World Religion Project

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Date: RECOGNISE: Children's prior knowledge, learning and interests RESPOND: Experience(s) planned and implemented Link to EYLF outcomes REFLECT: Significant changes? How did the children participate and learn? Following on? 1. Making balls to put into groups and counting with playdough- see obs 7/5 1. Playdough table is already available, we will add: different coloured playdough (4 colours) laminated number cards, different sized bowls for grouping, kitchen tongs and electric scales. Remove other materials 1. Engage with early science and number concepts: grouping, colour (missing and separating), size and density (O5). To share ideas clearly, with confidence (O1). Engaging with technology. 1. Well received, children making different types of ‘food’ varied in colour, moving into coloured bowls with tongs. Following on- match colour of bowls to the colour of the play dough, provide whiteboard for children to record what they have made on a ‘menu’, plates for the food once prepared. 2. Very popular activity but still needs educator to facilitate. Add flags and whistle, also poster of the rules for visual reminder. Bring washable paint and 1 metre ruler to create a semi-permanent track with the children’s help. 3. Very popular experience but quickly got messy! Once the materials were mixed the space couldn’t be used. Following on- provide a tub of soapy water and drying cloths so that the children can wash up the materials once they have used them (science: float/sink, wet/dry) and a shelf with containers of additional coloured water, corn flour and biocarb soda so that children can refill themselves and/or with assistance. 2. Running and racing outside, interested in fast/slow, ordinal numbers – see obs 10/5 2. Set up a ‘race track’ with the children. Discuss the idea with a group that are interested, use chalk and/or masking tape to mark out rows and finish/start lines. Establish places for 1st, 2nd, 3rd etc. and job of the race caller (educator then children). 2. Share ideas and prior knowledge of groups sports and games with rules (O2). Experience drawing rows and lines, using positional numbers and following rules (O5). Gross motor and cognitive development (O3 following sequences and rules). 3. Children have been observed pretending to make potions in the sand pit on numerous occasions, sticky, icky and gooey that transform people into animals - obs 13/5 3. Potion discovery table next to the sand pit: various materials set up on an outdoor table for mixing and causing different chemical and colour reactions (biocarb soda, cornflour, sand diluted coloured water, eye droppers, clear bowls, and wooden spoons for mixing). 3. Exploring science skills and concepts- chemical reactions, changes of state, hypothesising, cause and effect (O4). Exploring colour and the properties of materials. Fine motor coordination and imaginative play (O4). RMIT Classification: Trusted 2018 RMIT University Integrated planner Elise Hunkin.

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Core Values Excellence No name University is an educational enterprise. All of us, individually and collectively, work hard to ensure that our students develop the character, learn the skills, and assimilate the knowledge essential to become morally responsible leaders. The success of our University depends upon a conscientious commitment to our mission, vision, and goals. Community No name University develops hospitable Christian learning communities everywhere we serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to create socially responsible environments that challenge all of us to listen, to learn, to change, and to serve. Respect Animated in the spirit of Jesus Christ, we value all individuals’ unique talents, respect their dignity, and strive to foster their commitment to excellence in our work. Our community’s strength depends on the unity and diversity of our people, on the free exchange of ideas, and on learning, living, and working harmoniously. Personal Development No name University stresses the development of every person’s mind, spirit, and body for a balanced life. All members of the No name University community must demonstrate their commitment to personal development to help strengthen the character of our community. Responsible Stewardship Our Creator blesses us with an abundance of resources. We foster a spirit of service to employ our resources for University and community development. We must be resourceful. We must optimize and apply all of the resources of our community to fulfill no name University’s mission and goals. Integrity The commitment of no name University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed. SuMMARIZING THE OPTIONS There was a time when it seemed that religion might just dis- appear. Throughout the modern period secularism continued to grow. It appeared that the religions of humankind would be superseded by science and left behind as historical artifacts, like Egyptian temples, the Greek gods, and many Christian churches in Northern Europe today. Certainly the hope of a world without religion continues to motivate some thinkers. Richard Daw- kins’ ‘Beyond Belief ’ movement and advertising campaigns in Britain and Canada have precisely this outcome as their goal. And yet at present the outcome they strive for appears unlikely. If anything, there has been a resurgence of religious commitment in many cultures. Any decline in religion in Europe and North America has been more than compensated for by the rapid growth of Pentecostal and charismatic movements in churches around the world. Even non-religious thinkers, such as Jürgen Habermas, one of Germany’s leading philosophers, now speak of moving – contrary to their and others’ expectations – into a ‘post-secular society.’1 Religion, then, it appears, is.

