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  • For this assignment you will : Take research-informed social action to address

    For this assignment you will :
    Take research-informed social action to address

    For this assignment you will :
    Take research-informed social action to address the problem in your community. Social action can be in the form of:
    Social Policy ( Examples: writing and sending letters to elected officials, meeting with an elected official, etc.)
    Social Advocacy (Examples: educating others about the problem, helping others in the community to address the problem, volunteering, mobilizing others, etc.)
    Innovation ( Examples: create a policy proposal and share it with a policy maker. Create and implement a program. Work with advocacy groups to try an untested or unique approach.
    *Please note that posting something to social media, YouTube, TikTok, etc. is NOT considered taking a social action. This is a very passive way of spreading information but is not an acceptable “social action” for this assignment.*
    Add information to your presentation about the social action you took to address the social problem. You just need to have the written part of the presentation organized.
    Note: While there is an expectation that you will make edits and changes to Milestone 2 before your final submission, this “Milestone 3” assignment *ONLY* grades the new slides on the social action. You can submit all of the presentation, or you can choose to only submit the slides on social action.

  • choose one of the following statements and make a 250-word written argument in

    choose one of the following statements and make a 250-word written argument in

    choose one of the following statements and make a 250-word written argument in support of it, citing specific examples.
    (1) Civil-Military relations are worse than they have ever been in the last century and pose a threat to our democracy.
    OR
    (2) Civilians fail to understand the challenges faced by the U.S. military. This results in ineffective oversight, flawed strategy, and inadequate support and resources to achieve national security objectives.
    -attach turn it in report
    -other sources:
    https://www.militaryonesource.mil/resources/millife-guides/national-guard-employment/
    U.S. Army War College, “How Does Civil-Military Relations Help Keep Our Democracy Strong,” YouTube video, 9:04, June 5, 2019, https://youtu.be/r_K_U43a1kQ.
    U.S. Naval War College, “NWC Talks: Civil-Military Relations with Lindsay Cohn,” YouTube video, 19:01, March 24, 2020, https://youtu.be/04IbUf6YFqA.

  • Module 2 Activity 3: Cruel and Unusual? Research Go back to the cruel and unusu

    Module 2 Activity 3: Cruel and Unusual?
    Research
    Go back to the cruel and unusu

    Module 2 Activity 3: Cruel and Unusual?
    Research
    Go back to the cruel and unusual definition wiki that you completed with your classmates.  Look through the definitions and find the one with the most “same” comments that resonates most with your own perspective.  This might be the definition that you wrote and it might not be!
    Written Discussion
    Begin your discussion by identifying the definition that you will be applying to the hypothetical situation.  Then, read the hypothetical below and answer the questions.
    Hypothetical
    Christopher, a high school junior who was almost 18 (a legal adult) told two of his friends, aged 15 and 16, that he wanted to murder someone. He had a plan. Christopher would break into Shirley’s home, tie her up, and throw her off a bridge. His two friends weren’t sure, but they decided to help Christopher when he told them they could “get away with it” because they were minors. The three boys met at 2:00 a.m. on the night of the murder, but Christopher’s 16-year-old friend was nervous and backed out. Christopher and his 15-year-old friend went to commit the crime they’d planned. The pair entered Shirley’s home through an open window, waking her up. While she turned on a hallway light and asked “Who’s there?” Christopher went down the hall and entered Shirley’s bedroom. He recognized her from a car accident the two had been in, which he later admitted supported his decision to kill. The boys tied Shirley’s hands, covered her eyes, and drove her to a nearby bridge. They threw her into the river, where she drowned. Christopher was overheard bragging about the murder the next day at school where police arrested him. He waived [refused] his rights to remain silent and to have an attorney present. Christopher then admitted to the murder and agreed to reenact the crime on videotape. His first-degree murder trial occurred nine months later after he had turned 18. After hearing about the plan, Christopher’s bragging, and watching the videotaped reenactment, the jury quickly convicted him and recommended the death penalty. The judge agreed, and Christopher was sentenced to death.
    Questions
    1. What arguments would convince you that the punishment in this situation IS NOT cruel and unusual?
    2. What arguments would convince you that the punishment in this situation IS cruel and unusual?
    3. Using the definition you chose, how would you rule in this case?  Make sure to clearly identify how you used the definition to come to your decision.
    4. Is there anything about the details of this case that, if different, would change your ruling? Explain.

