Biblical Worldview Essay

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Biblical Worldview Essay Instructions

The purpose of the assignment is to demonstrate your understanding of the unified and coherent nature of the Bible and the theological doctrines. In order to build a biblical-theological framework for understanding man and man’s relationship to God, including God’s purposes and continuing work, you must first understand the unified biblical narrative, including its four major plot movements: creation, fall, redemption, and restoration.

After viewing the presentation, Understanding Biblical Narrative, and completing your textbook readings, you will be equipped to demonstrate the coherence of Scripture and share some of the implications of the unified message of the Bible.

For this assignment, you must write a 600–1,000-word essay addressing the following prompt:

The Bible has many human authors, but 1 divine Author, and God never contradicts Himself. The study of theology uncovers and articulates the unity of all the biblical texts taken together. With this understanding, demonstrate the unified nature of the Bible and share the implications of this for mankind.

Assignment Requirements:

  1. Explain how the Bible is unified in      nature and what this unity accomplishes.
  2. Provide 2–3 specific theological beliefs      that are presented in Biblical doctrine with attention to how these      beliefs unfold through the narrative of Scripture, demonstrating the unity      and coherence of Scripture.

One point of clarification that may be helpful: The word belief in this assignment is essentially synonymous with the word doctrine.

  1. Using your theological examples, share      what implications these examples provide man in relationship to God.
  2. Incorporate at least 2 theological      references in your paper using course resources.
  3. Incorporate at least 2 relevant biblical      references.
  4. Write a clear introductory paragraph      including the thesis statement. A summative, concluding paragraph must      also be included.
  5. Use current Turabian format (or whichever      corresponds to your degree program).

Example: 

The Bible describes God as love in 1 John 4:8. The way to interpret “God is love” is to look at the biblical story that reveals God’s character through his actions. When looking at the entire Biblical narrative, we see this part of God’s nature exercised in his creation of man and his desire to redeem man from the fall. (This example would be substantiated and demonstrated with biblical support, and be elaborated on within the essay.)

Use the provided Biblical Worldview Essay Template as a guide.

Template is attached!!

BUSI 240

Individual Learning Project Instructions

The Individual Learning Project is an opportunity for you to evaluate yourself and your role within your organization by completing 10 self-assessment activities. You will begin the paper by completing a modified Abstract that details a past, present, or future job you will use as a basis for analyzing the self-assessment results. You will then write a full-page analysis of each assessment and combine all 10 together according to the provided format for submission at the end of the course. Each self-assessment must have at least 1 reference from your textbook to support your analysis and be cited according to current APA. You will find the Self-Assessment Activities in Connect.

These are the activities you must complete. They are found at the end of the indicated chapter.

CHAPTER SELF-ASSESSMENT ACTIVITY
2 Are You Introverted or Extraverted?
4 How Do You Cope With Stressful Situations?
5 How Strong Are Your Growth Needs?
7 What is your Preferred Decision-Making Style?
8 What Team Roles Do You Prefer?
9 Are You An Active Listener?
10 What’s Your Approach to Influencing Co-Workers?
11 What’s Your Preferred Conflict Handling Style?
12 Do Leaders Make a Difference?
13 What Organizational Structure Do You Prefer?

After completing an assessment, analyze it by using the scoring key located in Connect and write an analysis with the following components:

Title of the self-assessment (centered at the top of the page)

1. Purpose of assessment

2. Your actual score

3. The interpretation of your score, using the key

4. How you can use the results of this self-assessment to improve your effectiveness and/or efficiency in an organization

Page and Paper Format:

· Components 1–3 above must not exceed 1/4 of the space on the page.

· Component 4 above must occupy the remaining 3/4 of the space on the page.

· All pages must be double-spaced with 1” margins (right, left, top, bottom) and left-justified.

· Font must be Times New Roman and 12-pt size.

· Titles for each component must be centered according to current APA format.

· The first line of paragraphs must be indented 5 spaces.

· For the submitted collection of analyses, attach a standard cover page like the sample document accompanying these instructions. Your submissions must also include a reference page.

