Religion

I need an Analytical research paper on how ancient polytheistic religions influenced modern-day Wicca. If at all possible can you use at least one of these sources. https://www.patheos.com/library/pagan  https://esotericlibrary.weebly.com/uploads/5/0/7/7/5077636/drawing_down_the_moon_-_margot_adler.pdf

You will write a 30–40-page research paper in current Turabian format that focuses on the 2 broad areas of preparation for worship leaders dealt with during this course: personal equipping and professional engagement. Each of these two areas must include an analysis of how the biblical, historical, philosophical, leadership, and ministry dimensions for preparation apply to the worship leader’s role in serving the evangelical community. This paper must include at least 1 reference citation per page, including course textbooks and the Bible.   Unique to this project is a Pedagogical Application based on the biblical, historical, philosophical, leadership, and ministry roles of the worship leader, to include: 1)    5 learning outcomes, 2)    a set of student questions for each of the areas above, 3)    12-week curricular outline, 4)    a 1-sentence teaching goal for each of the 12-week lessons; and, 5)    a 1-paragraph rationale for teaching this subject material to a college sophomore level class preparing to pursue a career in an area of worship ministry.   This Pedagogical Application is to be included as an appendix to the paper and does not count toward the minimum page number requirement. A template is provided.   Submit by 11:59 p.m. (ET) on Friday of Module/Week 8. Capstone Project Template   TITLE PAGE:   TABLE OF CONTENTS:   INTRODUCTION:     SECTION 1: Personal Equipping (8–10 pages of narrative) Include an analysis on how the personal equipping ideas cited in Dr. Morgan’s book are appropriate to the worship leader, and in the role the student is serving right now.   SECTION 2: Professional Engagement (8–10 pages of narrative) Include an analysis of how the biblical, historical, philosophical, leadership, and ministry dimensions for preparation apply to the role for the worship leader serving the evangelical community.   SUMMARY   BIBLIOGRAPHY   APPENDIX: PEDAGOGICAL APPLICATION Based on the biblical, historical, philosophical, leadership, and ministry roles discussed in the course, construct a 12-week curriculum for sophomore level college students. Purpose of the Course – (One sentence statement articulating the purpose for the course in general). Rationale for Teaching Course – (Write a 1–2 paragraph statement articulating a clearly constructed rationale for a student to take this course. Explain why the material is needed and the knowledge from these lessons will benefit the student.) Learning Outcomes: Upon completion of this course of study, the student shall be able to: 1) 2) 3) 4) 5)   Set of student questions based on the biblical, historical, philosophical, leadership, and ministry roles discussed in the course, Question #1 – is based on Biblical Analysis of the Role of Worship Leader Question #2 – is based on Historical Practices of the Role of Worship Leader Question #3 – is based on Historical Analysis of the Role of Worship Leader Question #4 – is based on Leadership Analysis of the Role of Worship Leader   12 Week Curricular Outline Week 1: Discuss Role of Worship Leader as Worshiper and Disciple Week 2: Discuss Role of Worship Leader as Evangelist and Theologian Week 3: Week 4: Week 5: Week 6: Week 7: Week 8: Week 9: Week 10: Week 11: Week 12:   One sentence teaching goal for each week’s lesson: Week 1 Teaching Goal: Week 2 Teaching Goal: Week 3 Teaching Goal: This Pedagogical Application is to be included as an appendix to the paper and does not count toward the minimum page number requirement.