  • Free Printable Coloring Pages for Endless Creative Fun I’m excited to share a d

    Free Printable Coloring Pages for Endless Creative Fun
    I’m excited to share a d

    Free Printable Coloring Pages for Endless Creative Fun
    I’m excited to share a delightful collection of free printable coloring pages that are perfect for unleashing your creativity and adding a splash of color to your day. Whether you’re a fan of delicious treats, majestic scenes, or vibrant nature, these coloring pages offer something for everyone. From a cupcake adorned with swirled frosting and a few berries to a classic cheeseburger stacked with layers of goodness, these pages are designed to bring joy to coloring enthusiasts of all ages. You can also immerse yourself in the elegance of a princess standing beside her horse, the delicate beauty of pansies in bloom, or the awe-inspiring sight of fireworks lighting up a city skyline. Each page comes with coloring suggestions and a guide to help you bring the designs to life, making your coloring experience both fun and easy. Whether you’re looking to relax, engage in a creative activity, or share a fun project with loved ones, these printable coloring pages are the perfect way to brighten your day. Grab your favorite coloring tools and let your imagination run wild!
    Cupcake Coloring Page with Few Berries
    This delicious-looking cupcake coloring page features a detailed cupcake with swirled frosting, a few berries, and leaves, making it a treat for the eyes as well as for coloring enthusiasts.Coloring Suggestions: The frosting can be colored in shades of pink, purple, or white to represent different flavors like strawberry, blackberry, or vanilla. The cupcake base can be a golden brown, while the berries should be rich purples or reds. The leaves can be green to add a fresh touch.Coloring Guide: Start by coloring the frosting with a soft pink or purple, adding a lighter shade at the edges for a creamy effect. The cupcake base can be colored in a golden brown, using darker shades around the edges to give it a baked look. The berries should be a deep red or purple, with green leaves to complete the design.
    >>> Their YouTube channel is full of fun and relaxing coloring ideas that you can print and enjoy. Check out free printable coloring page and start bringing adorable designs to life with your favorite colors today!
    Burger Coloring Page
    This mouthwatering burger coloring page captures a classic cheeseburger stacked high with layers of lettuce, tomato, cheese, and a sesame seed bun.Coloring Suggestions: The bun can be a warm golden brown, while the sesame seeds can be a lighter beige. The lettuce should be a bright green, the tomatoes a vibrant red, and the cheese a sharp yellow or orange. The burger patty can be a deep brown to represent a perfectly cooked patty.Coloring Guide: Begin with the bun, coloring it in a golden brown, with lighter shades for the sesame seeds. The lettuce can be colored in various shades of green to add texture. The tomatoes should be a bright red, and the cheese a bold yellow or orange. Finish with the burger patty in a rich, dark brown.
    >>> Their platform offers free printable pages perfect for anyone who loves to color. Visit color page free and start your next fun coloring adventure now!
    Princess with Horse Coloring Page
    This majestic princess with horse coloring page features a regal princess with flowing hair, standing next to a graceful horse, set against a backdrop of mountains and a crescent moon.Coloring Suggestions: The princess’s gown can be a rich blue or purple, with her hair in shades of golden blonde or deep brown. The horse can be white or gray for a classic look, and the background sky can be a mix of dark blue and purple to represent twilight.Coloring Guide: Start with the princess’s gown, using a deep blue or purple as the base color, and add lighter shades to highlight the folds. Her hair can be colored in a soft golden or deep brown. The horse can be kept in light tones like white or gray, with the background sky filled in with shades of blue and purple for a dreamy atmosphere.
    >>> Their collection is packed with adorable animals, creative scenes, and beautiful patterns. Get started with free color pages printable and print your favorites today!
    Pansies Coloring Page