· Submit the collection as a Microsoft Word document.

· Page headers must include short title and pagination (use Microsoft Word header function). Cover page is not numbered. All other pages are numbered using the standard number format (1, 2, etc.).

Grading

Consult the accompanying rubric for how your instructor will grade this assignment. Also, any form of plagiarism, including cutting and pasting, will result in zero points for the entire assignment. All quoted materials must be properly cited in current APA format.

Write each analysis on 1 page, compiling 10 pages due by 11:59 p.m. (ET) on Monday of Module/Week 7.

Page 1 of 2

Describe how each work reflects the spirit of the Baroque period.

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Continue building on your foundational knowledge of musical elements by exploring music of the Baroque period. Complete the assignment to demonstrate your knowledge of this epoch in music history.

Select one of the following Baroque composer/piece pairs:

  • J.S. Bach, “Brandenburg Concerto No. 5 in D Major, I” and Corelli, “Trio Sonata in A Minor, Op. 3, no. 10, I”
  • Handel, “Messiah: Ev’ry Valley” and Purcell, “Dido’s Lament”

Imagine your selected composers have hired you to promote their work so he might be booked for more concerts or commissioned by a patron to create a new work. Keep in mind that both you and your clients are struggling financially. Great promotion leading to work for your client could mean survival for both of you. You have contacted interested patrons and other parties to a promotional presentation on the composer and his work.

Compare and contrast the composers and works by discussing the following for each:

  • Identify the form: opera, oratorio, concerto, or trio sonata.
  • Identify the instrumentation of each work.
  • Describe how each work reflects the spirit of the Baroque period.

Submit your presentation as either:

  • A 10- to 12-slide PowerPoint ® presentation with speakers’ notes
  • A 3- to 5-minute video/advertisement

Format your assignment according to appropriate course-level APA guidelines.

Career Exploration Paper Instructions

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EDCE 522

Career Exploration Paper Instructions

The purpose of this assignment is to learn how to use O*NET to explore career options for yourself and your future clients. After reviewing the results of the O*NET Interest Profiler, you selected 1 potential career that you wanted to explore further. For this paper, you will use the O*NET SOC code to gather additional information about that occupation. Go to the O*NET website (http://www.onetonline.org/) and select “Occupation Search.” Input the “O*NET SOC Code” you identified as a potential occupation when taking the O*NET Interest Profiler and press enter. A full description of your particular career of interest should appear on the screen.

 

References: For this paper, much of the information that you report will come directly from O*NET. Thus, you will cite information from O*NET in this paper differently than your other references. In the introduction paragraph, include the following sentence:

 

Unless otherwise cited, the career information presented in this paper was obtained from O*NET On-Line (National Center for O*NET Development, 20XX).

 

In addition to O*NET, you must have at least 2 other references. One reference must be from CareerOneStop and the other from the Occupational Outlook Handbook for the occupation. These 2 sources are accessible through the O*NET summary page for your occupation. These resources must be cited in-text using current APA formatting. All 3 references must be included on the reference page. Read the information on p. 3 for more additional information.

 

Instructions: Dividing your paper using the bold headings below (without Roman numerals), write a 4–6-page current APA-formatted paper (no abstract necessary). Remember to bold and center all Level 1 headings. Your paper may be written in first-person. Save your paper in Microsoft Word as: Your last name_first initial_career_exploration_paper (Example: Doe_J_ career_exploration_paper).

Submit this assignment by 11:59 p.m. (ET) on Friday of Module/Week 8.

 

Address each question thoroughly:

 

I. Career Field and Occupation of Choice

List the occupation you have chosen to explore. Also, include your 3 primary Holland Codes and the O*NET SOC Code.

II. The Nature of the Work for this career, including such things as:

· Duties

· Skills

· Activities

· Typical work day

 

III. Working Conditions for this career, including such things as:

· Work environment

· Hours

· Work alone or with others

· Type of supervision

· Populations worked with (age, socioeconomic level, presenting issues)

· Psychological aspects of work setting (stress levels, crisis situations, deadlines, multiple tasks, etc.)

