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Film analysis
-There are Two Papers assignedGeneral InstructionsFor each of the two papers, you will be responsible for watching a film ...
Film analysis
-There are Two Papers assignedGeneral InstructionsFor each of the two papers, you will be responsible for watching a film and write a 3 to 5 page essay in which you respond to prompts which will be provided for each paper (thismeans at least 3 pages including the “My Criteria for Quality in Film” page and no longer than 5 pages). These assignments are reaction papers, not plot summaries or researchpapers. The key element here is that you will be telling the instructor what you have to say about the film, not what others have said.In a 100-level course, you would perhaps be asked to write about what you saw on the screen. In a 200-level course, you would be asked to say what you think about what you saw.In this 300-level course, you are expected to explain why you think the way you do about the film, and to justify your explanation (using references to subjects found in the weekly content in the LEO classroom.You will be responsible for turning in these assignments to the proper assignment folder in LEO.Putting these assignments off until the last possible moment probably will not work very well. Each of them requires you to view an additional film besides the ones you will be watching for the week’s discussion, so you should be sure to leave yourself enough time to view the necessary film, think about it, write a first draft, and then edit and revise.Part of your responsibility in this course is to make any and all arrangements necessary to allow you to view the films, think and write about them, and turn yourassignments in by their respective due dates. Some of the films you watch may be available for streaming via Netflix or another online content provider; others may be available forcheckout from your local public library, while others may need to be rented.Be sure to spell the names of directors, actors, screenwriters, and other people correctly (this can cause "points" to be taken off of the final grade for that paper). Any name that is notlisted in the credits that begin or end the film is a name you do not need to mention.The papers will be graded based on such elements as evidence that you are reading and viewing the material the course content, references and comparisons to other films you haveseen (in or out of class and throughout your lifetime as a movie watcher), and especially to films you have previously written about; use of the film vocabulary introduced in class;clear presentation of your opinions; reasonable explanations and justifications to support those opinions; and college-level writing skills (spelling, punctuation, and grammar). Othercriteria will be presented to you as appropriate.You are better off watching these films on the largest possible screen, and at the highest possible resolution. Paper OneAssignment for Film One (F1)Part 1: View a feature film made between 1940 - 1970 you have not seen before (or will see later in this class) by a great director. If you would like to see an American film, considerseeing something directed by Frank Capra, George Cukor, John Ford, George Stevens, Preston Sturges, Billy Wilder, or William Wyler. If you would like to try a foreign film, considerIngmar Bergman (Swedish), Luis Buñuel (Spanish), Claude Chabrol (French), Federico Fellini (Italian), Akira Kurosawa (Japanese), Lina Wertmuller (German) or the British teamknown as “The Archers” made up of Michael Powell and Emeric Pressburger. These are suggestions, but not a comprehensive list of possibilities. For a much more extensive list, youmight want to visit http://www.filmsite.org/directors.html. (Note that many directors were active both before and after 1970. Make sure you see a pre-1970 film, make sure it's a filmyou have not seen before, and make sure it is a feature. Don't, for example, see Buñuel's UN CHIEN ANDALOU, which is a short, not a feature.)Comment on the specific film you saw. Pay particular attention to the camerawork (cinematography) the editing (montage) and the sound (this can include the music). What did youlike, and what did you dislike, about what you saw? Why do you like the things you like, and why do you dislike the things you dislike? Is the film a good film, or is it not? (Note:This is not the same question as whether or not you liked it. It is entirely possible to like a film that you are aware is not very good.) You should comment on the film both as arepresentative of its genre and as a film.Part 2: Now that you have commented on the specific film you viewed, see if you can draw some general conclusions about the work of the director and one of the main actors oractresses. For example let us say you watched the 2012 film Prometheus (no this is a not a film you can watch for this paper). Did you like Ridley Scott as a filmmaker? Did you likeMichael Fassbender in the roll of an emotionless android? Why, or why not? Be sure to comment on the overall impression you had of the film, including how you see it as an exampleof the its genre and time period. Remember, this is not a