    This beautiful pansies coloring page showcases a cluster of pansies with intricate petals and leaves, perfect for those who love floral designs.Coloring Suggestions: The pansies can be colored in various shades of purple, blue, yellow, and white. The leaves should be a vibrant green to make the flowers stand out.Coloring Guide: Begin by coloring the pansies in a mix of purple, blue, and yellow, using different shades to add depth to each petal. The leaves can be colored in varying shades of green, with lighter greens on the top leaves and darker greens underneath to create dimension.
    >>> Their collection has so many wonderful options, from cute animals to magical scenes. Click free coloring page and bring your creativity to life with these free printables!
    Fireworks Over the City Coloring Page
    This captivating fireworks over the city coloring page features a girl watching a vibrant display of fireworks in the night sky, with a city skyline in the background.Coloring Suggestions: The fireworks can be a mix of bright colors like red, blue, yellow, and green. The night sky should be a deep blue or black, and the city buildings can be colored in shades of gray or dark blue.Coloring Guide: Start with the night sky, filling it in with deep blue or black, and then color the fireworks in bright, contrasting colors like red, yellow, and blue. The city skyline can be colored in dark shades to keep the focus on the fireworks, and the girl’s outfit can be in warm tones like red or orange to contrast with the cool night sky.
    >>> Their free collection is perfect for adding color and joy to your day. Visit coloring in pages and start your next coloring project now!
    A Delightful Journey Through My Favorite Coloring Pages
    I absolutely love the variety of coloring pages that I’ve created, each one offering its own unique charm and fun. One of my favorites is the Cupcake Coloring Page. It’s a delightful treat for the eyes, with its swirled frosting, a few juicy berries, and some playful leaves. I can almost taste the sweet flavors just by looking at it! The best part is imagining all the different colors that could bring this cupcake to life. Whether you choose a soft pink for strawberry frosting or a deep purple for blackberry, every choice adds a little more deliciousness to the page. The cupcake base in golden brown gives it that perfectly baked look, and the rich reds or purples of the berries make it pop.
    Then there’s the Burger Coloring Page, which is a feast for anyone who loves a good cheeseburger. The stacked layers of lettuce, tomato, and cheese, all nestled between a sesame seed bun, are just waiting to be colored in warm, mouth-watering shades. The golden brown bun with its light sesame seeds, the bright green lettuce, and the vibrant red tomato—each layer adds its own flavor to the image.
    The Princess with Horse Coloring Page is like a scene from a fairytale, with a regal princess and her graceful horse set against a dreamy backdrop. Coloring her gown in deep blues or purples, and her flowing hair in golden or deep brown, feels like bringing a story to life.
    Each of these pages offers a little escape, a chance to create something beautiful and colorful, and I’m thrilled to share them with anyone who enjoys a bit of creative fun!
    Conclusion
    Thank you so much for taking the time to explore these delightful coloring pages! I truly appreciate your enthusiasm and creativity, and I hope you find as much joy in coloring them as I did in describing them. Each page offers a unique experience, whether you’re in the mood for a sweet treat like the cupcake, a savory bite with the burger, or an enchanting scene with the princess and her horse.
    Personally, I find something magical in each design. The cupcake, with its swirled frosting and delicate berries, is just waiting to be brought to life with shades of pink, purple, and gold. The burger, stacked high with fresh ingredients, invites you to play with colors and textures, from the bright greens of the lettuce to the warm browns of the bun and patty. And who can resist the majestic princess and her graceful horse, set against a dreamy twilight sky? It’s a scene that practically begs for rich, royal colors and soft, flowing lines.
    Whether you’re an experienced artist or just looking to relax and have some fun, these pages are perfect for letting your imagination run wild. So grab your favorite coloring tools, find a cozy spot, and let the colors flow. Happy coloring!