IV. Preparation and Qualifications for this career, including such things as:

· Education

· Skills

· Experience

· Personal traits

V. Opportunities and Future Outlook for this career, including such things as:

· Occupation workforce size and composition

· Geographic distribution

· Large/small firms

· Security/advancement/related opportunities?

VI. Economic and Non-Economic Benefits for this career including such things as:

· Entry-level/average annual earnings (locally and elsewhere)

· Related benefits (insurance, vacation, sick leave, education)

· Non-economic benefits

· Personal satisfaction factors

· Associated lifestyle

· Psychological rewards

VII. Disadvantages and/or Special Situations for this career including such things as:

· Irregular work hours

· Seasonal work

· Overtime or night work

· Travel

· Hazards

VIII. Conclusion

· What did you learn about the career that you did not know before or that surprised you?

· How do the occupational characteristics and requirements fit with your current interests and values?

· How do the occupational characteristics and requirements fit with your career goals?

· What advantages/limitations do you see in using O*Net in your future career as a counselor?

 

References for this Assignment

 

O*NET: Adapt the following reference format for your selected occupation. The date to use in the reference is marked below. The following information is for Mental Health Counselors:

 

National Center for O*NET Development. (2010). Summary Report: Mental Health Counselors. (O*Net Report No. 21-1014.00). Retrieved from O*Net Online website: http://www.onetonline.org/link/summary/21-1014.00

 

 

 

At the bottom of this page, you will find links to the following required sites:

 

CareerOneStop: Selecting information for your state will take you to the CareerOneStop site.

 

Occupational Outlook Handbook: Go to the sources of additional information for your occupation. This will take you to the Occupational Outlook Handbook site. Please review APA formatting when citing information from these 2 organizations.

 

 

Page 2 of 3

Journal Article Critique

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RESEARCH APPLICATION

Attitudes Toward Preparing Youth Sport Coaches to Work With Athietes with Hidden Disabiiities

Margaret M. Flores, Ph.D., BCBA-D Auburn University Robbi Beyer, Ph.D. California State University at Los Angeles Tiffanye M. Vargas, Ph.D. ‘ The University of Texas at San Antonio

Approximately 10% of children in the United States have a disability that includes varying levels of deficit in the areas of language processing, attention, impulse control, and motor control (U.S. Departnient of Education, 2007; Center for Disease Control,2003).Thesedisabilities might include specific learning disabilities, emotional behavioral disorders,’mild intellectual disabilities, and speech/language disabilities. A common feature of all of these disabilities is that there are few outward or visible signs of their disability in settings outside of the educational set- ting. Children with hidden disabilities’ (HD) learning differences may impact their performance and/or enjoyment in youth sports (e.g., attending to instruction, learning and remembering new vocabulary, plays and sequences of motor movements). Youth sport coaches, who are community volunteers (McCallister, Blinde, & Kolenbrander, 2000) may not have the background or training to recognize athletes with HD’s needs or be able to change their instruction.

The work by Vargas-Tonsing, Flores, and Beyer (2008) on youth sport coaches’ efficacy with regard to coaching athletes with ADHD paved the way for this current pilot study. The results indicated that coaches who reported having previous experience with children and youth with ADHD (usually as a family member) repo’rted higher efficacy than those with less experience. Beyer, Flores, and Vargas-Tonsing (2008) also found that coaches demonstrated more positive attitudes when they had previous experience working with athletes with ADHD. This is consistent with other researchers’ findings regarding limited coaching preparation or training (McCallister et al., 2000; Tinning, 1997)] ‘

In order to provide such training, coachihg educators and administrators within youth sport organizations must recognize that athletes with HD will participate and that coaches should be able to work with all athletes Flores, Vargas-Tonsing, & Beyer (under review) investigated the attitudes of coaching educators/ administrators toward athletes with HD. The researchers found that coaching educators/administrators felt coaches should make ^ accommodations for athletes with HD, but that coaching cer- tificate programs did not provide adequate preparation to coach this population. Although this study provided some insight into administrators’ attitudes, their beliefs regarding specific strate- gies and plans for thé development of adequate training were unknown. Therefore,!the purpose of this study was to collect quantitative data, as iwell as qualitative responses, regarding coaching educators/administrators’ attitudes towards coaching preparation that includes accommodations and strategies for athletes with HD. I ‘

Method Participants

Participants were 36 (18 males, 18 females) attending a national coaching education conference and were members of the National Council for the Accreditation of Coaching Education (NCACE). Their collective educational levels were Ph.D. (n = 20), M.A ./M.S.