research paper. I am interested in what you have to say, not in what you can learn by reading up on the film or the filmmaker.Part 3: On a separate page, insert the heading "My Criteria for Quality in Film." Under that heading, use your comments about this film and its filmmaker as guidelines towardproposing five general statements indicative of your personal taste in movies. These statements should be numbered (1) through (4), and they should be written as complete sentences or a short paragraph. It might be useful to introduce each statement with such language as "Excellent movies feature," or "A movie is more likely to be good if," or "A characteristic ofhigh-quality cinema is." (For example, if you commented in the body of your essay that you liked the acting because it was realistic and you liked the script because it had a happyending, you could propose these two statements as criteria for quality: "(1) Excellent movies feature realistic acting. (2) A movie is more likely to be good if it ends happily." Do notjust put something like "Good movies feature good acting." The point here is for you to think about—and then explain—what such quality words as good, excellent, and effectiveactually mean. Be sure to save your "My Criteria" page to your hard drive—you will be adding more items to this list and resubmitting an expanded version of it with for the second paper later in this course. Assignment for Film TwoPart 1: View a feature film made between 1970 - 2000 you have not seen before (or will see later in this class) by a great director or featuring a great actor or actress.Just as you did in the first paper, comment on the specific film you saw. Pay particular attention to the screenplay, camerawork (cinematography) the editing (montage) and the sound (this can include the music). You may also address special effects. Again, as you did in the first paper, talk about what you like, and what you dislike, about what you saw? Whydo you like the things you like, and why do you dislike the things you dislike? Is the film a good film, or is it not?Part 2: Now that you have commented on the specific film you viewed, see if you can draw some general conclusions about the work of the director and one of the main actors oractresses. Be sure to comment on the overall impression you had of the film, including how you see it as an example of the its genre and time period. Remember, this is not a researchpaper. I am interested in what you have to say, not in what you can learn by reading up on the film or the filmmaker.Part 3: Go back to the "My Criteria for Quality in Film" page. Based on your viewing of this week's film, add Five new general conclusions. These statements should be numbered (6)through (10). Be sure to include entire page, including all of your previous criteria statements.
The ethics of prayer in counseling, assignment help
Weld, C., & Eriksen, K. (2007). The ethics of prayer in counseling. Counseling and Values, 51(2), 125–138.Lambie, G. W., ...
The ethics of prayer in counseling, assignment help
Weld, C., & Eriksen, K. (2007). The ethics of prayer in counseling. Counseling and Values, 51(2), 125–138.Lambie, G. W., Davis, K. M., & Miller, G. (2008). Spirituality:
Implications for professional school counselors' ethical practice. Counseling and Values, 52(3), 211–223.What stands out to you as you read the articles? What are your views on introducing religious/spiritual beliefs or practices to the counseling relationship? Why?Reply: Go to the website for the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) and read the publication, "Competencies for Addressing Spiritual and Religious Issues in Counseling." What stands out to you? How might you bring your religious beliefs and values to the counseling relationship without imposing them?
History Congos Relationship with The World Over the Last Century Discussion
These questions ask you to consider the Congo's relationship with the world over the last century. Answer each of the foll ...
History Congos Relationship with The World Over the Last Century Discussion
These questions ask you to consider the Congo's relationship with the world over the last century. Answer each of the following questions with answers of at least one paragraph:
What conclusions can we draw from Lumumba’s experiences in July 1960 about Belgian intentions for an independent Congo?
What internal, regional, and international forces pushed Mobutu to nationalize UMHK in January 1967? How do Belgian actions toward Lumumba and the nationalization of the UMHK compare to what Kwame Nkrumah described as "neo-colonialism?"
How does Gibbs’ article force us to rethink the conventional narrative of African decolonization?
What non-Congolese actors are involved in exploiting diamonds in the Congo? How are they involved (in terms of what people they have in the DRC and what those people are doing)?
How have the decisions of Joseph and Laurent Kabila's governments continued foreign exploitation? Why have the Kabilas and their allies signed contracts in which foreign countries can exploit the Congo's resources?
How has demand for the Congo's natural resources supported the continuation of conflict in the country?