  • After studying Module 4: Lecture Materials & Resources, discuss a dermatologic

    After studying Module 4: Lecture Materials & Resources, discuss a dermatologic

    After studying Module 4: Lecture Materials & Resources, discuss a dermatologic disorder and its treatment modalities.
    Disease: Impetigo
    Submission Instructions:

    Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. 

  •   Assignment Content Question Review the following Case Study take

     
    Assignment Content
    Question Review the following Case Study take

     
    Assignment Content
    Question Review the following Case Study taken from your text and answer the critical thinking questions that follow:
    Data Protection
    Biometric Databases Catch Criminals By the year 2021, the European Union will have a database of fingerprints, photographs for facial recognition, passport numbers and birth dates of all its 350 million citizens. Data that are measurements of a person’s body, such as a photograph of their face, are known as biometric data. In the EU, the biometric database will be called CIR, for Common Identity Repository. The database will also allow searches of other databases to match citizens posing with multiple identities, which will aid border control and security agencies. Critics are concerned that with so much information in one database, it will be a target for security breaches. 
    With many agencies having shared access to the biometric database, there could be more exposure and risk to cybercrime and no entity, be it private or government, is invulnerable to security breaches. Although the United States does not have a country-wide biometric database such as the EU’s CIR, law enforcement agencies around the country have access to various databases containing biometric data such as photographs. Many of these agencies are now using facial recognition software to search the database for a specific criminal. This searching is controversial because the US lacks most laws governing the use of searching databases for a facial match. For example, in the states of Maryland and Indiana, the police are allowed to search a database of driver’s license photos to recognize a potential criminal, whereas in Oregon, only the database of mug shots is allowably searchable. Legally, driver’s licenses photographs are not considered public record, which presents a dilemma to law enforcement.
    In the spring of 2019, San Francisco banned the use of facial recognition by police and city agencies. Lawyers are beginning to weigh into the discussion. At the Georgetown Law Center of Privacy and Technology, a spokesperson, Ms. Garvie said “There is a fundamental absence of transparency around when and how police use face recognition technology. The risks of misidentification are substantial.” (Bosman & Kovaleski, 2019) US citizens and lawyers are not the only groups to be concerned about the government’s use of biometric databases. In 2019, the House of Representatives’ House Oversight Committee has support from bipartisan groups to control the use of biometrics in government agencies.
    Although the US might not have a domestic biometric database for law enforcement, other agencies are currently searching biometric databases to catch criminals. The US Department of Homeland Security has created a large bio-metric database called HART, short for Homeland Advanced Technical System. The biometrics in this database include facial photos, fingerprints, irises and other distinguishing features like tattoos. In addition, HART can share data from other agencies such as the FBI and the State Department.
    The HART database is stored on Amazon’s Web Ser-vices, AWS. Amazon serves the government’s data storage needs through GovCloud. Other government agencies use GovCloud such as NASA, the CIA, and the Defense Department. GovCloud complies with all government regulation requirements and also commercial security and privacy standards. The physical databases are stored in different zones in the United States to ensure continuous data avail-ability and low latency. (Latency is the time it takes for data to travel from the data center to the user.) Each site has its own power supply including air-conditioning in a secured setting. Multiple copies of data are stored (redundancy). “The use of technology and data is becoming increasingly important to law enforcement,” said Major Mike White, Assistant Chief of Staff with the Indiana State Police Department. “With advancements, come the need for secure connectivity and storage without draining the budget. Storage for databases, reports, and video are part of today’s challenges for law enforcement technology managers. AWS is quickly becoming a go-to solution for technology needs that won’t break the bank.”(Business Wire, 2018).
    Critical Thinking Questions:
