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Is there Any Website to Buy or Sells Cats?
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www.kittenlist.co.uk
www.pets4homes.co.uk/sell-pets/
www.freeads.co.uk/uk/buy__sell/pets/cats/
www.webuyanycat.com/
www.buyandsell.ie/pets/cats-for-sale
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BIBL104 Civic and Global Engagement/Diversity/ Biblical Worldview Discussion Thread
After reading the selected chapters in Everyday Bible Study (Chapters 32-39), identify the following items:
From your read ...
BIBL104 Civic and Global Engagement/Diversity/ Biblical Worldview Discussion Thread
After reading the selected chapters in Everyday Bible Study (Chapters 32-39), identify the following items:
From your reading in Everyday Bible study, describe 3 concepts that improved, adjusted, or clarified your knowledge of the Bible.
From your reading in Everyday Bible Study, explain 2 ideas that you believe are crucial to remember when studying the various genres of the Bible and why these two ideas are crucial.
From your reading in Everyday Bible Study, show 1 way that understanding the various genres of the Bible could aid in Bible study.
Once you have identified these items compose a thread that not only states but also explains each of these items. Your thread should contain at least one quote from Everyday Bible Study to support the thoughts and ideas you are presenting in your thread. For an example of this type of thread, please see the provided example.
DISCUSSION ASSIGNMENT INSTRUCTIONS
Discussions are collaborative learning experiences. Therefore, the student is required to create a
thread in response to the provided prompt for each discussion. The student will complete 4
Discussions in this course. The student will post one thread of at least 450 words by 11:59 p.m.
(ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of at least
250 words each by 11:59 p.m. (ET) on Monday of the assigned Module: Week. The student is
required to support the content of both their thread and response posts with direct, specific, and
properly cited quotations from the assigned textbook reading.
C.Module 6: Week 6
Thread: 3-2-1
3 concepts that improved, clarified, or adjusted my knowledge from this week’s reading.
There is a definite link between justification and sanctification. Grunewald expresses it
this way, “Justification always effects our sanctification. In other words, the grace that
saves us also changes us” (Grunewald, p. 105). This connection is rooted in Jesus Christ
who is at work within us re-creating us to be people who love the people around us.
The gifts and opportunities God gives us are so that we can serve the people around us.
They are not because “He” needs something. We are given them because “they” needs
something. Grunewald writes, “Our neighbors need our good works. Jesus doesn’t need
our love and service by our neighbors do. Jesus doesn’t need our food in order to survive,
but our neighbors might. Jesus doesn’t need us to protects Him and care for Him but our
children do need care and protection” (Grunewald, p. 110). Thus, we are blessed to be a
blessing. We have received good things so that we can share those good things with our
neighbors.
The transformation in the believer is being orchestrated by Jesus and it turns our curved
inward bend to an outward bend. In other words, we are being reshaped so that instead of
an inward gaze at our own life we have an outward look to the needs of our neighbor.
Grunewald notes, “Jesus turns our inward curves out toward our neighbors. When
selfishness has made us worship only what pleases us, Jesus is at work in us making us
forget ourselves. Jesus gives us new sight as we see our neighbors the way He sees our
neighbors” (Grunewald, p. 124). One practical outgrowth of sanctification is that we
begin to see the needs of others and the way in which God has gifted us to meet those
needs.
2 ideas that are crucial from this week’s reading.
Concupiscence: This theological word is not something we hear used frequently today.
However, its definition is one that describes the human condition. To that end,
“Concupiscence is the desire and the lusting of the heart towards sin” (Grunewald, p. 25)
Luther’s interpretation of Deuteronomy 6:6: This is an understanding of this passage that
I was not aware of nor had been previously exposed to. Luther sees the terms in this verse
as more practical rather than religious. To that end, “‘between your eyes’ means all our
thoughts must be directed by these words, and the phases to write them on the doorposts
of your house and on your gates’ means that all our senses and particularly our tongue
must be directed and applied according to these words” (Grunewald, p. 112).
1 way I can use what you have read.