How have ideas about natural resources in the Congo changed over time? In what ways are they similar to and different from those held one hundred years ago?
The progress of logic and knowledge , history homework help
Please select one of the prompts below and write your initial response to it. Your response needs to be at least 2 solid ...
The progress of logic and knowledge , history homework help
Please select one of the prompts below and write your initial response to it. Your response needs to be at least 2 solid paragraphs and offer detail and analysis. The progress of logic and knowledge of the physical world during the Scientific Revolution was constantly at odds with the opposition force of religion and mysticism. How were average Europeans, and the scientists themselves, affected by the dilemma created by these forces?What were the conditions necessary to advance astronomical knowledge from Copernicus to Newton? How did they develop during the seventeenth century?One of our themes this semester is that before several transformations, people looked to the past in order to make sense of their universe; people lived in a world with little change; people were not particularly optimistic. All of this changed, however, over the course of several centuries. In the readings so far this semester, where do you see people beginning to look to other sources than an authority from the past; beginning to experience and expect more and more change in their lives; and beginning to expect the future to be better than the present? Drawing on the readings, describe a day in the life of one of the following 16th-19th century people. You may use your historical imagination to prepare your post, but make sure you use the readings to provide evidence for the details you include in your account. You may cite from credible outside sources in addition to the required readings. RulerChurch Authority - Protestant or Catholic - This can include a monk or nun, for anyone in the Church was seen as an authority by many in society. Intellectual - Scientist, Philosopher, Scholar, Writer, Musician, etc.MerchantPeasant / Farmer (The transition occurs in this period for most.)
6 pages
Justice.edited
It is the declaration that social identity categories such as race, gender, class, sexuality, and ability are interconnect ...
Justice.edited
It is the declaration that social identity categories such as race, gender, class, sexuality, and ability are interconnected and operate ...
Traditional Roman Religion Discussion
-No Plagiarism, 2 paragraphs-you will be defending the traditional Roman (pagan) side of the debate.The traditional Roman ...
Traditional Roman Religion Discussion
-No Plagiarism, 2 paragraphs-you will be defending the traditional Roman (pagan) side of the debate.The traditional Roman religion was a polytheistic religion, centered around the worship of a multitude of gods, each of whom fulfilled a particular function (e.g., harvest, childbirth, war, women's crafts, the Roman sewage system, etc.). The Romans believed that the success of their city was entirely due to "pax deorum" -- peace with the gods, which meant that as long as the Romans honored their gods and sacrificed to them regularly, their city and empire would prosper. A new monotheistic religion, however, began to challenge the traditional Roman religion in the mid-first century CE and beyond -- Christianity.In this discussion, you will select to take the role of either the pagans (meaning, followers of the traditional Roman religion) or Christians, and will present your defense of your religion, and an attack of the other religion, entirely based on the following ancient primary sources (meaning, only use the sources included here and the course textbook):Sources on early Christian beliefs:The Gospel of Mark (any translation)1 Corinthians (https://www.biblegateway.com/passage/?search=1COR+1&version=NIV)Philippians (https://www.biblegateway.com/passage/?search=PHIL+1&version=NIV)Selection from Romans: https://www.biblegateway.com/passage/?search=ROM+7%3A22-8%3A17&version=NIVSelection from Galatians: https://www.biblegateway.com/passage/?search=GAL+3%3A27-29&version=NIVSources on traditional Roman religion and Roman perspectives on the Christians:Pliny and Trajan's letter exchange: https://faculty.georgetown.edu/jod/texts/pliny.htmlRitual cannibalism charge against Christians: https://sourcebooks.fordham.edu/Halsall/ancient/christian-cannibals.aspDescription of several Roman religious rituals: https://sourcebooks.fordham.edu/Halsall/ancient/romrelig3.aspPlease note that this assignment is not meant to be personal: you are not endorsing paganism or Christianity yourself, but you are taking a side in a real historical debate, and trying to understand how people who lived in the Roman Empire would have argued for one or the other side in this debate! In order to make it clear which sources inspired a particular argument, please state the source title or author in parentheses next to your arguments.