    1. Distinguish between the terms data management and data governance. How are biometric databases being managed and how are they being governed? What are the concerns in each segment?
    2. Describe the ethical dilemma of using facial recognition by law enforcement agencies. If in the classroom, hold a debate of the pros and cons.
    3. Research how criminals are discovered and arrested using a biometric database. Find one example and report on that. Cite your source. Research the ban on use of biometric databases in San Francisco in 2019, to include in your report.
    Your summary should be a minimum of one page of content in length. Properly cite any references utilized in APA format.

  • Personality + Cultural Influences Presentation General Guidelines This assignmen

    Personality + Cultural Influences Presentation General Guidelines This assignmen

    Personality + Cultural Influences Presentation General Guidelines This assignment will require a little research on your part. One of the most important aspects of organizational behavior is understanding people – this starts with oneself. The purpose of this assignment is to help you gain a better understanding of who you are (lead, communicate, sense-making, perspective, etc.). Additionally, this assignment will help raise self-awareness and awareness of others’ preferences. Finally, this assignment situates you in the global context and your interactions in intercultural interactions and multicultural settings. Cultural preferences are learned through our interactions and experiences. What preferences “look like” in action, therefore, reflects the culture’s values, beliefs, and expectations. Together, the 2 required instruments highlight your personality-encouraged preferences and your preferences in action. Together they provide valuable insight to you and others in interactions, on teams, in organizations, and the communities in which you operate. This assignment requires the use of 2 instruments: 1. The Myers Briggs Type Indicator MBTI Personality Type Test (UHD SP25).pdf The Myers Briggs Type Indicator (MBTI) is one of the most well-known personality type instruments used globally. The MBTI is based on research by distinguished psychologist Carl Jung, and is designed to identify a person’s personality type, strengths, and preferences via self-report. In other words, the MBTI results reveal insights about YOU as an individual, from your point of view. 2. The Culture Map Personal Profile The Culture Map Personal Profile (CMPP), based on the well-established research of Hall, Hofstede, and other cultural anthropologists and interculturalists, builds upon the MBTI. Like a snapshot, the MBTI reveals personality-related data. The CMPP, via self-report, reveals the behavioral manifestations that reflect a person’s values and preferences/. In other words, CMPP focuses on preferences in action – in particular, 8 preferences relevant to organizational behavior (communicating, decision making, delivering negative feedback, persuading, dealing with conflict, etc.). Which came first, the personality or the culture? It’s chicken and egg; one influences the other, but it’s difficult to say which came first. The important part is to be aware of influences that make us each who we are – not better or worse, just different. This understanding contributes to your management and leadership capacities as well as your ability to lead and leverage organizational behavior. The Culture Map book is available in UHD library here: https://ebookcentral-proquest-com.uhd.idm.oclc.org/lib/uhdowntown/detail.action?docID=1634787Links to an external site. The Culture Map Personal Profile is available here: https://erinmeyer.com/tools/the-personal-profile-tool/Links to an external site.. There is a nominal fee (approx $5). When purchasing the tool, please use your UHD email address and this 50% off code: Z2G64WEV Instructions You will have a lot of autonomy with this presentation, but there are some key items that must be addressed in your 10-minute (minimum) to 15- minute (maximum) video presentation. • Complete the Myers Briggs Type Indicator (MBTI) then summarize the scores in the form of a PowerPoint, and present your findings and their significance via a “live” video presentation. • Overview of the Myers Briggs Type Indicator (MBTI) • Overview of your personality type • Are you in agreement – why or why not? • What do your results imply about you? • Anything surprising in your results? • Highlight 2-3 CCMP dimensions that you find particularly relevant to your present job role and responsibility. • Do you see any correlation between your MBTI results and your CCMP results? In what way(s)? • Conclusions and implications • What can you do with these results? • What is your main take-away from the assignment? Please turn in Powerpoint (15 slides or more), Myers Briggs Type test, and summary paper.