Grunewald talks about hiding in chapter 1. More specifically, he talks about the way we
have learned to hide things as it relates to social media. He writes, “We’ve become
experts at hiding. We filter our lives and crop out the sadness so that everybody sees a
version of us that has everything together...This is the unwritten law of social media:
show the best version of your life and hide the mess (Grunewald, p.12). With this in
mind, I will focus on personal contentment rather than personal dissatisfaction as I
consume information on social media. I will remind myself that what I am looking at is a
highlight reel with all of the sadness cropped out.
The reading is coming from
Read: Cartwright, Guiterrez, & Hulshof: Chapter 36
Read: Cartwright, Guiterrez, & Hulshof: Chapter 37External ToolRead: Cartwright, Guiterrez, & Hulshof: Chapter 37
Read: Cartwright, Guiterrez, & Hulshof: Chapter 38External ToolRead: Cartwright, Guiterrez, & Hulshof: Chapter 38
Read: Cartwright, Guiterrez, & Hulshof: Chapter 39External ToolRead: Cartwright, Guiterrez, & Hulshof: Chapter 39
Read: Hindson & Towns: Chapter 31External ToolRead: Hindson & Towns: Chapter 31
Read: Hindson: Chapter 9External ToolRead: Hindson: Chapter 9.
Discussion Grading RubricCriteriaRatingsPtsThread: Content and Support20 to >17.0 ptsAdvancedThread demonstrates an exceptional understanding of the assigned reading for this discussion and cogently answers the prompt. Thorough support is provided from the assigned reading for this discussion. This is demonstrated by a significant quotation or quotations from this textbook.17 to >13.0 ptsProficientThread demonstrates a competent understanding of the assigned reading for this discussion and satisfactorily answers the prompt. Adequate support is provided from the assigned reading for this discussion. This is demonstrated by a brief quotation from this textbook.13 to >0.0 ptsDevelopingThread demonstrates a basic understanding of the assigned reading for this discussion and answers the prompt in a substandard way. Minimal support is provided from the assigned reading for this discussion. The textbook material may or may not be mentioned but nothing is quoted.0 ptsNot Present20 pts
Replies: Content and Support15 to >13.0 ptsAdvancedContent reflects an excellent knowledge of the assigned reading for this discussion and interacts thoroughly with both the thread and the assigned reading material. Replies expound on the thread, and provide excellent support from the assigned reading for this discussion. This is demonstrated through the use of a significant quotation or quotations from the correct textbook.13 to >10.0 ptsProficientContent reflects a competent knowledge of the assigned reading for this discussion and satisfactorily interacts with both the thread and the assigned reading material. Replies acknowledge the thread and adequately relate answers to the assigned reading for this discussion. This is demonstrated through the use of a brief quotation from the correct textbook.10 to >0.0 ptsDevelopingContent reflects a basic knowledge of the assigned reading material and inadequately interacts with both the thread and the assigned reading material. Replies are simply an affirmation of content in the thread and are negligibly related to any of the assigned reading material for this discussion.0 ptsNot Present15 pts
Thread: Mechanics8 to >7.0 ptsAdvancedThread meets the required word count and is free of spelling errors, punctuation errors, or grammatical errors. All sources used are identified and correctly cited.7 to >5.0 ptsProficientThread meets the required word count and contains minimal spelling errors, punctuation errors, or grammatical errors. Some sources used are identified and correctly cited.5 to >0.0 ptsDevelopingThread does not meet the required word count and contains multiple spelling errors, punctuation errors, or grammatical errors. None of the sources used are identified and correctly cited.0 ptsNot Present8 pts
Replies: Mechanics7 to >6.0 ptsAdvancedReplies to at least 2 classmates. Replies meet the required word count. Replies are free of spelling errors, punctuation errors, or grammatical errors. All sources used are identified and correctly.6 to >4.0 ptsProficientReplies to at least 2 classmates. Replies meet the required word count. Replies contain minimal spelling errors, punctuation errors, or grammatical errors. Some sources used are identified and correctly cited.4 to >0.0 ptsDevelopingReplies do not meet the required word count and/or number. Replies contain numerous spelling errors, punctuation errors, or grammatical errors. None of the sources used are identified and correctly cited.0 ptsNot Present7
CIVIC AND GLOBAL ENGAGEMENT/DIVERSITY/ BIBLICALWORLDVIEW
REFLECTION ASSIGNMENT INSTRUCTIONS
OVERVIEW
Civic and global engagement involves the ability to engage local, national, and global structures
as an informed follower of Christ. This requires one to have an understanding of a Biblical
Worldview, as well as be able to decipher that view from secular worldviews in the areas of
cultural, political, economic, and industrial fields. To impact any of these areas one must
effectively engage with people of diverse backgrounds. To this avail, students will script a
reflection essay which demonstrates this understanding.