(«=14),andB.A./B.S.(/7 = 2).

Measures

Quantitative data were collected using the Coaching Education Administrators’ Attitudes toward Athletes with Diverse Characteristics, adapted from Kozub and Porretta’s (1998). The participants were asked to respond to 11 questions on a five point scale from 1 (strongly disagree) to 5(strongly agree). Qualitative data were collected through an open ended response section of the survey. Here the participants were asked to provide their opinion on the inclusion of coaching methods for training athletes with HD during their training curriculum. .

Results With regard to participation, the majority of respondents

(70-83%) agreed or strongly agreed athletes with HD have the right to be included in interscholastic sports, did not need better athletic skills, and participation should be allowed with a no-cut policy. Participants overwhelmingly agreed athletes with HD’s participation in traditional sporting activities would not diminish the experience of those without disabilities.

When considering the coaches’ preparation they felt unpre- pared and wanted resources to help with this training. Thirty of thirty-six (83%) declared themselves inadequately prepared to coach athletes with HD, did not feel coaching certification programs offered adequate preparation of skills needed to coach this population (77%), and strongly supported (92%) preparation within a college undergraduate preparation curriculum.

Five themes emerged from the open ended section of the sur- vey: (a) the need for improved coaching education within youth sports; (b) the need for improved methods of dissemination of resources and professional development; (c) enthusiasm for the development of curriculum related to the needs of athletes with HD; (d) general concern of the high volume of athletes with HD in youth sports; and (e) frustration regarding unnecessary labels, such as HD. These themes were consistent with the quantitative data in their call for increased education for youth sport coaches. However, the need for preparation was further deñned and clari- fied. Through these themes, participants reported that they were aware that many children with HD partici- pate in youth sports, coaches should be better prepared to work with athletes with HD and there were issues related to disseminating this information to youth sport coaches.

2012 Vol. 26, No. 1 PAIAES’IUA

 

 

RESEARCH APPEICATION

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Discussion

The findings from this pilot study underscore the need for improved coaching education to meet the needs of all children who participate in youth sports. Support exists from educators/administrators to inelude content regarding athletes with HD within training programs for youth sport coaches. Professional orga- nizations which produce certifications or training for youth sport coaches should consider expanding their training curriculum to include all athletes. This sup- port is crucial if coaching educators/administrators and researchers wish to make youth sports accessible to all athletes.

Dr. Margaret Flores is associate professor of special education. Her research interests include interventions for students with high incidence disabilities. Dr. Robbi Beyer is an associate professor of adapted physical education and pedagogy. Her Research interests include pedagogy for special populations, changing attitudes ofpre service teachers and coaches working with individuals who have disabilities, and the effects of early perceptual motor training on academic readiness. Dr. Tiffanye Vargas is an associate professor of sport psychology. Her research interests are coaching education, coach- and athlete- efßcacy, and verbal persuasion.

Practical Applications

The following are topics that could be included preparation of youth sport coaches so that all athletes can participate.

• Structuring practice with predictable routines and transitions. For example, at the beginning of practice, tell athletes how practice will be struc- tured, support that description with a rotational chart and/or use a visual/auditory signal for tran- sitions.

• Position yourself close to the athlete to gain eye contact with the athlete while speaking. Eliminate extraneous stimuli by making sure the athlete with HD is free of distractions during instruction.

• Allow additional time for the athletes to respond, giving athletes with HD “think time.”

• Be explicit and consistent with the language and vocabulary used in explanations and directions. Avoid frequently changing terms or cue words. Clarify terms that appear to confuse the athlete with HD.

