...In the assigned reading related to your Discussion Board Forum, Duvall & Hays discussed the importance of the historical-cultural context (Chapter 5). Throughout the chapter, they identify the key aspects you should consider related to the historical-cultural context when you study Scripture. Pulling specifically from the Duvall & Hays text and synthesizing into your own words, write a 250–300-word response to the 3 prompts below. In addition, in the second part of first question you are asked, "Do you care to share any examples from your own experience?" based upon what we have learned in the reading. Answer the three prompts in 3 separate paragraphs. 1. What can happen when people approach the Bible without any concern for the historical-cultural context? Do you care to share any examples from your own experience? 2. Can you think of an example of the historical-cultural context shedding significant light on the meaning of a biblical text? 3. For people living in an “instant application” society such as ours, what can persuade them to put forth effort to study the historical-cultural context? “Historical-cultural context relates to just about anything outside the text that will help you understand the text itself.” (Duval & Hayes, pg. 51) Historical-cultural context is imperatively important when reading God’s word. When people approach the Bible without concern for the historical-cultural context it can lead to gross misunderstanding of the divine text. If...
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...and Human Behavior ONLINE COURSE Winter 2013 INSTRUCTOR Debbie Shivel Email: Deborah.Shivel@wku.edu COURSE REQUIREMENTS 1. A high-speed internet connection is required for this course. The students should be proficient in the use of Blackboard 2. The students are expected to use WKU email daily. 3. The students must be disciplined to complete assignments and discussions stated on the course calendar. Late work will NOT be accepted. 4. The student is responsible for acquiring the knowledge required to successfully perform as a Blackboard student. On-line tutorials are available for self training. REQUIRED TEXT Damhorst, M.L., Miller-Spillman, K.A., & Michelman, S.O. (2005). The Meanings of Dress. 3nd Edition. New York: Fairchild Publications, Inc. (ISBN 978-1-60901-278-6) COURSE DESCRIPTION This course is a study of dress and adornment in relation to human behavior. Clothing and appearance are explored in relation to the self, to interpersonal communication, and to collective behavior in social, cultural, and historical contexts. PREREQUISITES PSY100 or SOCL100 and junior standing or consent of instructor. COURSE OBJECTIVES As a result of excelling in this course, students will be able: 1. To become aware of a growing body of subject matter related to the cultural, social, psychological, physical, economic, and aesthetic aspects of clothing. 2. To examine basic theories that contribute to...
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...students to understand, use, enjoy and value the English language in its various textual forms and to become thoughtful, imaginative and effective communicators in a diverse and changing society. The study of English involves exploring, responding to and composing texts • in and for a range of personal, social, historical, cultural and workplace contexts • using a variety of language modes, forms, features and structures. Meaning is achieved through responding and composing, which are typically interdependent and ongoing processes. In Year 12 time is allocated to certain issues and texts based on the time needed to cover the Board of Studies’ requirements for the fulfilment of the English outcomes. This program is based on the premise that: • students are required to experience literature in a variety of modes (short story, novel, poetry, non-fiction, film and drama) • there should be a continuing study of non-literary material (print and non-print, multi-media) • students should be encouraged to develop reading interests outside the classroom • there will be a continuing emphasis on oral English in class discussions, small group discussions, debating, public speaking, interviewing, dramatic reconstructions • writing, both formal and informal, is central to students’ growth in English. Advanced English Course Overview |Topic |Focus |Texts |Assessment...