*** First of all my budget is tight , please do not ask much. *** The assignment work is related to my masters in primary education degree . General information on Assignment 1- Development of a unit of work for your school. ·         This is an individual assignment. ·         You are not to use Electricity as a topic, since we will be focussing on it for Assignment 2. ·         You are to use New Primary Science Syllabus. ·         Refer to the checklist provided for details on each aspect of the assignment. Also see the examples provided. Note that these are previous student work samples, therefore not ‘perfect’. They use old template and old syllabus, therefore it includes outdated outcomes. ·         Select a Stage and Year upon which the lesson sequence will be based (select a singular hypothetical class not a composite class). ·         Some of the sample assignments given may include 5 learning experiences; however you need to have only 4 experiences in your unit of work. A template is provided. ·         Primaryconnection units follow a linear structure, that is, from one E to another per lesson experiences. However we are not following that structure. We use all 5Es in each lesson experience. ·         You can choose any school from NSW to base your unit of work on, not necessarily the school in which you are doing/have done your practicum. ·         If you were never on Professional Experience in a school, school data can be accessed  from annual report on the school website, ABS (Australian bureau of Statistics) etc. ·         Make connections between the specific nature of the school you target and the learning experiences you develop:  we want you to appreciate and respond to the context in which you are teaching. ·         Focus on 3 NSW Primary Science Syllabus outcomes. A maximum of 4 outcomes should be used. Values and Attitudes is a mandatory objective for all lesson experiences. ·         One learning experience is not a 40 minute classroom lesson. It may take hours or many days to finish depending on the concepts and learning activities you intend to cover. ·         The complete series of learning experience can take a month to complete depending on the core concepts you intend to cover. ·         You need to show the time needed/ duration of the planned experiences in the summary or in the organisation sections of the learning experience template.  ·         Learning experiences should include varied activities and even include, out –of school activities such as excursion to a farm, powerhouse museum, zoo, visit to talks by Aboriginal Elders, community events, bringing an expert so that students can interview. ·         The final experience MUST contain a major summative evaluation, where the knowledge, understanding and skills developed during the series of learning experiences are assessed, while other experiences should have formative evaluation strategies related to each experience. ·         You can adapt learning activities from various resources available for science teachers, however not more than 40 % of material from a single resource cannot be employed in a lesson experience. Note that you need to show reference to all activities taken from various sources; otherwise it will be considered as plagiarism.   Note that examiners are familiar with materials from major teaching resources for science teachers. One such great science education resource is https://blogs.deakin.edu.au/sci-enviro-ed/ ·         If 40% of material from a single resource is observed in one lesson experience but referenced correctly to the source, it will still be regarded as ‘lack of originality’ and will be penalised.   ·         The learning activities should be student centred, engaging and fun. No need to give a detailed plan, however you must show what the students will be doing during each E phase. Also what the teachers’ role will be. You might create some original activities of your own. Also you can refer to resources online; however you must show reference to those activities in the text.  Some are; Primaryconnections, https://blogs.deakin.edu.au/sci-enviro-ed/  http://www.sciencekids.co.nz,  https://www.bbc.co.uk/bitesize/subjects/z2pfb9q, https://www.abc.net.au/science/games/ https://www.abc.net.au/science/surfingscientist/   ·         Various pedagogical strategies such as Jigsaw, Think-Pair-Square-Share, The 5 Whys, SCAMPER, the use of T charts, Y charts, mind maps, KWL, P.M.I. need to be integrated and briefly discussed how you will organise them in the classroom. ·         Worksheets as resources/assessments are not accepted for this assignment. Similarly, minimum use of traditional assessment strategies, such as filling in worksheets/structured formats should be made. ·         Include activities that encourage the cross curriculum priorities depending on the topic. E.g.  Activities on ‘sustainability’ theme if you are doing renewable energy.  ·         You can use content descriptors given in the syllabus as ‘indicators’, however they are broad and general in nature; therefore you can develop your own indicators by using simple action words. Use action verbs like ‘predicts, questions, explains, narrates, labels, draws, designs, constructs, manipulates, calculates, ……………………………See the example assignment. ·         ICT should be integrated in a creative manner to the learning experience. The use of ICT’s should be meaningful and authentic and designed to improve the quality of teaching and learning, not for the sake of using them. ·         You can provide supporting materials as an appendix but this is not mandatory. ·         In-text references do not have to follow APA referencing format; however, the reference list must follow APA use (minimum 5 resources).   ·         Although, APA format is made not compulsory for sections of the assignment such as school data, concepts and the lesson experiences, you must give the sources of the information, (but use of APA format is optional) as a hyperlink.  ·         Please use discussion board or contact Unit coordinator for any assistance J.

