...HRT 3M1 Religious Education Rite of Passage Culminating Activity Over the course of this semester, a number of religions were studied in terms of origins, beliefs, practices, symbols, milestones and impact. The time has come to put into practice the learning that has taken place! Many religions have a method by which youngsters in their particular faith are recognized as adults. The Learning Goal: • I will present a rite of passage from any religion discussed and researched throughout the term. • I will research and describe an important rite of passage from a particular religion and compare it to rites of passage from my own religion or to ones I knew of in general. • I will analyze the meaning and significance of the rite of passage I chose. Any rite of passage from a religion not discussed in class must be approved by the teacher first. The Process: This culminating activity will be completed in groups of 2 -3, but marks will be awarded individually based on the attached rubric and peer/self-evaluations. You and your partner(s) will present your rite of passage idea in the form of a written report and your choice of creative presentation that can be a video, a song, a game, an activity, interactive smart board exercise, presentation a role play, a website etc. The groups are encouraged to use multiple presentation strategies. This will tie in everything you have learned and demonstrate...
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...Area Comparative (about the size of what American state?): Neighboring Countries: Climate: Terrain: III. Government Head of State: Head of Government: Legislative Body: IV. Economics Per capita GDP (This means the average amount that the country produces per citizen) $ _____ % Of Workforce involved in Agriculture: Industry: Services: Development Status (Do you think this country is developed, undeveloped, or in-between. Say why.) ____________ ________ _____________ V. Culture List the major language or languages (and percentages if available): 1. 3. 2. 4. List the major religions (and percentages if available): 1. 3. 2. 4. VI. History - List at least four important dates for this country, and why they are important. Date Why It Is Important 1. _____________ ________ _____________ 2. _____________ ________ _____________ 3. _____________ ________ _____________ 4. _____________ ________ _____________ VII. Major Issues (what are some major issues facing this country today). ________ _____________ ________ _____________ ________ _____________ ________ _____________ VIII. Sources Cited...
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...Response • Recognize ways in which organized religion influences people’s lives. • Define common terms related to the study of religion. Week Two: Indigenous Sacred Ways • Describe the importance of relationships to indigenous religions. • Identify examples of roles and observances held sacred by indigenous peoples. Week Three: Hinduism • Describe the Hindu philosophical systems and forms of worship. • Explain the origins of Hinduism. Week Four: Buddhism • Explain the origins of Buddhism. • Describe Buddhism’s theological foundations and spiritual practices. Week Five: Daoism, Confucianism, and Judaism • Compare and contrast the theological foundations and spiritual practices of Daoism, Confucianism, Hinduism, and Buddhism. • Explain the origins of Judaism. • Describe Judaism’s theological foundations and spiritual practices. Week Six: Christianity and Islam • Explain the origins of Christianity. • Explain the origins of Islam. Week Seven: Monotheistic Religions • Compare and contrast the theological foundations and spiritual practices of Judaism, Christianity, and Islam. Week Eight: New Religious Movements & Religion in the 21st Century • Compare and contrast new religious movements with well established religions. • Estimate the impact of religious pluralism and the interfaith movement on the future of organized religion. Week Nine: Making Connections • Communicate with people of different religions about their beliefs and practices. Course...
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...this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Molloy, M. (2010). Experiencing the world’s religions: Tradition, challenge, and change (5th ed.). New York, NY: McGraw-Hill. All electronic materials are available on the student website. Week One: The Nature of Religion Details Objectives 1.1 Describe the common elements of religion. 1.2 Identify issues in the study of religion. 1.3 Describe the sacred in indigenous traditions. Reading Read Ch. 1 of Experiencing the World’s Religions. Reading Read Ch. 2 of Experiencing the World’s Religions. Reading Read the Contemporary Paganism: Wicca and Druidism section in Ch. 11 of Experiencing the World’s Religions. Reading Review this week’s Electronic Reserve Readings. Nongraded Actvitiy Post a personal bio in the chat room on OLS. Introduce yourself to our class as a response to the thread begun by the facilitator....
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...Technology An analysis of proper integration of technology with pedagogy, reveals some challenges for the teacher: demonstrating to the student’s technological literacy, identifying proper technologies that work best for each assignment, and employ the proper knowledge of how the technologies are used for the assignments. Recognizing that these challenges must be met for proper support of the learner and their learning style and intelligences. Assignment Prompt One (Digital Whiteboard and PowerPoint) – INSTRUCTIONS: Reading the chapter on European Society in the Early Modern era, highlight and note the powerful movements that transformed European society during time. Referencing the highlights and notes, create a PowerPoint presentation (with slide notes) and briefly describe the origin of each, and how it affected society as a whole. Incorporate animations, and graphics with your presentation. You will present your PowerPoint presentation using the digital whiteboard to the class. Researching the use of PowerPoint in relation to teaching and learning I found the tool seems to be a popular choice for business, education, and training industry. It offers an excellent and powerful tool to facilitate and improve the delivery of lessons and other content to a large audience. As we have learned in this course, technology is not an end in and of itself, but technology is a means to an educational end. With PowerPoint, it is the same. The tool itself is not the magic bullet that makes...