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...Arts and Humanities XXV. TABLE OF CONTENTS Introduction………………………………………….……. XXVI. THE ACADEMIC STANDARDS Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts…………..……………… A. Elements and Principles in each Art Form B. Demonstration of Dance, Music, Theatre and Visual Arts C. Vocabulary Within each Art Form D. Styles in Production, Performance and Exhibition E. Themes in Art Forms F. Historical and Cultural Production, Performance and Exhibition G. Function and Analysis of Rehearsals and Practice Sessions H. Safety Issues in the Arts I. Community Performances and Exhibitions J. Technologies in the Arts K. Technologies in the Humanities Historical and Cultural Contexts..……………………….. A. Context of Works in the Arts B. Chronology of Works in the Arts C. Styles and Genre in the Arts D. Historical and Cultural Perspectives E. Historical and Cultural Impact on Works in the Arts 9.1. F. Vocabulary for Historical and Cultural Context G. Geographic regions in the arts H. Pennsylvania artists I. Philosophical context of works in the arts J. Historical differences of works in the arts K. Traditions within works in the arts L. Common themes in works in the Arts Critical Response…………………………………………. A. Critical Processes B. Criteria C. Classifications D. Vocabulary for Criticism E. Types of Analysis F. Comparisons G. Critics in the Arts Aesthetic Response………………………………………... A. Philosophical Studies B. Aesthetic Interpretation C. Environmental Influences D. Artistic...
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...must turn to philosophy and to those thinkers whose ideas have shaped our assumptions. We will approach the study of philosophy as a conversation among the greatest thinkers of all the time, Plato, Aristotle, Descartes, Locke, Hume, Kant, Hegel, Marx, Nietzsche, Heidegger and Sartre. Our focus will be on each philosopher’s ideas and their impact on Western Civilization. We will also delve briefly into the cultural and historical context of each philosopher, evaluate weather their ideas are still relevant and some of their argument remain compelling. Course outline. The approach of this class is hybrid. The first part following an historical and chronological sequence, the second part follows a topical approach. Part I (a), Ancient philosophy, with our main focus on Plato and Aristotle. Part 1 (b) Late Renaissance and to Kant. Part II Empiricism and Positivism and part II (b) Existentialism. We will wrap the class pointing to some recent issues in philosophy: Postmodernism, Feminism and Philosophy of Mind. Required Textbooks: Lawhead, William F. The Voyage of Discovery: A Historical Introduction to Philosophy ISBN-13:978049512796. Vaughn, Lewis. Writing Philosophy, Oxford University Press, New York, Oxford, 2006. ISBN 13-9780-19-517956-9 Course Requirements: Class participation: Students are expected to contribute to the class...
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...Summary: How major historical events and scientific advances compare to psychological theories Attempting to seamlessly align history and science, and their growths, to personality theory development is a challenging task. Many psychological theories were developed by and for individuals, while major historical events that took place involved large groups, nations and regions, and perhaps esteemed individuals were given certain recognitions. History and psychology are social topics, yet, history and scientific advances are based in factual events and include nations and regions, while psychology serves as scientific explanations of possible human behavior (historically, individual behavior). It is difficult, however, to attempt this alignment between greater historical events and scientific advancements without taking into account the social systems and reflected cultures that were dominant and prominent during particular times in history, particularly the 19th and 20th...
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...Cultural Diversity in Australia Paper by John Thompson, Collection Research, Documentation and Promotion, for the National Conservations and Preservation Strategy Public Forum, October 1996. Introduction This paper has been written in response to an invitation from the Conservation Working Party of the Heritage Collections Committee of the Cultural Ministers Council. Its purpose is to consider the implications of cultural diversity in Australia in a program which seeks to implement the National Conservation and Preservation Policy for Movable Cultural Heritage issued by the Heritage Collections Committee of the Cultural Ministers Council in September 1995. That document included ten policy statements intended to provide the framework for a proposed National Conservation Strategy which might pave the way for a concerted effort to improve the conservation status of heritage collections in Australia. In relation to cultural diversity, the statement of policy (Policy Statement 2) was expressed as follows: The Commonwealth, State, Territory and Local Governments acknowledge the diversity of cultures of the Australian people which should be reflected in the definition and identification of movable cultural heritage. Expressed in this way, the policy statement does little more than state the obvious that Australia is a culturally diverse community and that efforts, unspecified, should be made to ensure that justice is done to this demographic and social reality in the programs which...
