...for Part I. Be sure to review the relevant sections of the textbook for each topic. Once you've made your selection, please delete all other options. Race Education Communication Gender Childrearing Courtship and Marriage Rites of passage Religion Politics Economics 2) Select a source to use for Part I of the paper. You will be using your textbook and the article by Miner for this section as well, but for this assignment, include the source you found on your own. Review the tutorial on Evaluating sources and enter the reference in the space below. Reference entry in APA format: 3) Select one article from the list for Part II. Once you've made your selection, please delete all other options. Atran, S. (2003). Genesis of suicide terrorism. Science, 299(5612), 1534-1539. Retrieved from the EBSCOhost database. Becker. A. E. (2004). Television, disordered eating, and young women in Fiji: Negotiating body image and identity during rapid social change. Culture, Medicine & Psychiatry, 28(4), 533-559. Retrieved from the EBSCOhost database. Grey, S. (2008). Historical roots, contemporary relevance: Explaining the persistence of polygyny in Sub- Saharan Africa. Undercurrent Journal, 5(3), 6-19. Retrieved from the EBSCOhost database. Hoodfar, H. (1993). The veil in their minds and on our heads: The persistence of colonial images of Muslim women. Resources for Feminist Researchers, 22, 5-18. Retrieved from http://www.umass.edu/wost/syllabi/spring06/hoodfar...
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...provided for Part I. Be sure to review the relevant sections of the textbook for each topic. Once you've made your selection, please delete all other options. Race Education Communication Gender Childrearing Courtship and Marriage Rites of passage Religion Politics Economics 2) Select a source to use for Part I of the paper. You will be using your textbook and the article by Miner for this section as well, but for this assignment, include the source you found on your own. Review the tutorial on Evaluating sources and enter the reference in the space below. Reference entry in APA format: 3) Select one article from the list for Part II. Once you've made your selection, please delete all other options. Atran, S. (2003). Genesis of suicide terrorism. Science, 299(5612), 1534-1539. Retrieved from the EBSCOhost database. Becker. A. E. (2004). Television, disordered eating, and young women in Fiji: Negotiating body image and identity during rapid social change. Culture, Medicine & Psychiatry, 28(4), 533-559. Retrieved from the EBSCOhost database. Grey, S. (2008). Historical roots, contemporary relevance: Explaining the persistence of polygyny in Sub- Saharan Africa. Undercurrent Journal, 5(3), 6-19. Retrieved from the EBSCOhost database. Hoodfar, H. (1993). The veil in their minds and on our heads: The persistence of colonial images of Muslim women. Resources for Feminist Researchers, 22, 5-18. Retrieved from http://www.umass.edu/wost/syllabi/spring06/hoodfar...
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...More commonly, the contemporary or liberal Christians conclude that Genesis 1 and 2 are poetic. In regards to understanding common ancestry with God, one must comply with this belief. In regards to the timing of biblical records of creation, “history narrative as a discipline did not exist.” It was more common to tell figurative stories to help people understand important factors of life, including creation. In “Is the Genesis Creation Account Poetry?” Wayne Jackson explains that after the time of the Greeks, the method of historical writings seemed to officially emerge (Jackson). This does not mean that the information in the figurative stories lacked full historical truth. Instead, it shows that the history is represented in a different way...
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...Dr. Lane Study Guide for Exam #1 Feb 2014 In brief, Exam #1 will cover two broad areas: (1) Everything we have covered in class on the Pentateuch. (2) The nature of covenants, and which OT covenant is which, so far. Here are the handouts the exam will cover: #12.2 Genesis 1–4, Creation & the Fall The exam will not ask about the different views of creation, but the other material is testable. #14 Essential Passages in the Pentateuch #16 Basic Nature of OT Covenants & ANE Treaties #17 Thirteen Propositions Re: . . . Covenants #19.1 Conclusions from the Pentateuch Be able to identify each of the five books we've covered, by way of main events (esp., the covenants), the main characters, and where the books fit into the redemptive-historical context of the Pentateuch. Know which sort of covenant is which (esp. H/O #16), and esp.(!) what are the specific covenants we have seen so far in the OT. What are their features, whom are they with, etc. A few must-know chapters & verses: (These are not the only ones; these are the must-know chapters). Gen 12, 15, 17 & 22 Exod 19, 20 & 24 Exod 34:6 Lev 26:12 Lev 26 Deut 7 Otherwise, be able to identify the chapters in boxes . Other items / ideas we have stressed: Israel's religion and cosmology and cosmogeny (vs.( that of pagan religions. Be able to answer...