INSTRUCTIONS
First, students should review “What is a Biblical worldview” in eBook Reading- Chapter:
Introduction: Getting Involved. Students can access the full textbook inside MindTap (follow
any chapter link to enter MindTap) or can use the direct link to Introduction: Getting Started in
Module 1: Week 1’s Learn section, and the view the Module presentations on worldview and
diversity.
Note: Students will see quite a few connections between Biblical worldview and diversity-
i.e. God created the entire earth and everything living. He made all of us in His image. We
are all decendants of Adam and Eve, but have unique differences. We are all sinners,
regardless of demographics. God reveals Himself through the Word, and has sent us diverse
prophets. We are to love one another without exclusions. We are charged to go out to all
nations. And, so on.
Next, students should script a 300-400 word reflection essay using the below provided outline.
The reflection should follow the traditional, academic essay format (introduction, three body
paragraphs, conclusion).
Note: The textbook defines Biblical worldview as a framework of beliefs that dictate how
you act and interact in the world. It is a means in which you see the world through the lens of
the Bible.
The reflection will be graded on (a) a brief introduction/overview and a summative, reflective
conclusion paragraphs; (b) three well-written body paragraphs that answer the below provided
questions; and (c) word count and mechanics such as clarity, spelling, grammar, punctuation, and
sentence structure. View the grading rubric before beginning the assignment.
Essay Outline:
? A brief introducation (25-50 words) that overviews the essay.
? Part 1/Paragraph 1 (75-100 words):
o Using the Introduction Chapter and the presentations, answer these questions: (a)
how would you define a Biblical worldview; (b) what is the foundation/authority
of a Biblical worldview?; and (c) how could a Liberty University student go about
developing a stronger Biblical worldview outside of class during their college
experience?
? Part 2/Paragraph 2 (75-100 words):
Page 2 of 2
o Reflect how a worldview impacts life: (a) what is your purpose in life as a
believer/follower of Christ?; (b) what are some of your goals in school or in life;
(c) how could having a Biblical worldview affect those goals- in either a good or
challenging way?; and (d) how does having a Christian worldview shape your
purpose for pursuing education?
? Part 3/Paragraph 3 (75-100 words):
o Using the video “Diversity at Liberty University”, reflect on these questions: (a)
what is a culture?; (b) how can we work together with people from different
cultures?; (c) how could having a Biblical worldview propel us into the world as
Kingdom ambassadors to all ‘tribes and people and languages’?; and (d) how can
we effectively engage others?
? A brief summary and reflective conclusion (25-50 words) that explains what you learned
about your own worldview from the textbook reading, watching the videos, and
completing the assignment.
Upload your reflection to be graded.
Unit 5 Stuart Greene's Argument as Conversation Question
There are four questions based on Stuart Greene's "Argument as Conversation" from Unit Five's Lesson.1. On page 145, what ...
Unit 5 Stuart Greene's Argument as Conversation Question
There are four questions based on Stuart Greene's "Argument as Conversation" from Unit Five's Lesson.1. On page 145, what does Stuart Greene in "Argument as a Conversation" mean when he writes that "writing is a form of inquiry" and that "writing begins with problems, conflicts, and questions"? 2. Please summarize the following passage on page 146 in your own words, writing at least three sentences:"Reading necessarily plays a prominent role in the many forms of writing that you do, but not simply as a process of gathering information. This is true whether you write personal essays, editorials, or original research based on library research. Instead, as James Crosswhite suggests in his book The Rhetoric of Reason, reading 'means making judgments about which of the many voices one encounters can be brought together into productive conversation' (131).When we sit down to write an argument intended to persuade someone to do or to believe something, we are never really the first to broach the topic about which we are writing. Thus, learning how to write a researched argument is a process of learning how to enter conversations that are already going on in written form."On page 147, Greene lists five things writers need to figure out to answer in order to write an engaging and effective research paper. What are they? 4. On page 149, how does Greene define "framing"? Can you give an example of what "framing" means?