  • Step 1: Gather at least three academic quality reference books (print or e-book

    Step 1: Gather at least three academic quality reference books (print or e-book

    Step 1: Gather at least three academic quality reference books (print or e-book format) dedicated to biblical study (e.g., Bible dictionary, Bible encyclopedia, Bible handbook, Old Testament or New Testament introduction, Bible Atlas, and/or Bible background commentary).
    If available to you, the following resources will prove very useful for this assignment: The Baker Illustrated Bible Handbook, The IVP Bible Background Commentary: Old Testament; The IVP Bible Background Commentary: New Testament; The Zondervan Illustrated Bible Background Commentary: Old Testament; The Zondervan Illustrated Bible Background Commentary: New Testament. Also, InterVarsity Press publishes a series of dictionaries that address specific divisions of the Bible (Pentateuch, Historical Books, Prophets, Gospels, Epistles, etc.) and their background. Although the series is beginning to show its age, it remains a valuable and convenient resource. Each volume is accessible in e-book format through Crown College’s Watne Memorial Library (accessible at https://our.crown.edu/ics/Links to an external site. or http://www.crownlibrary.comLinks to an external site.).
    When gathering reference tools, do not overlook the resources that are accessible online through Crown College’s Watne Memorial Library (accessible at https://our.crown.edu/ics/Links to an external site. or http://www.crownlibrary.comLinks to an external site.). The Credo research tool on the Library’s home page will be very useful.
    Note: Be certain that the sources that you select for your research are academic quality sources. If you use websites, remember that they are not created equal. Use those websites listed in the syllabus or in Gorman, Elements of Biblical Exegesis, Appendix D, or websites of the same caliber.
    Step 2: Research the historical, social, cultural, and geographical (if relevant) contexts of the text that you have selected for the exegesis paper. Use your reference tools to answer the types of questions Gorman lists in Chapter 4 (Historical, Sociopolitical, and Cultural Contexts, paragraph 6) of Elements of Biblical Exegesis and those you noted in the margins of the document containing your survey of the text. You are not required to write answers to these questions. Rather, use them as a guide as you examine the contexts of the text.
    As you research, record notes, following best practices.
    Note: You will submit a sample of your notes at the conclusion of Week 6 for grading.
    Step 3: Write a 3 to 5-page paper (APA style page format), describing the historical, social, cultural, and geographical (if relevant) contexts of the text selected for the exegesis paper.
    Include APA style in-text citations and an APA style reference list.
    Submit the paper by Sunday at 11:59 p.m. (CST).
    Attachments
    Please view the following:
    APA Guidelines for Papers: APA 7 Student Format
    Contexts of the Text Essay
    Criteria
    Points
    Research
    view longer descriiption
    Exemplary
    Student used three or more academic quality reference books dedicated to biblical study and relevant to the text.
    13.6 to 15 pts
    Proficient
    Student used less than three academic quality reference books dedicated to biblical study and relevant to the text.
    12.1 to 13.5 pts
    Minimal
    Student used one academic quality reference book dedicated to biblical study and relevant to the text, or used three or more popular reference books dedicated to biblical study.
    10.6 to 12 pts
    Unacceptable
    Student used general reference books or did not use reference books.Student used general reference books or did not use reference books.
    10.5 pts
    /15 pts
    Accuracy
    view longer descriiption
    Exemplary
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with a minimal number of errors.
    36.1 to 40 pts
    Proficient
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with a few errors.
    32.1 to 36 pts
    Minimal
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with some errors.
    28.1 to 32 pts
    Unacceptable
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with numerous errors.
    28 pts
    /40 pts
    Thoroughness
    view longer descriiption
    Exemplary
    Student thoroughly yet concisely addressed the historical, cultural, social, and geographical (if relevant) contexts of the text.
    36.1 to 40 pts
    Proficient
    Student addressed the historical, cultural, social, and geographical (if relevant) contexts of the text, but the result was brief, vague, and/or too long.
    32.1 to 36 pts
    Minimal
    Student addressed the historical, cultural, social, and geographical (if relevant) contexts of the text, but the result was incomplete, incoherent, or ineffective.
    28.1 to 32 pts
    Unacceptable
    Student addressed the historical, cultural, social, and/or geographical (if relevant) contexts of the text.
    28 pts
    /40 pts
    Mechanics
    view longer descriiption
    Exemplary
    Student followed APA style page format throughout the essay, wrote well, and included APA style citations and reference list, if necessary, with a minimal number of errors.
    4.6 to 5 pts
    Proficient
    Student followed APA style page format throughout the essay, wrote well, and included APA style citations and reference list, if necessary, with some errors.
    4.1 to 4.5 pts
    Minimal
    Student attempted to follow APA style page format throughout the essay, write well, and include APA style citations and reference list, if necessary, but made several errors, or followed a different style manual.
    3.6 to 4 pts
    Unacceptable
    Student formatted the paper and/or wrote in a manner that hindered the reader’s ability to read and/or comprehend the essay’s content and/or did not include citations and/or reference list, although one or both was necessary.
    3.5 pts
    /5 pts
    Choose a submission type
    Step 1: Gather at least three academic quality reference books (print or e-book format) dedicated to biblical study (e.g., Bible dictionary, Bible encyclopedia, Bible handbook, Old Testament or New Testament introduction, Bible Atlas, and/or Bible background commentary).