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Film analysis
-There are Two Papers assignedGeneral InstructionsFor each of the two papers, you will be responsible for watching a film ...
Film analysis
-There are Two Papers assignedGeneral InstructionsFor each of the two papers, you will be responsible for watching a film and write a 3 to 5 page essay in which you respond to prompts which will be provided for each paper (thismeans at least 3 pages including the “My Criteria for Quality in Film” page and no longer than 5 pages). These assignments are reaction papers, not plot summaries or researchpapers. The key element here is that you will be telling the instructor what you have to say about the film, not what others have said.In a 100-level course, you would perhaps be asked to write about what you saw on the screen. In a 200-level course, you would be asked to say what you think about what you saw.In this 300-level course, you are expected to explain why you think the way you do about the film, and to justify your explanation (using references to subjects found in the weekly content in the LEO classroom.You will be responsible for turning in these assignments to the proper assignment folder in LEO.Putting these assignments off until the last possible moment probably will not work very well. Each of them requires you to view an additional film besides the ones you will be watching for the week’s discussion, so you should be sure to leave yourself enough time to view the necessary film, think about it, write a first draft, and then edit and revise.Part of your responsibility in this course is to make any and all arrangements necessary to allow you to view the films, think and write about them, and turn yourassignments in by their respective due dates. Some of the films you watch may be available for streaming via Netflix or another online content provider; others may be available forcheckout from your local public library, while others may need to be rented.Be sure to spell the names of directors, actors, screenwriters, and other people correctly (this can cause "points" to be taken off of the final grade for that paper). Any name that is notlisted in the credits that begin or end the film is a name you do not need to mention.The papers will be graded based on such elements as evidence that you are reading and viewing the material the course content, references and comparisons to other films you haveseen (in or out of class and throughout your lifetime as a movie watcher), and especially to films you have previously written about; use of the film vocabulary introduced in class;clear presentation of your opinions; reasonable explanations and justifications to support those opinions; and college-level writing skills (spelling, punctuation, and grammar). Othercriteria will be presented to you as appropriate.You are better off watching these films on the largest possible screen, and at the highest possible resolution. Paper OneAssignment for Film One (F1)Part 1: View a feature film made between 1940 - 1970 you have not seen before (or will see later in this class) by a great director. If you would like to see an American film, considerseeing something directed by Frank Capra, George Cukor, John Ford, George Stevens, Preston Sturges, Billy Wilder, or William Wyler. If you would like to try a foreign film, considerIngmar Bergman (Swedish), Luis Buñuel (Spanish), Claude Chabrol (French), Federico Fellini (Italian), Akira Kurosawa (Japanese), Lina Wertmuller (German) or the British teamknown as “The Archers” made up of Michael Powell and Emeric Pressburger. These are suggestions, but not a comprehensive list of possibilities. For a much more extensive list, youmight want to visit http://www.filmsite.org/directors.html. (Note that many directors were active both before and after 1970. Make sure you see a pre-1970 film, make sure it's a filmyou have not seen before, and make sure it is a feature. Don't, for example, see Buñuel's UN CHIEN ANDALOU, which is a short, not a feature.)Comment on the specific film you saw. Pay particular attention to the camerawork (cinematography) the editing (montage) and the sound (this can include the music). What did youlike, and what did you dislike, about what you saw? Why do you like the things you like, and why do you dislike the things you dislike? Is the film a good film, or is it not? (Note:This is not the same question as whether or not you liked it. It is entirely possible to like a film that you are aware is not very good.) You should comment on the film both as arepresentative of its genre and as a film.Part 2: Now that you have commented on the specific film you viewed, see if you can draw some general conclusions about the work of the director and one of the main actors oractresses. For example let us say you watched the 2012 film Prometheus (no this is a not a film you can watch for this paper). Did you like Ridley Scott as a filmmaker? Did you likeMichael Fassbender in the roll of an emotionless android? Why, or why not? Be sure to comment on the overall impression you had of the film, including how you see it as an exampleof the its genre and time period. Remember, this is not a