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...started reading the Bible I have looked at the first 11 chapters of Genesis as merely a historical text to tell how God created the world, His grace, His love, His justice and His Holiness. However after reading it with an eye toward how it influences my world view and how I see the natural world, the human identity, human relationships and civilization I see there is a wealth of information overlooked in most people’s basic understanding of what could be considered the most important 11 chapters in the Bible. As we see from the beginning of the Book of Genesis a triune God created the entire natural world and all living things in six days. According to Moses writing he meant six twenty-four hour periods, this is based on the fact Moses used the word “Yom” for day in this book. “Yom” as used in other parts of the Bible refers to a day as a twenty-four hour period by this we can be sure Moses wasn’t referring to a day as some other period of time. Based on this God is showing us we are to work six days and rest on the seventh or Sabbath as seen in Genesis 2:2-3 (NIV) “Then God blessed the seventh day and made it holy, because on it he rested from all the work of creating that he had done.” These first 11 chapters also show us the fallacy in evolution as the Bible clearly states He created all living things, from birds that fly in the air to the creature that lives in the bottom of the ocean, as seen in Genesis 1:20 (NIV) “And God said, “Let the water teem with living creatures...
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...created with purity and were to obey God their creator. Then Satan came a long and convinced Eve and Adam to disobey God by eating the fruit from the tree of knowledge. This was the beginning of sin, and what I believe, was the period, that became known as, the Fall of Man. b. Biblical Foundation As described in Genesis 1:1-31, God is the creator of all living things, plants, animals and humans. God created Adam from dust and Eve was created from Adam’s rib, both were created in God’s image. God made the Garden of Eden a place where all of Adams and Eves desire for sustaining life could be met. God’s only restriction for Adam and Eve was not to eat from the tree of knowledge of good and evil. (Genesis 2-17). Eve was approached by a serpent who had persuaded her to eat the fruit from the tree that God told them not to. Then Eve talked Adam into eating the fruit from that same tree. After eating the fruit from the tree, both Adam and Eve began to view the world in a different way. When God became aware of what had happened with Adam and Eve, God forbade them from returning to the Garden of Eden. This was the beginning of the Fall of Man. (Genesis 3:1-24) c. Practical Application: I remember when I was growing up about 6 or 7 years old. I remember reading about the...
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... THEO 525 LUO (Spring 2012) Systematic Theology I Liberty Baptist Theological Seminary Nathaniel Jones (ID# L21077684) May 12, 2012 TABLE OF CONTENTS Thesis…….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Introduction……………………….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 The Beginning…………………………………………………. . . . . . . . . . . . . . . . . . . . . . . . 3 Views ………….……………………… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Original Image……………………… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 God’s Image In Woman…………………………………….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Conclusion…… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Bibliography……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 THESIS STATEMENT Instead of dividing the human race into characteristics, one must recognize that the whole essence of the human being is the exact image and likeness of God. ...
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...LIBERTY THEOLOGICAL SEMINARY THE ABRAHAMIC COVENANT OBSTACLES BEFORE THE FULFILLING OF THE PROMISE GENESIS 12-17 Submitted to Dr. David Maas In Partial Fulfilled of the requirements for OBST 605 - Genesis By Paris Marshall-Cole May 5, 2013 TABLE OF CONTENTS I. Introduction--------------------------------------------------------------------------------------------------2-3 II. God Offers Abraham A Covenant------------------------------------------------------------------------3-5 A. Sarai and Hagar------------------------------------------------------------------------------------5-7 III. Fulfilling The Promises------------------------------------------------------------------------------------7-8 IV. The Abraham Covenant In The New Testament----------------------------------------------------------8 V. Conclusion------------------------------------------------------------------------------------------------------9 VI. Bibliography--------------------------------------------------------------------------------------------------10 Thesis Statement: God found a man He could trust and promised him that he will pave a path for his descendants to process the land and become a great nation. Abraham will endure many obstacles before the fulfilling of the promise, but obedience and faith in a God that he heard and gave his visions was his belief that his descendants would be as the stars in the sky...
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...It takes the history of the biblical text to the interpretation of the text to how man handles the current state of the natural world to finally wrapping it all up with his claim. Developments like such provide for a more sufficient debate and basically have a counter argument for every counter argument. Not to mention, nearly every counter argument has clear-cut evidence from the Bible whether it be from the Book of Genesis, the Epistle to the Romans or even the Book of Amos. Overall, the chapter from Wayne Grudem’s Politics According to the Bible demonstrates a well thought out and masterful understanding of the biblical text and its significance to the environment, however a counter argument exists to challege his proposal and...
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...general statement that announces what the paragraph is about. By starting a paragraph with a topic sentence, your audience may immediately identify your topic. This construction also helps you, the writer, stay focused on your subject. Consider the following example of an essay introduction: The first sentence is the topic sentence: It tells the readers they will learn about past narratives. The sentences that follow the topic sentence relate to the topic sentence because they provide examples of past narratives. Finally, the last sentence is the thesis of the essay, which expresses the author’s position on the topic and previews what the entire paper is about. You learn more about writing effective introductions later in this course. Supporting Paragraphs Every paragraph after your introduction must be a supporting paragraph. A supporting paragraph supports or proves your thesis. All supporting paragraphs must include a topic sentence. You may then develop the supporting paragraphs within your paper by using one or more of the following methods: • Examples and illustrations • Data, facts, or historical or personal details • A simple story, or narrative • Descriptions • Division and classification • Analysis • Process analysis • Definitions • Cause-effect • Comparison-contrast • Argument The previous paragraph about journals used examples to support the topic sentence. Consider the paragraph...
