REL- Discu.8

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Tanya Jones

 

In Romans, how does Paul rationalize the lack of receptivity of many Jews to his preaching in Chapters 9-11?

Apostle Paul rationalizes the lack of receptivity of the Jews to his preaching by pointing that the Israelites were still captive of the Mosaic Law, yet his preaching was grounded on the notion that Christianity was ‘the end of the law.’ Therefore, the new gospel was a new way of thinking and therefore hard or difficult to accept seeing that the Jewish people believed they were the only chosen people and that the messiah was meant for them, not the gentiles. Paul was a Jew and therefore, he had a perfect background of zealously pursuing and defending the Mosaic Law, which means he could excuse the Jewish people for not accepting Jesus wholeheartedly as the messiah of everyone including the verified gentiles. He bemoans the Jews for rejecting the fulfillment of the Messianic purpose since they believe they were the chosen people and then explains that Christianity fulfilled the same purpose even to the Jewish people irrespective of whether they trusted God’s way of doing it or not.

 

 

Shena Kline

  1.  As seen in our weekly lesson it states “without self-control, ones freedom will be compromised by selfish impulses.” I view this as I am free to my options for dinner, but what is beneficial for me and my family is not always what is wanted. It is difficult to have self-control, but it does not limit our freedom as the options are still there. We just have to decide what to follow. In the end we are not to fear our choices, but to trust in Gods love and guidance.

Assignment #2: Block Business Letter Due By Sunday Midnight

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Assignment #2: Block Business Letter

Due Week 4 and worth 150 points

Choose one of the professional scenarios provided in Blackboard under the Student Center tab, or click here to view them in a new window.

Write a Block Business Letter from the perspective of company management.  It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM7 (pages 110-128).

The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.

The block business letter must adhere to the following requirements:

  1. Content:
    1. Address the communication issue from the scenario.
    2. Provide bad news from the company to the recipient.
    3. Concentrate on the facts of the situation and use either the inductive or deductive approach.
    4. Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
  2. Format:
    1. Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
    2. Provide an appropriate and professional greeting / salutation.
    3. Single space paragraphs and double space between paragraphs.
    4. Limit the letter to one page in length.
  3. Clarity / Mechanics:
    1. Focus on clarity, writing mechanics, and professional language/style requirements.
    2. Run spell/grammar check before submitting.

Your assignment must be typed, single-spaced within paragraphs/elements and double spaced between the paragraphs/elements, using Times New Roman font (size 12), with one-inch margins on all sides. Your professor may provide additional instructions.

Assignments must be submitted through the online course shell only.

The specific course learning outcomes associated with this assignment are:

  1. Plan, create, and evaluate professional documents.
  2. Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
  3. Deliver professional information to various audiences using appropriate tone, style, and format.
  4. Analyze professional communication examples to assist in revision.

Professoional scenario is

James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.

Sarah, the front desk manager, says, “Good morning, James,” but James ignores her, punches in, and heads into the shop to his workplace.  Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.

Analyzing Content For Cultural Competency

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Using “Ten Quick Ways to Analyze Children’s Books for Racism and Sexism,” select a piece of children’s literature, young adult literature, informational article, or textbook from the library or your own collection to evaluate for bias.

In 250-500 words, conduct a text analysis using the 10 guidelines mentioned in the article to identify bias in your selected material.  After you complete the analysis, in 250-500 words describe where you think the text falls on the Cultural Competence Continuum and why. Submit both written portions as one assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Universal Learning Characteristics

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In this assignment you will demonstrate your understanding of the learning objective: Identify universal learning characteristics of students with mild to moderate disabilities.  Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, 2 and 6.

Although every child is unique, those with similar categorized disabilities, have universal learning and behavior characteristics.  For example, traditional instruction can be delivered with strategies that have shown to be successful for students identified as having learning disabilities.  Similarly, universal proactive classroom intervention techniques for children with mild to moderate behavior disabilities have also been demonstrated to be a successful approach to addressing these individualized needs.

Instructions
Create a graphic organizer using Popplet (Links to an external site.)Links to an external site. or Microsoft Word (Links to an external site.)Links to an external site. to demonstrate universal learning and behavior characteristics and strategies for a disability of your choice.  Use table 2.1 “Generally Accepted Categorical Descriptions of Students with Mild Disabilities” and table 2.2 “Summary of Instructional Strategies by Functional Domains” to identify a population and their characteristics.  Here is a model to follow:

  • Universal Learning Characteristics (Links to an external site.)Links to an external site.

Content Expectations

  • Define, in one sentence, the disability you’ve chosen.
  • Describe at least five universal behavior characteristics for the population of students you’ve chosen.
  • Explain at least five behavior strategies to support the Universal Behavior Characteristics.
  • List at least three resources you accessed to identify Universal Behavior Characteristics and strategies.
  • Describe at least five universal learning characteristics for the population of students you’ve chosen.
  • Explain at least five instructional strategies to support the universal learning characteristics of the population of student’s you’ve chosen.
  • List at least three resources you accessed to identify universal learning characteristics and instructional strategies.

Written Expectations

  • APA Formatting: Use APA 6th edition formatting consistently throughout the timeline.
  • Syntax and Mechanics: Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.
  • Source Requirement: Reference the website or video selected in the appropriate section.