instance, both are based on the Christian faith, belief in the trinity, and that God is the one true God. The two religions agree that Jesus died on the cross and rose again to atone for our sins. They share a 27 book New Testament and insist that salvation comes from Christ alone. On the other hand, while the Baptist and Catholic religions do have similarities, they also have differences, such as their services, communion, and views regarding salvation. The Catholic Religion - The world has more than one billion Catholics and with the ever growing population, it will only get larger in number. To be a Catholic means to have complete faith in God and his divine grace. Having God's divine grace means to obey it and keep it holy as it was created by God and given to his people. The religion itself is based on this and the people take it very seriously. Catholics believe that all people are of good nature but when one commits a sin it not only hurts that one person but the people and the Church.... [tags: Catholicism, What Catholics Believe, informative] 1922 words (5.5 pages) $14.95 [preview] Catholic religion - CATHOLIC RELIGION To belong to the church one must accept as factually true the gospel of Jesus as handed down in tradition and as interpreted by the bishops in union with the pope...
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...------------------------------------------------- FASCISM ------------------------------------------------- Etymology The term fascismo is derived from the Latin word fasces. The fasces, which consisted of a bundle of rods that were tied around an axe which symbolises strength through unity: a single rod is easily broken, while the bundle is difficult to break. Moreover, Fasces was an ancient Roman symbol of the authority of the civic magistrate. They were carried by his lictors and could be used for corporal and capital punishment at his command. The word fascismo also relates to political organizations in Italy known as fasci, groups similar to guilds or syndicates. Definition +"Everything in the State, nothing outside the State, nothing against the State" - Mussolini +The only official definition of Fascism comes from Benito Mussolini, the founder of fascism, in which he outlines three principles of a fascist philosophy. 1."Everything in the state". The Government is supreme and the country is all-encompasing, and all within it must conform to the ruling body, often a dictator. 2."Nothing outside the state". The country must grow and the implied goal of any fascist nation is to rule the world, and have every human submit to the government. 3."Nothing against the state". Any type of questioning the government is not to be tolerated. If you do not see things our way, you are wrong. If you do not agree with the government, you cannot be allowed to live and...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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... · 1599, in London date of first publication · Published in the First Folio of 1623, probably from the theater company’s official promptbook rather than from Shakespeare’s manuscript publisher · Edward Blount and William Jaggard headed the group of five men who undertook the publication of Shakespeare’s First Folio narrator · None climax · Cassius’s death (V.iii), upon ordering his servant, Pindarus, to stab him, marks the point at which it becomes clear that the murdered Caesar has been avenged, and that Cassius, Brutus, and the other conspirators have lost in their attempt to keep Rome a republic rather than an empire. Ironically, the conspirators’ defeat is not yet as certain as Cassius believes, but his death helps bring about defeat for his side. protagonists · Brutus and Cassius antagonists · Antony and Octavius setting (time) · 44 b.c. setting (place) · Ancient Rome, toward the end of the Roman republic point of view · The play sustains no single point of view; however, the audience acquires the most insight into Brutus’s mind over the course of the action falling action · Titinius’ realization that Cassius has died wrongly assuming defeat; Titinius’ suicide; Brutus’s discovery of the two corpses; the final struggle between Brutus’s men and the troops of Antony and Octavius; Brutus’s self-impalement on his sword upon recognizing that his side is doomed; the discovery of Brutus’s body by Antony and Octavius tense · Present foreshadowing · The play...
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...The basic differences in principles between US and EU in competition policy For the topic of my essay I have chosen the differences between the US and the EU in the competition policy. First of all I would like to start my paper with the explanation of competition policy: what is it about, why is it necessary, why is it good for us. So what is competition policy? It should guarantee an equal competition between the companies on the market, based on their products and prices and none of them should have any unfair advantage as against the others. Under competition businesses have to offer the best quality products and at the best possible price to gain profit otherwise consumers can and will choose another company. There is a big pressure on the businesses and they often try to make their position safer with the bypassing of rules. With competition policy they try to avoid this anti-competitive behavior and to ensure perfect competition. The instruments which are used to avoid competition: -agreements between companies that restrict competition (for example cartels) -misuse of a dominant position (squeezing competitors out of market) -mergers -liberalisation of state-run monopolies -financial support for companies. These are the most important ones that the authority has to pay attention to. Why is it necessary and good? From the business side it is positive because they are motivated to be more efficient and more enterprising. From a consumer point of view we...
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...WRITING ASSIGNMENT 1 1. To what did the Latin religio refer? a) The Latin word L. religionem (nom. Religio) is defined as “a respect for what is scared, reverence for the gods”, and according to the text refers to the fear or awe a person feels in the presence of a spirit or a god. 2. Taoism and Confucianism are nontheistic religions, that is, religions for which belief in God or gods is nonessential. While gods are not alien to either Taoism or Confucianism, belief in/of gods is not central to either tradition. What are a couple of other religions that can be called nontheistic religions? a) A few additional examples of some nontheistic religions are Agnosticism, Atheism, Buddhism, Secular Humanism and Scientology. 3. What is Paul Tillich's definition for religion, and why do Hopfe and Woodward consider its development too broad? a) Paul Tillich defines religion as, “that which is of ultimate concern”. Hopfe and Woodward consider the development of Tillich’s definition of religion too broad for a world religions course because a philosophical exploration of Tillich’s definition of religion, yields many an individuals personal belief of what is of ultimate concern hardly lending to the general understanding of popular or mainstream religions they hope to accomplish in this text. 4. Explain E. B. Tylor's theory concerning the origin and evolution of religion. What is animism, and to what, "ultimately" and "finally," did Tylor think it evolved? a) E.B. Tylor’s theory...
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...HISTORY OF FRANCE • 13th century Spreading the weight of vaults over a series of ribs, columns, and pilasters, Gothic architecture allows the dissolution of the wall. Windows in cathedrals and churches are filled with stained glass; the shimmering colored light transfigures the vast interiors. Depicting biblical stories, scenes from the lives of the saints, or single figures, stained-glass windows complement the sculptures on the exterior and the rites and ceremonies observed within. • 1209 The Albigensian Crusade is launched by Pope Innocent III with the help of Cistercian monks. While the original spark for this war springs from papal desire to extinguish the growing problem of heresy in the region surrounding Toulouse, the political struggle between the independent southern territories and lords from northern France, joined after 1226 by Louis VIII, plays itself out in a war. In 1229, Count Raymond VII of Toulouse, who had been Louis VIII's main adversary, is compelled to cede territory to the king's control. • ca. 1210–1250 Artists at Chartres install an elaborate and extensive program of stained-glass windows in the cathedral under construction there. In addition to religious and historical subjects, the intensely colored windows depict numerous scenes of tradespeople at work, including bakers, furriers, wheelwrights, and weavers. These tradespeople were likely contributors—through hefty taxes—to the construction of the church. • 1226 Louis IX (d. 1270), grandson...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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