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...|[pic] |Course Design Guide | | |College of Humanities | | |COM/156 Version 7 | | |University Composition and Communication II | Copyright © 2013, 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course builds upon the foundations established in COM/155. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject...
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...MNUALLL/301/0/2013 Tutorial Letter 101/0/2013 General tutorial letter for proposal, dissertation and thesis writing MNUALLL Year module Department of Health Studies IMPORTANT INFORMATION: This tutorial letter contains important information about your module. Note: Copyright pertaining to Mouton (2006) has been ceded to Unisa CONTENTS Page 1 2 2.1 2.2 2.3 2.3.1 2.4 2.5 2.6 2.7 2.8 3 3.1 3.2 3.3 3.4 3.5 4 4.1 4.2 4.3 4.4 4.5 4.6 5 5.1 5.2 5.2.1 5.2.2 2 WELCOME ................................................................................................................................... 6 SECTION 1: BEING REGISTERED FOR THE RESEARCH PROPOSAL MODULE (RPM) .... 7 Introduction ................................................................................................................................... 7 Application .................................................................................................................................... 7 Registration for Research Proposal Module (RPM) ...................................................................... 7 Registration................................................................................................................................... 8 Appointment of supervisor ............................................................................................................ 8 Guidelines for writing a proposal ...............................................................................................
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...FALE 1033 WRITING FOR SCIENCE Topics Covered Introduction to effective writing skills Writing thesis statement and topic sentences Definition , exemplification and classification Description Cause and effect Interpreting diagrammatic information Comparing and contrast Proofreading and editing Text Used 1. 2. Main Text: Oshima, A & Hogue. ( 1997). Introduction to Academic Writing. New York: AddisonWesley, Longman Zimmerman. (2003).English for Science. Singapore: Prentice Hall Additional Text Brannan, B. (2003). A Writer’s Workshop: Crafting Paragraphs, Building Essays. McGraw Hill Trible,C. (2003). Writing Oxford: Oxford University Press Method of Assessment 2 Assignments + 1 Test Assignment 1 -15% (Outlines) Assignment 2 – 15% (interpreting data) Test – 10% (Grammar/proofreading) Final Examination- 60% Section A- Essay Section B- Grammar Section C- Interpreting Graphic Data LECTURE 1 INTRODUCTION TO EFFECTIVE WRITING SKILLS What is Science Writing? Science writers are responsible for covering fields that are experiencing some of the most rapid advances in history, from the stunning advances in biotechnology to the exotic discoveries in astrophysics. A science writer may include coverage of new discoveries about viruses, the brain, evolution, artificial intelligence, planets around other suns, and the global environment, to name a few topics Aims and objectives for writing for science To provide students with the necessary knowledge of the...
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...or at the end of the essay. 4. Now re-read more slowly and carefully, this time making a conscious attempt to begin to isolate the single most important generalization the author makes: his thesis. Follow his line of thought; try to get some sense of structure. The thesis determines the structure, so the structure, once you begin to sense it, can lead you to the thesis. What is the main point the author is making: Where is it? Remember, examples or "for instances" are not main points. The thesis is the generalization the author is attempting to prove valid. Your job, then is to ask yourself, "What is the author trying to prove"? Another way of identifying the thesis is to ask yourself, "What is the unifying principle of this essay"? or "What idea does everything in this essay talk about"? or "Under what single main statement could all the subdivisions fit"? If the author has stated his thesis fully and clearly and all in one place, your job is easier. The thesis is apt to be stated somewhere in the last few paragraphs, in which case the preceding paragraphs gradually lead up to it, or else somewhere right after the introduction, in which case the balance of the essay justifies the statement and refers back to it. Sometimes, however, the author never states the entire thesis in so many words; he gives it to you a piece at a time. Never mind. You can put it together...
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...Thesis abstracts / 75 Writing a structured abstract for the thesis James Hartley suggests how to improve thesis abstracts (From Psychology Teaching Review, 2010, 16, 1, 98-100) Two books on writing abstracts have recently come to my attention. One, Creating Effective Conference Abstracts and Posters in Biomedicine: 500 tips for Success (Fraser, Fuller and Hutber, 2009) is a compendium of clear advice – a must book to have in your hand as you prepare a conference abstract or a poster. The other, Abstracts and the Writing of Abstracts (Swales and Feak, 2009) contains several research-based exercises on writing abstracts for journal articles in the Arts and Social Sciences. Both books extol the virtues of structured abstracts (i.e., those with standard sub-headings found in several journals published by the BPS) but both contain few examples. Thesis abstracts Swales and Feak also have a short chapter on writing the abstract for the PhD – a rather different kind of abstract. Here two such abstracts are presented for analysis. However, because the book is written mainly for a North American audience, British students might like to check their institution’s regulations in this respect. It is likely, of course, that these will not be very helpful. Here, for example, are the regulations from my own University: Abstract The page should be headed Abstract, followed by no more than 300 words describing the key features of the thesis. Many information retrieval...
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