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...RUNNING HEAD: Pre-Prospectus An Exploration of the Reproduction and Perpetuation of Socio-historical Oppression in U.S. Schools: Pre-prospectus La’Quaria Barton Georgia Southern University Dr. Delores Liston, Dissertation Chair Dr. Daniel E. Chapman, Committee Member Dr. Lorraine S. Gilpin, Committee Member Dr. Robert Yarbrough, Committee Member TENTATIVE CHAPTER OUTLINE Chapter 1: Introduction * Background of the Problem * Statement of the Problem * Purpose of the Study * Research Questions * Importance of the Study * Scope of the Study * Definition of Terms * Limitations Chapter 2: Theoretical Framework Chapter 3: Review of the Literature Chapter 4: Research Methods * The Qualitative Paradigm * Qualitative Methods * The Researcher's Role * Data Sources * Data Collection * Data Analysis * Ethical Considerations Chapter 5: Research Findings Chapter 6: Conclusions, Discussion, and Suggestions for Future Research * Summary * Conclusions * Discussion * Suggestions for Future Research Towards A Phenomenology of Liberation From the very start, I am thus fully endorsing the premise that no account of race can be dissociated from a critique of power and a social historical ontology of ourselves (de Oliveira, 2010, 209). INTRODUCTION I grew up in rural North Carolina. When I was in the third grade, I watched as five of my white peers were pulled from class to attend gifted courses. I always wondered why, I, who had always worked...
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...RUNNING HEAD: Pre-Prospectus An Exploration of the Reproduction and Perpetuation of Socio-historical Oppression in U.S. Schools: Pre-prospectus La’Quaria Barton Georgia Southern University Dr. Delores Liston, Dissertation Chair Dr. Daniel E. Chapman, Committee Member Dr. Lorraine S. Gilpin, Committee Member Dr. Robert Yarbrough, Committee Member TENTATIVE CHAPTER OUTLINE Chapter 1: Introduction • Background of the Problem • Statement of the Problem • Purpose of the Study • Research Questions • Importance of the Study • Scope of the Study • Definition of Terms • Limitations Chapter 2: Theoretical Framework Chapter 3: Review of the Literature Chapter 4: Research Methods • The Qualitative Paradigm • Qualitative Methods • The Researcher's Role • Data Sources • Data Collection • Data Analysis • Ethical Considerations Chapter 5: Research Findings Chapter 6: Conclusions, Discussion, and Suggestions for Future Research • Summary • Conclusions • Discussion • Suggestions for Future Research Towards A Phenomenology of Liberation From the very start, I am thus fully endorsing the premise that no account of race can be dissociated from a critique of power and a social historical ontology of ourselves (de Oliveira, 2010, 209). INTRODUCTION I grew up in rural North Carolina. When I was in the third grade, I watched as five of my white peers were pulled from class to attend gifted courses. I always wondered why, I, who had always worked...
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...2 LEARNING OBJECTIVES After reading this chapter you should be able to •• describe the basic characteristics of culture and explain how cultural dimensions can be used in global HRM, •• describe how the institutions of society can shape HRM policies and procedures, •• discuss the possibility of the convergence of HRM across countries, •• explain how the heritage of state socialism continues to influence the context of HRM in transition economies, and •• discuss the effects of cultural and institutional context on the HRM role and on employee expectations. 23 24 ESSENTIALS OF INTERNATIONAL HUMAN RESOURCE MANAGEMENT Springtime in Paris As she savored the last bite of her croissant, Martha Pereaux, HR director for C3 Technologies, thought about how she would approach her latest “cross-cultural collision,” as she had come to think of them. In the year since she had moved to Paris from Houston, there had been many, but none quite as bizarre as this one. Martha had taken the big promotion to head up the HR division of the joint venture between Houston-based SuperChem and the French company. C3 developed technology for the oil industry, primarily new types of concrete that formed the barrier wall for offshore oil and gas wells. The joint venture was meant to take on the likes of the giant Schlumberger on its own turf and compete with them for valuable technical staff. Everyone said she was the perfect choice, having grown up in a bilingual family in Canada...
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...Course Syllabus |Course: CMST 102: |[pic] | |Intro to Mass Communication | | |Instructor: Jason F. Lind | | |Phone: 360.416.7965 | | |Email: Jason.Lind@skagit.edu | | |Meetings: Online using Canvas | | |(https://canvas.instructure.com/) | | |Textbook: Baran, S. J. (2012). Introduction to | | |mass communication: Media literacy | | |and culture (7th ed.). Boston: ...