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BIBL104 Civic and Global Engagement/Diversity/ Biblical Worldview Discussion Thread
After reading the selected chapters in Everyday Bible Study (Chapters 32-39), identify the following items:
From your read ...
BIBL104 Civic and Global Engagement/Diversity/ Biblical Worldview Discussion Thread
After reading the selected chapters in Everyday Bible Study (Chapters 32-39), identify the following items:
From your reading in Everyday Bible study, describe 3 concepts that improved, adjusted, or clarified your knowledge of the Bible.
From your reading in Everyday Bible Study, explain 2 ideas that you believe are crucial to remember when studying the various genres of the Bible and why these two ideas are crucial.
From your reading in Everyday Bible Study, show 1 way that understanding the various genres of the Bible could aid in Bible study.
Once you have identified these items compose a thread that not only states but also explains each of these items. Your thread should contain at least one quote from Everyday Bible Study to support the thoughts and ideas you are presenting in your thread. For an example of this type of thread, please see the provided example.
DISCUSSION ASSIGNMENT INSTRUCTIONS
Discussions are collaborative learning experiences. Therefore, the student is required to create a
thread in response to the provided prompt for each discussion. The student will complete 4
Discussions in this course. The student will post one thread of at least 450 words by 11:59 p.m.
(ET) on Thursday of the assigned Module: Week. The student must then post 2 replies of at least
250 words each by 11:59 p.m. (ET) on Monday of the assigned Module: Week. The student is
required to support the content of both their thread and response posts with direct, specific, and
properly cited quotations from the assigned textbook reading.
C.Module 6: Week 6
Thread: 3-2-1
3 concepts that improved, clarified, or adjusted my knowledge from this week’s reading.
There is a definite link between justification and sanctification. Grunewald expresses it
this way, “Justification always effects our sanctification. In other words, the grace that
saves us also changes us” (Grunewald, p. 105). This connection is rooted in Jesus Christ
who is at work within us re-creating us to be people who love the people around us.
The gifts and opportunities God gives us are so that we can serve the people around us.
They are not because “He” needs something. We are given them because “they” needs
something. Grunewald writes, “Our neighbors need our good works. Jesus doesn’t need
our love and service by our neighbors do. Jesus doesn’t need our food in order to survive,
but our neighbors might. Jesus doesn’t need us to protects Him and care for Him but our
children do need care and protection” (Grunewald, p. 110). Thus, we are blessed to be a
blessing. We have received good things so that we can share those good things with our
neighbors.
The transformation in the believer is being orchestrated by Jesus and it turns our curved
inward bend to an outward bend. In other words, we are being reshaped so that instead of
an inward gaze at our own life we have an outward look to the needs of our neighbor.
Grunewald notes, “Jesus turns our inward curves out toward our neighbors. When
selfishness has made us worship only what pleases us, Jesus is at work in us making us
forget ourselves. Jesus gives us new sight as we see our neighbors the way He sees our
neighbors” (Grunewald, p. 124). One practical outgrowth of sanctification is that we
begin to see the needs of others and the way in which God has gifted us to meet those
needs.
2 ideas that are crucial from this week’s reading.
Concupiscence: This theological word is not something we hear used frequently today.
However, its definition is one that describes the human condition. To that end,
“Concupiscence is the desire and the lusting of the heart towards sin” (Grunewald, p. 25)
Luther’s interpretation of Deuteronomy 6:6: This is an understanding of this passage that
I was not aware of nor had been previously exposed to. Luther sees the terms in this verse
as more practical rather than religious. To that end, “‘between your eyes’ means all our
thoughts must be directed by these words, and the phases to write them on the doorposts
of your house and on your gates’ means that all our senses and particularly our tongue
must be directed and applied according to these words” (Grunewald, p. 112).
1 way I can use what you have read.
Grunewald talks about hiding in chapter 1. More specifically, he talks about the way we
have learned to hide things as it relates to social media. He writes, “We’ve become
experts at hiding. We filter our lives and crop out the sadness so that everybody sees a
version of us that has everything together...This is the unwritten law of social media:
show the best version of your life and hide the mess (Grunewald, p.12). With this in
mind, I will focus on personal contentment rather than personal dissatisfaction as I
consume information on social media. I will remind myself that what I am looking at is a
highlight reel with all of the sadness cropped out.