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GSB New Media Midterm Answer the following two questions in essay format. Your answers should be approximately 2 pages (double spaced) each, or a total of four pages for both essays. Base your answers on the class lectures, readings and power point presentations. Hand in a printed version of your essays to me by Mar 7. 1. Sony is promising to come out with a holographic television soon. It is like 3-D TV but with no glasses; it allows you to see a show or sporting event from any angle. Evaluate its chances of being widely adopted based on what we have studied about new media adoption. Further, what strategy would you use to roll it out? 2. What are the techniques used to make forecasts about new media? Why have new media forecasts had a poor track record? Given the task of making a forecast for a new media technology or service, what would you do? Running head: WORLD RELIGIOUS CHART 1 WORLD RELIGIOUS CHART 3 World Religious Chart Strayer University 1. FINAL PAPER: World View Chart Writing Assignment Due Week 10 and worth 235 points This assignment uses the information you have gathered for your weekly World View Chart Assignments. Choose ONE (1) category (origin of all things, nature of god, view of human nature, view of good and evil, etc.) from the chart to focus on for this assignment. Consider how the selected category relates to all of the religions covered and to your own social or work experiences. Write a two to three (2-3) page paper in which you: 1. Select ONE (1) category from the completed World View Chart. Provide a rationale for choosing this category. What is compelling about this category? Why is it important in the study of religion? 2. Describe the selected content and explain the significance of the selected category across all of the religions studied. Show in what ways the category is significant for each religion. 3. Give an example of how you have noticed this category in your life, town or country. What impact does this category have in the everyday lives of people who practice religion in your area? (You do not have to give examples of all the religions in your area, just one you have noticed besides any you practice). For example, in Cincinnati, Ohio we have Hindu, Greek Orthodox, Catholic festivals in the summer. So if my category were “Festivals and Celebrations” I could use those events as my example. 4. Use at least three (3) quality resources as references for the assignment and document your sources using APA Style for in-text citations and references. Note: Wikipedia and similar Websites do not qualify as quality resources. 5. Write clearly and coherently using correct grammar, punctuation, spelling, and mechanics. Your assignment must: · Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. · Include a cove ...

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Review the articles, Women and Financialization: Microcredit, Institutional Investors, and MFIs, by Girón (2015), and Microcredit: from Hope to Scepticism to Modest Hope, by Berlage and Jasrotia (2015), which are required reading for this week. Respond to the following: · Define microloans and determine how microloans can be utilized effectively to promote growth and development in a country? · Specifically, what strategy would you propose to raise the effectiveness of microloans? Major Paper #1 Worth 10% of final grade. Will be graded on a 40 point scale Due by the start of class, Friday, February 9. Submitted as a hard copy AND online. You have now carefully read and discussed the following readings: William Portier, Ch. 1 “The Great Questions” and Ch. 3, “Religion” from Tradition and Incarnation; Steven Prothero, Introduction from God Is Not One; and the Vatican II document, Nostra Aetate. In this first written reflection, you are going to bring these various perspectives into dialogue. This assignment must take the form of a paper. The length should be at least 2-3 pages but no longer than 5 pages. The paper must be typed, using Times Roman 12 pt font, double spaces, one inch margins. It should be submitted as a hard copy in class on the due date and be submitted to Turn-it-in via Isidore. The paper must address the following questions/prompts and be clearly based on the material covered thus far in class. You may need more than one paragraph to answer each part adequately. Cite all sources accurately. Before you write, think about how each source (William Portier, Stephen Prothero, and the Catholic Church) understands “religion” (the purposes, starting points, and definitions of religion, etc…) The paper itself with address the following four questions: First, what are some of the most important similarities between how each of our sources understand religion? (Its purposes, starting points, definition, etc…) Second, what are some of the most significant differences between our sources’ understandings about religion? Third, given these similarities and differences, describe two possible approaches one might take to the study of religion. For each approach, describe what one might learn about religion from that approach. The approaches may be taken directly from a reading as long as you cite your source and are able to say why that approach makes sense. You are encouraged to offer an approach that combines what is found in the readings. Fourth, what questions does thinking about these various perspectives on religion and approaches to the study of religion raise that require further study. Grading criteria 1. Use of Sources: Inclusion of all four readings, accurate accounts of the content of each reading, and the proper citation of your sources. This is not a research paper. You should not need any additional sources beyond what we have read in class. 2. Content: Responses to each of the questions/prompts that demonstrat ...