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...Intercultural communication qstns 1. Article Reviews (Review only one article): (10%) Access the Intercultural Communication Reader by L Samovar which is on soft copy on Blackboard. Pick one article from either Chapter 1 or 3 for review. Ch. 01 – Understanding and Applying Intercultural McDaniel & Samovar Ch. 01 – Intercultural Communication in a Globalized Saint-Jacques Ch. 01 – “Harmony Without Uniformity” Miike Ch. 01 – Relevance and Application of Intercultural Korzenny Ch. 03 – The Impact of Confucianism Yum Ch. 03 – Some Basic Cultural Patterns Jain Ch. 03 – Communication with Egyptians Begley Ch. 03 – Russian Cultural Values Bergelson Ch. 03 – Cultural Patterns of the Maasai Skow & Samovar Guidelines: Read the article comprehensively and write a 2-4 page review that should include a summary and a critique (each of which should cover at least ¾ of a page). Use Times New Roman Font size 12 and 1.5 spacing. Submit the article review after two weeks. Hard copies should be handed in on the due date during class but no later than that. 2 Research Paper: (20%) Pick one topic/ question from the following and work with a partner to write a paper 2500-3000 words long (this does not include the cover page, TOC or List of Abbreviations page). Use the writing guidelines available in the library. No less than 8 academic sources are acceptable and at least two thirds should be from books, academic journals, respected magazines/ newspapers and...
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...Interest. Organizations may group these modules to form a basic Biomed or SBE course, or a course that combines the two tracks. The Additional Modules of Interest should be used in any course variation, if relevant. The basic Biomed modules have three corresponding sets of refresher modules and the basic SBE modules have two corresponding sets of refresher modules. These refresher modules are intended to provide learners with a review of what was covered in the basic level modules. It is generally recommended that organizations select refresher module requirements that reflect their selections for the basic course(s). Refresher courses should be taken in a cycle at an interval specified by your organization (for example, Refresher Stage 1: 3 years after completion of basic course; Refresher Stage 2: 6 years after completion of basic course). Three additional standalone courses are available: Institutional/Signatory Official: Human Subject Research, and IRB Chair. The Institutional/Signatory Official: Human Subject Research course provides a general introduction to the roles and responsibilities of the institutional official at an organization holding a Federalwide Assurance (FWA). The IRB Administration course offers members of an Institutional Review Board’s (IRB) administrative office a comprehensive review of the critical areas associated with IRB, human research protection program (HRPP), and HRPP/IRB office operations. The IRB Chair course provides detailed training...
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...Ke Kaulike He Ha’awina Kīwila Lesson #1: Layers of Culture LESSON PURPOSE Understanding culture and the various layers or groupings that can describe this concept may help students discover how each and every one of them, with their individual and diverse home cultures, impact where we live. Especially important is for students to know the strengths, beauty, and gifts of the indigenous people of Hawai‘i, appreciating all that Hawaiian culture has to offer. The traditional historical concept of the ahupua‘a (traditional native Hawaiian land division stretching from the high mountain watershed downward to the shoreline and out to the deep sea beyond the reef) provided not only a philosophical basis for managing and sustaining Hawai‘i in the days of old, but remains relevant in our present and future with regard to preserving and sustaining resources for survival. Students need to understand their relationship and responsibilities congruent with shifting patterns, policies and practices that will influence how local culture continues to develop into the future. Facilitating civic dialogue is crucial to nurturing students’ realization and understanding that they have a voice that can impact change, and that it does matter whether or not they use it. As students explore the myriad of issues impacting both our local and global communities, they have the opportunity to identify areas of personal interest and importance. This personal connection can empower and influence...
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...Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations of Educator Standards (TExES). This initiative will impact all areas of Texas education—from the more than 100 approved Texas educator preparation programs to the more than 7,000 Texas school campuses. This standards-based system reflects SBEC's commitment to help align Texas education from kindergarten through college. SBEC's role in this K–16 initiative will ensure that newly...
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