The reading is coming from
Read: Cartwright, Guiterrez, & Hulshof: Chapter 36
Read: Cartwright, Guiterrez, & Hulshof: Chapter 37External ToolRead: Cartwright, Guiterrez, & Hulshof: Chapter 37
Read: Cartwright, Guiterrez, & Hulshof: Chapter 38External ToolRead: Cartwright, Guiterrez, & Hulshof: Chapter 38
Read: Cartwright, Guiterrez, & Hulshof: Chapter 39External ToolRead: Cartwright, Guiterrez, & Hulshof: Chapter 39
Read: Hindson & Towns: Chapter 31External ToolRead: Hindson & Towns: Chapter 31
Read: Hindson: Chapter 9External ToolRead: Hindson: Chapter 9.
Discussion Grading RubricCriteriaRatingsPtsThread: Content and Support20 to >17.0 ptsAdvancedThread demonstrates an exceptional understanding of the assigned reading for this discussion and cogently answers the prompt. Thorough support is provided from the assigned reading for this discussion. This is demonstrated by a significant quotation or quotations from this textbook.17 to >13.0 ptsProficientThread demonstrates a competent understanding of the assigned reading for this discussion and satisfactorily answers the prompt. Adequate support is provided from the assigned reading for this discussion. This is demonstrated by a brief quotation from this textbook.13 to >0.0 ptsDevelopingThread demonstrates a basic understanding of the assigned reading for this discussion and answers the prompt in a substandard way. Minimal support is provided from the assigned reading for this discussion. The textbook material may or may not be mentioned but nothing is quoted.0 ptsNot Present20 pts
Replies: Content and Support15 to >13.0 ptsAdvancedContent reflects an excellent knowledge of the assigned reading for this discussion and interacts thoroughly with both the thread and the assigned reading material. Replies expound on the thread, and provide excellent support from the assigned reading for this discussion. This is demonstrated through the use of a significant quotation or quotations from the correct textbook.13 to >10.0 ptsProficientContent reflects a competent knowledge of the assigned reading for this discussion and satisfactorily interacts with both the thread and the assigned reading material. Replies acknowledge the thread and adequately relate answers to the assigned reading for this discussion. This is demonstrated through the use of a brief quotation from the correct textbook.10 to >0.0 ptsDevelopingContent reflects a basic knowledge of the assigned reading material and inadequately interacts with both the thread and the assigned reading material. Replies are simply an affirmation of content in the thread and are negligibly related to any of the assigned reading material for this discussion.0 ptsNot Present15 pts
Thread: Mechanics8 to >7.0 ptsAdvancedThread meets the required word count and is free of spelling errors, punctuation errors, or grammatical errors. All sources used are identified and correctly cited.7 to >5.0 ptsProficientThread meets the required word count and contains minimal spelling errors, punctuation errors, or grammatical errors. Some sources used are identified and correctly cited.5 to >0.0 ptsDevelopingThread does not meet the required word count and contains multiple spelling errors, punctuation errors, or grammatical errors. None of the sources used are identified and correctly cited.0 ptsNot Present8 pts
Replies: Mechanics7 to >6.0 ptsAdvancedReplies to at least 2 classmates. Replies meet the required word count. Replies are free of spelling errors, punctuation errors, or grammatical errors. All sources used are identified and correctly.6 to >4.0 ptsProficientReplies to at least 2 classmates. Replies meet the required word count. Replies contain minimal spelling errors, punctuation errors, or grammatical errors. Some sources used are identified and correctly cited.4 to >0.0 ptsDevelopingReplies do not meet the required word count and/or number. Replies contain numerous spelling errors, punctuation errors, or grammatical errors. None of the sources used are identified and correctly cited.0 ptsNot Present7
CIVIC AND GLOBAL ENGAGEMENT/DIVERSITY/ BIBLICALWORLDVIEW
REFLECTION ASSIGNMENT INSTRUCTIONS
OVERVIEW
Civic and global engagement involves the ability to engage local, national, and global structures
as an informed follower of Christ. This requires one to have an understanding of a Biblical
Worldview, as well as be able to decipher that view from secular worldviews in the areas of
cultural, political, economic, and industrial fields. To impact any of these areas one must
effectively engage with people of diverse backgrounds. To this avail, students will script a
reflection essay which demonstrates this understanding.