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...Class Name | FTDipHTM11 | Module | Tourism Systems | Assessment 1: Group Oral Presentation- 20% (Learning outcome from Chapter 2: Structure of Tourism and Travel Industry, Chapter 3: Travel Intermediaries, Chapter 4 & 5: Accommodation, Leisure Facilities & Transportation & Chapter 6: Tourism Product & Market Segmentation) This is a group oral presentation consists of 3- 5 students. You work in a travel agency. A well educated and well- heeled middle- aged couple wishes to visit Europe and they have an interest in cultural tourism, loves sight- seeing and visiting winery. They want to customise a luxury Europe travel package with everything top- notch. They seek your advice on where they should go. In order to provide them with quality customer service and adequate product knowledge, you are to research the following list of criteria: 1. Choose an Europe destination from the list below: * North Europe/ Scandinavian Countries: Norway and Sweden or Denmark or Finland * Western Europe: Great Britain and Ireland, or Netherlands, or France, Germany or Switzerland * Southern Europe: Italy, or Greece, or Spain, or Turkey 2. Capital City 3. Official language 4. Currency with 3 letter- code 5. National Air Carriers with 2 letter- code 6. Weather and climates 7. National Religions & their rituals (creating awareness for potential travellers) 8. Cultural (Expectations, Events, Costume and etc; the do’s and...
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... we do not expect you to know the names of all organisms mentioned nor all dates (you may find some of the sound attachments on complicated figures useful for review). Those names and dates mentioned below are the ones to key on. The focus in this session is macroevolution which looks broadly at the time lines and changes over long intervals of time. Remember that small changes over millions of years are the framework for evolving complexity from simplicity. Summary of concepts and idea An initial step in covering this material is an understanding of the different types of cells (prokaryotic, eukaryotic animal and plant), their differences, and their place in the phylogeny of life. 1. Information from pre-class reading, Bioflix animations and briefly summarized in class discusses the fundamental components of the prokaryotic and eukaryotic cells. You need to know the differences and understand the basic functions of the cellular components as cells as they are the fundamental units of life. 2. The 3 domain tree of life is a modern version of how we believe life to have arisen from a common ancestor(s) through branch points very early in the life history of the Earth into Bacteria (3.8 BYA) and Archea (3.7 BYA)- the prokaryotes. Single celled Eukaryotes may have appeared between 2.1-2.8 BYA and branched more recently from the Archea than from the...
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...[pic] Combined Studies, Sociology, Level 4 This programme is currently validated by The Open University [pic] [pic] 2014-15 [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] |Assessment type |Hand in date |Percentage of Marks |Assessment description | |Formative assessment |27 March 2015 |0% |Assignment Plan | |Summative assessment |11 May 2015 |10% |Group Presentation | |Summative assessment |25 May 2015 |30% |Individual Supporting Summary | | | | |750 words | |Summative assessment |12 June 2015 |60% |Essay 1,500 | [pic] | | |What’s the module all about? | |Module and Programme Learning Outcomes | |Assessments | |Handing in your work | |Texts | |At-a-glance module...
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...Religion and Peace 22 indicative hours ___________________________________________________________________________________________________________ The focus of this study is the distinctive response of religious traditions to the issue of peace. Syllabus Outcomes: H1 explains aspects of religion and belief systems H2 describes and analyses the influence of religion and belief systems on individuals and society H5 evaluates the influence of religious traditions in the life of adherents H6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering usefulness, validity and bias H7 conducts effective research about religion and evaluates the findings from the research H8 applies appropriate terminology and concepts related to religion and belief systems H9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms. Incorporating a Catholic emphasis: In approaching the teaching of this unit within the context of a Catholic Religious Education program it is expected that: 1. Each lesson would begin with prayer that is meaningful for students and pertinent to current local...
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... | | |HUM/130 Version 6 | | |Religions of the World | Copyright © 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course studies the major religions of the world. Topical areas include Buddhism, Christianity, Confucianism, Hinduism, Indigenous Cultures, Islam, Judaism, and Taoism. Students will be objectively studying the origins and major figures and comparing and contrasting each of the major religions. During this course each student will visit a religious site and interview a person of an unfamiliar faith. Policies Faculty and students/learners 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...
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...marriages more male dominated than are white marriages. b. African American marriages tend to be more male dominated and Chicano marriages more female dominated than are white marriages. c. African American and Chicano marriages are more male dominated than are white marriages. d. There is no significant difference in power among African American, Chicano, and white marriages. I thought the answer was A?? The answer is D. A is what is thought it be true, but D is what was actually observed. Ah okay thanks! 2. According to Cancian, the "feminization of love" results from: (please answer): a. women's superior ability to love. b. men's inability to communicate or express their true feelings. c. a societal definition of love as expression and emotion, qualities associated with women. d. the feminist movement. Lecture Notes: Week 2 What is sociology? * Explains and analyzes important matters in our personal lives, our communities, and world. * Religion, love, Econ, business, poverty, war, peace, etc. * the ability to see and understand the connection between broad social forces and personal experiences - C. Wright Mills calls this the “sociological imagination” * explores “taken-for-granted” reality and myths to reveal the reality of our behavior * At personal level: analyzes social causes and results, racial & gender identity, family issues, religious faith, behavior * At societal level: crime/law, poverty, wealth, education, businesses...