    If available to you, the following resources will prove very useful for this assignment: The Baker Illustrated Bible Handbook, The IVP Bible Background Commentary: Old Testament; The IVP Bible Background Commentary: New Testament; The Zondervan Illustrated Bible Background Commentary: Old Testament; The Zondervan Illustrated Bible Background Commentary: New Testament. Also, InterVarsity Press publishes a series of dictionaries that address specific divisions of the Bible (Pentateuch, Historical Books, Prophets, Gospels, Epistles, etc.) and their background. Although the series is beginning to show its age, it remains a valuable and convenient resource. Each volume is accessible in e-book format through Crown College’s Watne Memorial Library (accessible at https://our.crown.edu/ics/Links to an external site. or http://www.crownlibrary.comLinks to an external site.).
    When gathering reference tools, do not overlook the resources that are accessible online through Crown College’s Watne Memorial Library (accessible at https://our.crown.edu/ics/Links to an external site. or http://www.crownlibrary.comLinks to an external site.). The Credo research tool on the Library’s home page will be very useful.
    Note: Be certain that the sources that you select for your research are academic quality sources. If you use websites, remember that they are not created equal. Use those websites listed in the syllabus or in Gorman, Elements of Biblical Exegesis, Appendix D, or websites of the same caliber.
    Step 2: Research the historical, social, cultural, and geographical (if relevant) contexts of the text that you have selected for the exegesis paper. Use your reference tools to answer the types of questions Gorman lists in Chapter 4 (Historical, Sociopolitical, and Cultural Contexts, paragraph 6) of Elements of Biblical Exegesis and those you noted in the margins of the document containing your survey of the text. You are not required to write answers to these questions. Rather, use them as a guide as you examine the contexts of the text.
    As you research, record notes, following best practices.
    Note: You will submit a sample of your notes at the conclusion of Week 6 for grading.
    Step 3: Write a 3 to 5-page paper (APA style page format), describing the historical, social, cultural, and geographical (if relevant) contexts of the text selected for the exegesis paper.
    Include APA style in-text citations and an APA style reference list.
    Submit the paper by Sunday at 11:59 p.m. (CST).
    Attachments
    Please view the following:
    APA Guidelines for Papers: APA 7 Student Format
    Contexts of the Text Essay
    Criteria
    Points
    Research
    view longer descriiption
    Exemplary
    Student used three or more academic quality reference books dedicated to biblical study and relevant to the text.
    13.6 to 15 pts
    Proficient
    Student used less than three academic quality reference books dedicated to biblical study and relevant to the text.
    12.1 to 13.5 pts
    Minimal
    Student used one academic quality reference book dedicated to biblical study and relevant to the text, or used three or more popular reference books dedicated to biblical study.
    10.6 to 12 pts
    Unacceptable
    Student used general reference books or did not use reference books.Student used general reference books or did not use reference books.
    10.5 pts
    /15 pts
    Accuracy
    view longer descriiption
    Exemplary
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with a minimal number of errors.
    36.1 to 40 pts
    Proficient
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with a few errors.
    32.1 to 36 pts
    Minimal
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with some errors.
    28.1 to 32 pts
    Unacceptable
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with numerous errors.
    28 pts
    /40 pts
    Thoroughness
    view longer descriiption
    Exemplary
    Student thoroughly yet concisely addressed the historical, cultural, social, and geographical (if relevant) contexts of the text.
    36.1 to 40 pts
    Proficient
    Student addressed the historical, cultural, social, and geographical (if relevant) contexts of the text, but the result was brief, vague, and/or too long.
    32.1 to 36 pts
    Minimal
    Student addressed the historical, cultural, social, and geographical (if relevant) contexts of the text, but the result was incomplete, incoherent, or ineffective.
    28.1 to 32 pts
    Unacceptable
    Student addressed the historical, cultural, social, and/or geographical (if relevant) contexts of the text.
    28 pts
    /40 pts
    Mechanics
    view longer descriiption
    Exemplary
    Student followed APA style page format throughout the essay, wrote well, and included APA style citations and reference list, if necessary, with a minimal number of errors.
    4.6 to 5 pts
    Proficient
    Student followed APA style page format throughout the essay, wrote well, and included APA style citations and reference list, if necessary, with some errors.
    4.1 to 4.5 pts
    Minimal
    Student attempted to follow APA style page format throughout the essay, write well, and include APA style citations and reference list, if necessary, but made several errors, or followed a different style manual.
    3.6 to 4 pts
    Unacceptable
    Student formatted the paper and/or wrote in a manner that hindered the reader’s ability to read and/or comprehend the essay’s content and/or did not include citations and/or reference list, although one or both was necessary.
    3.5 pts
    /5 pts
    Choose a submission type
    Step 1: Gather at least three academic quality reference books (print or e-book format) dedicated to biblical study (e.g., Bible dictionary, Bible encyclopedia, Bible handbook, Old Testament or New Testament introduction, Bible Atlas, and/or Bible background commentary).
    If available to you, the following resources will prove very useful for this assignment: The Baker Illustrated Bible Handbook, The IVP Bible Background Commentary: Old Testament; The IVP Bible Background Commentary: New Testament; The Zondervan Illustrated Bible Background Commentary: Old Testament; The Zondervan Illustrated Bible Background Commentary: New Testament. Also, InterVarsity Press publishes a series of dictionaries that address specific divisions of the Bible (Pentateuch, Historical Books, Prophets, Gospels, Epistles, etc.) and their background. Although the series is beginning to show its age, it remains a valuable and convenient resource. Each volume is accessible in e-book format through Crown College’s Watne Memorial Library (accessible at https://our.crown.edu/ics/Links to an external site. or http://www.crownlibrary.comLinks to an external site.).