INSTRUCTIONS
First, students should review “What is a Biblical worldview” in eBook Reading- Chapter:
Introduction: Getting Involved. Students can access the full textbook inside MindTap (follow
any chapter link to enter MindTap) or can use the direct link to Introduction: Getting Started in
Module 1: Week 1’s Learn section, and the view the Module presentations on worldview and
diversity.
Note: Students will see quite a few connections between Biblical worldview and diversity-
i.e. God created the entire earth and everything living. He made all of us in His image. We
are all decendants of Adam and Eve, but have unique differences. We are all sinners,
regardless of demographics. God reveals Himself through the Word, and has sent us diverse
prophets. We are to love one another without exclusions. We are charged to go out to all
nations. And, so on.
Next, students should script a 300-400 word reflection essay using the below provided outline.
The reflection should follow the traditional, academic essay format (introduction, three body
paragraphs, conclusion).
Note: The textbook defines Biblical worldview as a framework of beliefs that dictate how
you act and interact in the world. It is a means in which you see the world through the lens of
the Bible.
The reflection will be graded on (a) a brief introduction/overview and a summative, reflective
conclusion paragraphs; (b) three well-written body paragraphs that answer the below provided
questions; and (c) word count and mechanics such as clarity, spelling, grammar, punctuation, and
sentence structure. View the grading rubric before beginning the assignment.
Essay Outline:
? A brief introducation (25-50 words) that overviews the essay.
? Part 1/Paragraph 1 (75-100 words):
o Using the Introduction Chapter and the presentations, answer these questions: (a)
how would you define a Biblical worldview; (b) what is the foundation/authority
of a Biblical worldview?; and (c) how could a Liberty University student go about
developing a stronger Biblical worldview outside of class during their college
experience?
? Part 2/Paragraph 2 (75-100 words):
Page 2 of 2
o Reflect how a worldview impacts life: (a) what is your purpose in life as a
believer/follower of Christ?; (b) what are some of your goals in school or in life;
(c) how could having a Biblical worldview affect those goals- in either a good or
challenging way?; and (d) how does having a Christian worldview shape your
purpose for pursuing education?
? Part 3/Paragraph 3 (75-100 words):
o Using the video “Diversity at Liberty University”, reflect on these questions: (a)
what is a culture?; (b) how can we work together with people from different
cultures?; (c) how could having a Biblical worldview propel us into the world as
Kingdom ambassadors to all ‘tribes and people and languages’?; and (d) how can
we effectively engage others?
? A brief summary and reflective conclusion (25-50 words) that explains what you learned
about your own worldview from the textbook reading, watching the videos, and
completing the assignment.
Upload your reflection to be graded.
Unit 5 Stuart Greene's Argument as Conversation Question
There are four questions based on Stuart Greene's "Argument as Conversation" from Unit Five's Lesson.1. On page 145, what ...
Unit 5 Stuart Greene's Argument as Conversation Question
There are four questions based on Stuart Greene's "Argument as Conversation" from Unit Five's Lesson.1. On page 145, what does Stuart Greene in "Argument as a Conversation" mean when he writes that "writing is a form of inquiry" and that "writing begins with problems, conflicts, and questions"? 2. Please summarize the following passage on page 146 in your own words, writing at least three sentences:"Reading necessarily plays a prominent role in the many forms of writing that you do, but not simply as a process of gathering information. This is true whether you write personal essays, editorials, or original research based on library research. Instead, as James Crosswhite suggests in his book The Rhetoric of Reason, reading 'means making judgments about which of the many voices one encounters can be brought together into productive conversation' (131).When we sit down to write an argument intended to persuade someone to do or to believe something, we are never really the first to broach the topic about which we are writing. Thus, learning how to write a researched argument is a process of learning how to enter conversations that are already going on in written form."On page 147, Greene lists five things writers need to figure out to answer in order to write an engaging and effective research paper. What are they? 4. On page 149, how does Greene define "framing"? Can you give an example of what "framing" means?
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