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...| CJA 384 Course Syllabus College of Criminal Justice and Security CJA/384 Version 2 Criminal Organizations | Copyright © 2010 by University of Phoenix. All rights reserved. Course Description This course is a survey of the origins and development of organized crime in the United States. It examines the structure and activities of organized criminal enterprises, considers different models that have been employed to describe organized crime groups, and explores theories that have been advanced to explain the phenomenon. Major investigations of organized crime and legal strategies that have been developed to combat it are also considered. Policies Faculty and students/learners 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 to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Lyman, M. D., & Potter, G. W. (2007). Organized crime (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. Mallory, S. L. (2007). Understanding organized crime. Sudbury, MA: Jones and...
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...IFSM 304 – Ethics in the Information Age Learning Portfolio Assignment Descriptions Here are the detailed Assignment Requirements and Summary (Reflection Paper) that comprise activities for a Learning Portfolio for IFSM 304. These activities, along with class discussion and any other assignments your professor may require will enable you to achieve the course objectives and demonstrate knowledge of key concepts and apply this understanding to real-world digital ethics topics and situations. Understand that your work will comprise a Learning Portfolio for the course and these assignments are linked! You will be faced with work that advances with a progression from a general basic framework for decision making to more specific analysis and critical thinking about more complex ethical issues. Current Events 5% Conference Posting of articles on IT-related Ethical Global issues (multi-national corporation) The purpose of this assignment is to analyze a current event article on global ethical issues from a multi-national corporation perspective. This assignment is designed to increase your knowledge from a corporate viewpoint and enable you to analyze ethical issues from a current GLOBAL situation or event. This will also enhance your research and writing skills and your critical-thinking abilities. Select a current topic (2010 source or later) and find an appropriate article on the topic. Provide the persistent URL (one that anyone can click on to read the...
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...menu.myProfile = My Profile menu.desiredPartner = Desired Partner menu.searchProfiles = Search Profiles menu.onlineUsers = Online Users menu.viewProfile = View Profile menu.login = Login menu.logout = Logout menu.home = Home menu.mostPopulars = Most Populars menu.messages = Messages menu.photoManagement = Photos menu.main = Main Page menu.profileLookList = Profile Hits menu.photoPointList = Photo Points menu.myFriends = My Friends menu.friendRequests = Friendship Requests menu.newUser = New User menu.mainPage = Main Page menu.register = Sign Up menu.detailSearchProfiles = Detail Search menu.mySettings = My Settings menu.admin = Admin menu.chat = Chat menu.support = Support menu.aboutUs = About Us menu.termsAndConditions = Terms and Conditions menu.questionsAndAnswers = Q and A menu.siteMap = Site Map menu.contact = Contact menu.blackList = BlackList menu.myFavorites = My Favorites main.cancelMyRequest = Cancel My Request main.saveSearch = Save Search main.noFriends = No friends yet main.noFriendRequest = No friend requests main.noFavorites = No favorites main.slogan = Flirtom : Find the right person! main.welcome = WELCOME TO FLIRTOM main.submit = Submit main.browse = Browse main.greeting = Welcome main.approve = Approve main.deny = Deny main.viewCount = View Count main.totalPhotoPoints = Total Photo Points main.photo = Photo main.mostViewedUsers...
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...------------------------------------------------- Cumulating Project For RDG 543 April 18, 2015 Dan hartman Cuthbertson High School April 18, 2015 Dan hartman Cuthbertson High School Door Door PART ONE: PHYSICAL CLASSROOM SETTING 12 | Student workstations Student workstations 13 | 14 | 15 | 16 | 17 | 18 | Objectives and Procedures in English and Spanish Objectives and Procedures in English and Spanish 11 | | Student Discussion And Reading Area Student Discussion And Reading Area | 19 | Student work stations Student work stations 10 | | | Student work stations Student work stations 20 | 9 | | | 21 | 8 | | | 22 | 7 | | | 23 | 6 | | | 24 | 5 | | | 25 | 4 | | | 26 | 3 | | | 27 | 2 | | | 28 | 1 | | Teacher Desk Teacher Desk | 29 | | | 30 | | Teacher Resource area Teacher Resource area DoorSmart Board Smart Board | | Classroom dimensions: approximately 27’ by 42’ Classroom consists of 30 desktop PC’s for individual student use. These PC’s are situated on a shelf that is built into the wall and not able to be moved. The PC’s are hard wired into the network for internet connections. PC’s are all configured with Microsoft Office 2013. In addition to individual student PC’s, there are 15 traditional student desks that are used for discussion areas and for students to use when not on the PC. Some students find it more convenient to use the traditional desks when watching a video on the Smart...
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