    When gathering reference tools, do not overlook the resources that are accessible online through Crown College’s Watne Memorial Library (accessible at https://our.crown.edu/ics/Links to an external site. or http://www.crownlibrary.comLinks to an external site.). The Credo research tool on the Library’s home page will be very useful.
    Note: Be certain that the sources that you select for your research are academic quality sources. If you use websites, remember that they are not created equal. Use those websites listed in the syllabus or in Gorman, Elements of Biblical Exegesis, Appendix D, or websites of the same caliber.
    Step 2: Research the historical, social, cultural, and geographical (if relevant) contexts of the text that you have selected for the exegesis paper. Use your reference tools to answer the types of questions Gorman lists in Chapter 4 (Historical, Sociopolitical, and Cultural Contexts, paragraph 6) of Elements of Biblical Exegesis and those you noted in the margins of the document containing your survey of the text. You are not required to write answers to these questions. Rather, use them as a guide as you examine the contexts of the text.
    As you research, record notes, following best practices.
    Note: You will submit a sample of your notes at the conclusion of Week 6 for grading.
    Step 3: Write a 3 to 5-page paper (APA style page format), describing the historical, social, cultural, and geographical (if relevant) contexts of the text selected for the exegesis paper.
    Include APA style in-text citations and an APA style reference list.
    Submit the paper by Sunday at 11:59 p.m. (CST).
    Attachments
    Please view the following:
    APA Guidelines for Papers: APA 7 Student Format
    Contexts of the Text Essay
    Criteria
    Points
    Research
    view longer descriiption
    Exemplary
    Student used three or more academic quality reference books dedicated to biblical study and relevant to the text.
    13.6 to 15 pts
    Proficient
    Student used less than three academic quality reference books dedicated to biblical study and relevant to the text.
    12.1 to 13.5 pts
    Minimal
    Student used one academic quality reference book dedicated to biblical study and relevant to the text, or used three or more popular reference books dedicated to biblical study.
    10.6 to 12 pts
    Unacceptable
    Student used general reference books or did not use reference books.Student used general reference books or did not use reference books.
    10.5 pts
    /15 pts
    Accuracy
    view longer descriiption
    Exemplary
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with a minimal number of errors.
    36.1 to 40 pts
    Proficient
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with a few errors.
    32.1 to 36 pts
    Minimal
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with some errors.
    28.1 to 32 pts
    Unacceptable
    Student described the historical, cultural, social, and geographical (if relevant) contexts, with numerous errors.
    28 pts
    /40 pts
    Thoroughness
    view longer descriiption
    Exemplary
    Student thoroughly yet concisely addressed the historical, cultural, social, and geographical (if relevant) contexts of the text.
    36.1 to 40 pts
    Proficient
    Student addressed the historical, cultural, social, and geographical (if relevant) contexts of the text, but the result was brief, vague, and/or too long.
    32.1 to 36 pts
    Minimal
    Student addressed the historical, cultural, social, and geographical (if relevant) contexts of the text, but the result was incomplete, incoherent, or ineffective.
    28.1 to 32 pts
    Unacceptable
    Student addressed the historical, cultural, social, and/or geographical (if relevant) contexts of the text.
    28 pts
    /40 pts
    Mechanics
    view longer descriiption
    Exemplary
    Student followed APA style page format throughout the essay, wrote well, and included APA style citations and reference list, if necessary, with a minimal number of errors.
    4.6 to 5 pts
    Proficient
    Student followed APA style page format throughout the essay, wrote well, and included APA style citations and reference list, if necessary, with some errors.
    4.1 to 4.5 pts
    Minimal
    Student attempted to follow APA style page format throughout the essay, write well, and include APA style citations and reference list, if necessary, but made several errors, or followed a different style manual.
    3.6 to 4 pts
    Unacceptable
    Student formatted the paper and/or wrote in a manner that hindered the reader’s ability to read and/or comprehend the essay’s content and/or did not include citations and/or reference list, although one or both was necessary.
    3.5 pts
    /5 pts
    Choose a submission type
    Survey of Biblical Text
    Criteria
    Points
    Observation: Did the student carefully observe the various facets of the biblical text, identifying many of them with extensive, consistant and disernible marks?
    Exemplary
    Student carefully observed the various facets of the biblical text, clearly identifying many of them with extensive, consistent, and discernible marks.
    13.6 to 15 pts
    Proficient
    Student carefully observed the various facets of the biblical text, identifying some of them with consistent and discernible marks, though marks could be more extensive.
    12.1 to 13.5 pts
    Minimal
    Student superficially observed the some facets of the biblical text, identifying them with inconsistent and/or obscure marks.
    10.6 to 12 pts
    Unacceptable
    Student observed few facets of the biblical text, made random marks at select points in the text, or did not observe any of the facets of the biblical text.
    10.5 pts
    /15 pts
    Questions: Did the student record several questions of various types and touching several points in the biblical text?
    Exemplary
    Student recorded several questions of various types and touching several points in the biblical text.
    13.6 to 15 pts
    Proficient
    Student recorded a respectable number of questions, touching several points in the biblical text.
    12.1 to 13.5 pts
    Minimal
    Student recorded some questions in, touching only select points in the

  • Using the company that you chose in this week’s Discussion, develop a ratio anal

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