research paper. I am interested in what you have to say, not in what you can learn by reading up on the film or the filmmaker.Part 3: On a separate page, insert the heading "My Criteria for Quality in Film." Under that heading, use your comments about this film and its filmmaker as guidelines towardproposing five general statements indicative of your personal taste in movies. These statements should be numbered (1) through (4), and they should be written as complete sentences or a short paragraph. It might be useful to introduce each statement with such language as "Excellent movies feature," or "A movie is more likely to be good if," or "A characteristic ofhigh-quality cinema is." (For example, if you commented in the body of your essay that you liked the acting because it was realistic and you liked the script because it had a happyending, you could propose these two statements as criteria for quality: "(1) Excellent movies feature realistic acting. (2) A movie is more likely to be good if it ends happily." Do notjust put something like "Good movies feature good acting." The point here is for you to think about—and then explain—what such quality words as good, excellent, and effectiveactually mean. Be sure to save your "My Criteria" page to your hard drive—you will be adding more items to this list and resubmitting an expanded version of it with for the second paper later in this course. Assignment for Film TwoPart 1: View a feature film made between 1970 - 2000 you have not seen before (or will see later in this class) by a great director or featuring a great actor or actress.Just as you did in the first paper, comment on the specific film you saw. Pay particular attention to the screenplay, camerawork (cinematography) the editing (montage) and the sound (this can include the music). You may also address special effects. Again, as you did in the first paper, talk about what you like, and what you dislike, about what you saw? Whydo you like the things you like, and why do you dislike the things you dislike? Is the film a good film, or is it not?Part 2: Now that you have commented on the specific film you viewed, see if you can draw some general conclusions about the work of the director and one of the main actors oractresses. Be sure to comment on the overall impression you had of the film, including how you see it as an example of the its genre and time period. Remember, this is not a researchpaper. I am interested in what you have to say, not in what you can learn by reading up on the film or the filmmaker.Part 3: Go back to the "My Criteria for Quality in Film" page. Based on your viewing of this week's film, add Five new general conclusions. These statements should be numbered (6)through (10). Be sure to include entire page, including all of your previous criteria statements.
The ethics of prayer in counseling, assignment help
Weld, C., & Eriksen, K. (2007). The ethics of prayer in counseling. Counseling and Values, 51(2), 125–138.Lambie, G. W., ...
The ethics of prayer in counseling, assignment help
Weld, C., & Eriksen, K. (2007). The ethics of prayer in counseling. Counseling and Values, 51(2), 125–138.Lambie, G. W., Davis, K. M., & Miller, G. (2008). Spirituality:
Implications for professional school counselors' ethical practice. Counseling and Values, 52(3), 211–223.What stands out to you as you read the articles? What are your views on introducing religious/spiritual beliefs or practices to the counseling relationship? Why?Reply: Go to the website for the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) and read the publication, "Competencies for Addressing Spiritual and Religious Issues in Counseling." What stands out to you? How might you bring your religious beliefs and values to the counseling relationship without imposing them?
History Congos Relationship with The World Over the Last Century Discussion
These questions ask you to consider the Congo's relationship with the world over the last century. Answer each of the foll ...
History Congos Relationship with The World Over the Last Century Discussion
These questions ask you to consider the Congo's relationship with the world over the last century. Answer each of the following questions with answers of at least one paragraph:
What conclusions can we draw from Lumumba’s experiences in July 1960 about Belgian intentions for an independent Congo?
What internal, regional, and international forces pushed Mobutu to nationalize UMHK in January 1967? How do Belgian actions toward Lumumba and the nationalization of the UMHK compare to what Kwame Nkrumah described as "neo-colonialism?"
How does Gibbs’ article force us to rethink the conventional narrative of African decolonization?
What non-Congolese actors are involved in exploiting diamonds in the Congo? How are they involved (in terms of what people they have in the DRC and what those people are doing)?
How have the decisions of Joseph and Laurent Kabila's governments continued foreign exploitation? Why have the Kabilas and their allies signed contracts in which foreign countries can exploit the Congo's resources?
How has demand for the Congo's natural resources supported the continuation of conflict in the country?
