World Christian Movement

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Liberty University GLST 200 Quiz 8

·  Question 1 2 out of 2 points

What are the two types of work within the World Christian Movement that Ralph Winter names?

·  Question 2 2 out of 2 points

To be a part of the World Christian Movement, you must become a foreign missionary.

·  Question 3 2 out of 2 points

What major Christian figure led the leaders and participants in signing the Lausanne Covenant?

·  Question 4 2 out of 2 points

Which of the following persons does God use in His work in the world?

Selected Answer:

·  Question 5 2 out of 2 points

The Lausanne Congress on World Evangelization brought together participants from over _____ nations.

·  Question 6 2 out of 2 points

According to Ralph Winter, the antidote for affluence is reconsecration. What does Winter want us to reconsecrate ourselves to?

·  Question 7 2 out of 2 points

According to Ralph Winter, obedience to the Great Commission has been more consistently poisoned by ______________ than by anything else.

·  Question 8 2 out of 2 points

Ralph Winter mentions several ways you can moblize yourself for missions. Which of the following does he mention?

·  Question 9 2 out of 2 points

Tentmaking brings credibility to the worker, helps him/her identify with the locals, and models the Christian life to new believers.

·  Question 10 2 out of 2 points

There are people in the USA from almost 200 countries in the world.

·  Question 11 2 out of 2 points

_is a term that business ventures that are created and managed specifically for the purpose of advancing the cause of Christ in less-reached parts of the world.

·  Question 12 2 out of 2 points

Tentmaking can be defined as:

·  Question 13 2 out of 2 points

According to Bower and Ellis, what does it take for God to use all of our capacity for His purposes?

·  Question 14 2 out of 2 points

Local churches do NOT have the potential and resources needed to advance world evangelization.

·  Question 15 2 out of 2 points

Using business as a vehicle for missions is a new concept.

·  Question 16 2 out of 2 points

A(n) ________________ is a day-to-day disciple for whom Christ’s global cause has become their integrating, overriding priority.

·  Question 17 2 out of 2 points

Hickman, Hawthorne and Ahrend list four disciplines that help World Christian live life on purpose. Which of the following is NOT one of them?

·  Question 18 2 out of 2 points

To become a World Christian, you must cross barriers of culture or geography in order to bring the gospel to people who can hear it no other way.

·  Question 19 2 out of 2 points

David Bryant points to what Old Testament Passage as a template for missions?

·  Question 20 2 out of 2 points

The Lausaunne Covenant was signed in what year?

·  Question 21 2 out of 2 points

Christians intentionally finding employment in cross-cultural contexts is called …

·  Question 22 2 out of 2 points

The Lausanne Covenant affrims that Christian presence, without proclamation, is a valid form of evangelism.

·  Question 23 0 out of 2 points

According to Harper, a World Christian is not dependent on location or vocation, it is a mindset.False

·  Question 24 2 out of 2 points

____________________ is a term that describes when Christian business professionals become effective in their workplace.

·  Question 25 2 out of 2 points

One type of mission agency is one that does “service missions.” Which of the following BEST describes service missions?

A Class Divided And The Invisible Knapsack Review

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Imagine that your principal has come to you and stated that the district is interested in hosting a professional development workshop for educators to help them broaden their cultural competence, improve their family-teacher relationships, and enhance educational experiences for all students. The district is proposing using the materials from “A Class Divided” and “White Privilege: Unpacking the Invisible Knapsack” for the workshop. Both of these resources are dated, but are often used in schools to introduce faculty to social justice issues that affect educators.

Your principal has asked you to submit a 500-750 word persuasive essay either in support of or against the use of the material in these resources. In your essay, include specific examples that discuss whether the materials could be used to help individuals broaden their cultural competence, build stronger relationships, and create more relevant educational experiences. If you argue that the materials should not be used, offer reputable alternatives for your principal to consider. Be sure to include links and descriptions of the alternative resources.

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.

Decision-Making Table

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Decision-Making Table

For this assignment, you will apply analytical reasoning and identify strategies for self-assessment to reconsider your decision-making patterns. You will need to complete a table with four columns to complete this task.

In the first column, you will provide two personal examples where you acted in accordance with one or more of the patterns of irrational or unethical decision-making.

In the second column, you will identify which pattern(s) of irrational or unethical decision-making applies to your situations.

In the third column, you will identify any characteristics of egocentrism or sociocentrism, as well as any pathological tendencies of mind, involved in your thought process.

Finally, in the fourth column, share how you could have applied the keys to sound decision-making to approach the situation more rationally.

Unit VI Assignment Decision-Making Table

Name:

Personal Examples Pattern(s) Characteristics Keys to Sound Decision-Making
Provide two personal examples where you acted in accordance with one or more of the patterns of irrational or unethical decision-making. Identify which pattern(s) of irrational or unethical decision-making applies to your situations. Identify any characteristics of egocentrism or sociocentrism, as well as any pathological tendencies of mind, involved in your thought process. Share how you could have applied the keys to sound decision-making to approach the situation more rationally.
Begin here

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

Assignment Fluency Strategies

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Review “Case Studies: Focusing on Fluency Strategies.”

For each case scenario, write a separate 250-500 word analysis that:

  1. States the academic goal for the case study student.
  2. Identifies an approach to build fluency skills for reading based on the needs of the student in the case study.
  3. Describes how you would implement the approach, including the number of sessions and length of time required for the sessions.
  4. Justifies why that approach is beneficial for the student and provides a rationale for the amount of sessions and time needed for the activities.

Support your decisions for each case study with at least one scholarly resource.

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.

You are required to submit this assignment to LopesWrite.

Case Studies: Focusing on Fluency Strategies

 

Case Scenario #1

Student: Mary

Age: 8.6

Grade: 3rd

 

Mary is a third grader at a small private school. It is the beginning of the second semester of the school year and Mary is still having difficulty with decoding multi-syllable words but also so are many of her classmates. The students are struggling with an important reading skill that will be assessed at the end of the school year and will be important for success in the following years. Mr. Bounds, Mary’s teacher, has decided to implement strategies each day that will assist all of his students, Mary included, in reaching the following goal:

Given multi-syllable words, students will decode them accurately and with ease.

 

Case Scenario #2

Student: Emma

Age: 8.4

Grade: 3rd

 

Emma is a shy third grader who is struggling in all academic subjects that require significant reading. Emma is able to read all sight words and decode most of the multi-syllable words she encounters. However, Emma’s fluency is not at the level of most third graders and might be because Emma has a low self-concept. Emma reads aloud very softly and slowly, often waiting to speak a word until she can pronounce it correctly. Because Mr. Haywood believes that Emma has the needed skills to improve her fluency he has decided to implement strategies that will help Emma reach her goal, which is:

Given reading passages at the fifth-grade level, Emma will read fluently.

 

Case Scenario #3

Student: Daniel

Age: 8.8

Grade: 3rd

 

Daniel is a quiet third grader who is naturally organized and thrives on structure. Daniel’s mother reports that he tends to be focused on tasks, even in play. He is diligent with academic tasks. When reading aloud in class, Daniel is able to read all sight words and decode most multi-syllable words he encounters. However, Daniel’s fluency is not at the level of most third graders. He is a word-by-word reader and does not read with proper tone or expression, but has the skills needed to become a fluent, expressive reader. She has decided to implement strategies that will help him reach his goal, which is:

Given readings at the fourth-grade level, Daniel will read fluently.

 

 

Adapted from:

Paulsen, K. & the IRIS Center. (2004). Fluency and word identification: Grades 3-5.

http://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_flu.pdf

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