 In approaching this assignment, you should review Keller’s chapter 11, titled “The Trap,” and reflect on his insight that Jesus is the ultimate Rich Young Ruler. Write an initial post in which you push Keller’s insight a little further by answering the question “What does Jesus care about with regard to a person’s money? How do practical aspects of daily life, such as financial resources, relate to the life of discipleship in the Kingdom of God?

Meaning of the word jihad in islam sunni vs shia differences and similarities in how they interpret jihad  what role it serves in todays world how its changed over time  double spaced 12 font 

Note: Your final essay is worth more than your previous journal entries. It is worth 10% of your course grade and is to be longer in length. But like a journal entry, this is an essay and will be graded on the same criteria as the essay/journal entries. *Does your essay have a thesis statement and does the body of your essay answer the questions asked with understanding and engagement of the biblical text? A strong essay will also have a conclusion that nicely wraps up your essay and adds some of your own insights. For your final essay, please address the following topic: Differing views of salvation. Choose THREE BOOKS (see the categories below) and in FIVE DOUBLE SPACED PAGES (at least 4, not more than 6) address the issue of salvation in the New Testament. Your FIRST BOOK needs to be one of the gospels. Your SECOND BOOK needs to be one of Paul’s letters that we’ve read. Your THIRD COMPARISON needs to be either the reconstruction of the historical Jesus or the Gnostic Jesus or Jesus as he appears in the Book of Revelation. In constructing your essay, please pay attention to the portrait of Jesus in the various books and how this picture of Jesus relates to the good news which he brings: what does salvation look like? And then think in terms of problem / solution. What stands in the way of salvation: the main obstacle or face of evil in the book you are addressing? How is this obstacle overcome: what is the chief virtue of the book in question? Some example considerations might include: Is it Jesus’ life, or his death, or his resurrection that is pivotal to salvation. Or is an emphasis placed on justification, sanctification, or resurrection: all three of which are ultimately involved in salvation? Does the book stress the “evil we suffer” and present a view of salvation as a *deliverance* from a problem that is external to ourselves. Is the problem “out there,” be it demons or illness and death or Roman and Jewish tyrants or social injustice, etc. Or does the book stress the “evil we do” and present a view of salvation as a needed personal *transformation*. The problem that keeps us from properly relating to God and to each other is not in the world, but is a problem with us, be it sin or hypocrisy or guilt, etc. Or some books balance these two approaches towards salvation. These are just questions to get your thinking started. How you approach the books you choose is up to you, but again, tell me who Jesus is, what he wants (the good news), what stands in the way (the face of evil), and how that obstacle is overcome (by Jesus and by us). Your essay should reveal the unique characteristics of the books you choose, not just a generic or general sense of the good news as “Jesus brings salvation,” but the particular and detailed good news for each book. (Remember, I want you to show me that you understand the material and not just give simplistic answers! Simplistic or very general answers = lower grade, while precise, articulate, and detailed answers = higher grade.) Also, while short quotes are useful, long quotes/passages are not as useful and do not count toward the overall page count.  And when you use short quotations and paraphrases, please be sure to explain to me what they mean: why the passage is significant. And of course, anything, however small, that is not original to you MUST BE CITED. And I would strongly encourage you to not copy and paste anything from the Internet (in general this information is too generic and frequently wrong), but if you do use anything that is not original to you, it MUST BE CITED. Passages from the Bible, the textbook, or DB or Instructor’s Comments can be cited in parenthetical citations at the end of a sentence (DB, Week 10, Walker, 7/12/2014, 5 pm). Or cite like this (John 2

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