How have ideas about natural resources in the Congo changed over time? In what ways are they similar to and different from those held one hundred years ago?
The progress of logic and knowledge , history homework help
Please select one of the prompts below and write your initial response to it. Your response needs to be at least 2 solid ...
The progress of logic and knowledge , history homework help
Please select one of the prompts below and write your initial response to it. Your response needs to be at least 2 solid paragraphs and offer detail and analysis. The progress of logic and knowledge of the physical world during the Scientific Revolution was constantly at odds with the opposition force of religion and mysticism. How were average Europeans, and the scientists themselves, affected by the dilemma created by these forces?What were the conditions necessary to advance astronomical knowledge from Copernicus to Newton? How did they develop during the seventeenth century?One of our themes this semester is that before several transformations, people looked to the past in order to make sense of their universe; people lived in a world with little change; people were not particularly optimistic. All of this changed, however, over the course of several centuries. In the readings so far this semester, where do you see people beginning to look to other sources than an authority from the past; beginning to experience and expect more and more change in their lives; and beginning to expect the future to be better than the present? Drawing on the readings, describe a day in the life of one of the following 16th-19th century people. You may use your historical imagination to prepare your post, but make sure you use the readings to provide evidence for the details you include in your account. You may cite from credible outside sources in addition to the required readings. RulerChurch Authority - Protestant or Catholic - This can include a monk or nun, for anyone in the Church was seen as an authority by many in society. Intellectual - Scientist, Philosopher, Scholar, Writer, Musician, etc.MerchantPeasant / Farmer (The transition occurs in this period for most.)
6 pages
Justice.edited
It is the declaration that social identity categories such as race, gender, class, sexuality, and ability are interconnect ...
Justice.edited
It is the declaration that social identity categories such as race, gender, class, sexuality, and ability are interconnected and operate ...
Traditional Roman Religion Discussion
-No Plagiarism, 2 paragraphs-you will be defending the traditional Roman (pagan) side of the debate.The traditional Roman ...
Traditional Roman Religion Discussion
-No Plagiarism, 2 paragraphs-you will be defending the traditional Roman (pagan) side of the debate.The traditional Roman religion was a polytheistic religion, centered around the worship of a multitude of gods, each of whom fulfilled a particular function (e.g., harvest, childbirth, war, women's crafts, the Roman sewage system, etc.). The Romans believed that the success of their city was entirely due to "pax deorum" -- peace with the gods, which meant that as long as the Romans honored their gods and sacrificed to them regularly, their city and empire would prosper. A new monotheistic religion, however, began to challenge the traditional Roman religion in the mid-first century CE and beyond -- Christianity.In this discussion, you will select to take the role of either the pagans (meaning, followers of the traditional Roman religion) or Christians, and will present your defense of your religion, and an attack of the other religion, entirely based on the following ancient primary sources (meaning, only use the sources included here and the course textbook):Sources on early Christian beliefs:The Gospel of Mark (any translation)1 Corinthians (https://www.biblegateway.com/passage/?search=1COR+1&version=NIV)Philippians (https://www.biblegateway.com/passage/?search=PHIL+1&version=NIV)Selection from Romans: https://www.biblegateway.com/passage/?search=ROM+7%3A22-8%3A17&version=NIVSelection from Galatians: https://www.biblegateway.com/passage/?search=GAL+3%3A27-29&version=NIVSources on traditional Roman religion and Roman perspectives on the Christians:Pliny and Trajan's letter exchange: https://faculty.georgetown.edu/jod/texts/pliny.htmlRitual cannibalism charge against Christians: https://sourcebooks.fordham.edu/Halsall/ancient/christian-cannibals.aspDescription of several Roman religious rituals: https://sourcebooks.fordham.edu/Halsall/ancient/romrelig3.aspPlease note that this assignment is not meant to be personal: you are not endorsing paganism or Christianity yourself, but you are taking a side in a real historical debate, and trying to understand how people who lived in the Roman Empire would have argued for one or the other side in this debate! In order to make it clear which sources inspired a particular argument, please state the source title or author in parentheses next to your arguments.
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