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PHSC 210 Discussion Board Grading Rubric Student: Criteria Points Possible Points Earned Instructor’s comments Thread All key components of the Discussion Board Forum prompt are answered in the thread. 5 Clear, logical flow to the thread. 5 Major points are stated clearly. 5 Major points are supported by the following: · Good examples (textbooks, Bible, presentations). · Thoughtful analysis (considering assumptions, analyzing implications, and comparing/contrasting concepts). 5 Proper spelling and grammar are used. 2 Professionally presented. 3 Required word count (250 words ) is met. 5 Replies At least 1 reply to classmate’s thread. 3 Required word count (100 words) is met. 3 Communication follows Student Expectations. 1 Brings clarity to the issues being discussed and relates issues to Scripture/biblical principles and experience. 2 Proper spelling and grammar are used. 1 Total 40 /* lab No. 29 Motivation: Demonstrating use of standard library function Problem: Design an application the will recive tow double values from user and then the application using math.h library will deliver the result */ #include <iostream> #include <math.h> #include <stdio.h> using namespace std; int main(void) { double x = 2.0, y = 3.0; //printf("%if raised to %if is %if\n",x, y, pow(x, y)); cout<<"The number "<< x<<"raised to power " <<y<<"is:"<<endl; cout<< pow(x, y); char v1; cin>>v1; return 0; } /* Typical output The number 2raised to power 3is: 8 */ Respond to the following in no less than 250 words. Be sure to address these issues thoroughly and to the best of your ability. Remember, grammatical/syntactical precision, organization, and logical progression of thought are important. The debate between young-earth creation scientists and secular (old-earth) scientists has raged for decades. Secular (old-earth) scientists typically believe the earth was formed billions of years ago after a massive explosion popularly known as "The Big Bang." Furthermore, these scientists contend that all life—including human life—evolved from single-celled organisms through accidental genetic mutations and natural selection. Young-earth creation scientists, on the other hand, propose the formation of the earth some 6,000–10,000 years ago through divine creation (Gen. 1–2). What is more, they assert that mankind was not created via random processes of natural selection but, rather, through a special creation of God. As you can see, these two perspectives on earth history and life are quite divergent! To make matters even more confusing, there is another category of scientists who refer to themselves as old-earth creationists. As believers, these individuals proclaim Jesus Christ as Lord and subscribe to many of the evangelical doctrines of conservative Protestantism. At the same time, they generally believe the Bible is limited in its ability to interpret scientific data and processes. In these .

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In this sermon Pastor Ryan Shannon introduces a new sermon series on the Book of Jude entitled, "The Acts of the Apostates". Apostates are the earliest "deconversion" stories of the New Testament. These are false teachers who rejected a truth that they once felt some affinity towards. They preached another gospel and posed a great danger to the early church. Like the first century, the 21st century church faces this same real risk. False teachers are often attractive, charismatic and incredibly positive in their message. But they reject the hard teachings of Jesus and offer a message that offers affirmation without correction. There is nothing sadder than someone who believes a lie and stakes their eternal destiny on that lie that our sin is something God winks at. In this series we will learn the importance of discernment coupled with a bold commitment to stand up, stand out and stand firm for the gospel.

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