• Differentiate practice activities to accommodate for differences in athletes’ skills and abilities. For example, when practicing striking a baseball, allow some athletes to hit off the tee, some hit off the toss up and others try to hit off live pitching.

o Practice in a movement exploration envi- ronment where coaches ask all athletes to perform the skill together at their own abil- ity level (e.g. “dribble as fast as you can, as close to the floor as you can, from one cone to another”).

o Provide instruction that uses multiple for- mats such as verbal description, demonstrat- ing, or showing the athletes how a particular movement should feel since athletes with HD may have difficulty processing language or may need multiple exposures to informa- tion. For example, when showing a soccer player how to pass the ball, cue the athlete to attend to the feel where the ball hits his/her instep and then use correction cues to rein- force and improve the performance.

U.S. Postal Service STATEMENT OE OWNERSHIP, MANAGEMENT

AND CIRCULATION 1. Publication Title – PALAESTRA 2. Publ. number 745-310. 3. Filing Date – November 14, 2011. 4. Issue Frequency – Quarterly. 5. No. of issues published annually – 4. 6. Annual Subscription price – $21.95/$31.95. 7. Location of Known Office of Publication – The McDonough Democrat, Inc.,

Box 269, 358 E. Main St., Bushnell, McDonough County, Illinois 61422. Contact Person – Bruce Lorton, Telephone – 309-772-2129

8. Location of the Headquarters or General Business Offices of the Publishers – Same as Item #7.

9. Names and Addresses of Publisher, Editor and Managing Editor: Publisher – Same as Item #7.

Editor – Dr. David Beaver, 1948 Riverview Dr., Macomb, IL61455. Managing Editor – Wm. Bruce Lorton II, 358 E. Main St., Bushnell, IL61422. 10. Owner (Do not leave blank. If the publication is owned by a corporation, give

the name and address of the corporation immediately followed by the names and address of all stockholders owning or holding 1 percent or more of total amount of stock. If not owned by a corporation, give the names and addresses of the indi- vidual owners. If owned by a partnership or other unincorporated firm, give its name and address as well as those of each individual owner. If the publication is published by a nonprofit organization, give its name and address.) The McDonough Democrat, Inc., 358 E. Main St., Bushnell, Illinois 61422. David Norton, 643 N. Rile St., Bushnell, IL 61422. Bruce Lorton, 165 Julia St., Bushnell, IL 61422.

11. Known Bondholders, Mortgagees and Other Security Holders Owning or Holding 1 Percent or More of Total Amount of Bonds, Mortgages or Other Securities – None.

12. Tax Status – The purpose, function, and nonprofit status of this organization and the exempt status for federal income tax purposes: Has Not Changed During Preceding 12 Months

13. Publ. Title – PALAESTRA. 14. Issue Date of Circulation Data – 25:4. 15. Extent and Nature of Circulation.

Average No. Copies Each Issue During

Preceding 12 Months

No. Copies of Single Issue

Issue Published Nearest to

Filing Date 5000A. Total No. of Copies (Net press run) 5000 .

B. Paid Circulation 1. Mailed Outside-County Paid Subscriptions 1643 1566 2. Mailed In-County Paid Subscriptions 10 10 3. Sales Through Dealers & Carriers, Street Vendors & Counter Sales 250 250 4. Paid Distribution by Other Classes 90 78

C. Total Paid Distribution 1993 1904 D. Free (4) 2000 2000 E.TotalFree(sumof 15d(I),(2),(3)&(4) 2000 2000 F.TotalDistrib. (sumof l5ccS:l5e) 3993 3904 G. Copies Not Distributed ‘. 1007 1096 H. TOTAL (Sum of 15f&g) 5000 5000 I. Percent Paid 49.91% 48.77% 1 certify that all information furnished on this form is true and complete. I under- stand that anyone who furnishes false or misleading information on this form or who omits material or information requested on the form may be subject to crimi- nal sanctions and/or civil sanctions.

Wm. Bruce Lorton II, Managing Editor

PAL/\ESTR/\ 2012 Vol. 26, No.

 

 

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