Category: Religion

1. (Original Content Only) (600 words) (APA format) (APA in-text citations are a must)
Watch all 3 GYH videos and read all GYH academic resources for weeks 3.
GYH video Links: https://drive.google.com/file/d/1lD_JPcrUEega3QB5UOBwy-U7WNE7lxSm/view
https://drive.google.com/file/u/3/d/1lIGElkKkhAKqxjXfAgEpHE8i70GMmF_E/view?usp=sharing Each member will bring to the group one takeaway from each of the videos and articles. Group members will take turns sharing their insights and reflections on their takeaways (20 minutes).
Next, group members will then discuss specific ways they have seen the impact of each week’s subject matter impact people in their sphere of influence. Describe the situation, the people involved, and what took place (20 minutes)
Lastly, group member must share their own challenges with the material. Prayer will then be offered as deemed appropriate by all group members (20 minutes). If limited sharing occurs in this section, please pray for the local church es represented I the group related to the various themes of the week.
2. (400 word summary of Transcript)
GMT20240325-231950 Recording
Transcribed by TurboScribe.ai. Go Unlimited to remove this message. Yeah, but I’m getting ready to get on Zoom, so you know, for a class. I love you. I love you.
All right. Good evening, everybody. It’s great to see all smiley faces.
I’m just trying to admit people as they check into our class here, Charles, Kelly, and Jerome. We could have you on. Yeah, go ahead, sir.
Hey, can you show your video? There we go. Yes. All right.
Yes, sir. We got a Kelly on to our video screen, if we can have them do that for us. All right, well, very good.
Good to see you guys. All right, well, welcome to our second Zoom session. Tonight, we got a lot to cover.
So before I kind of go into our devotional time, just for administrative purposes, I’d like for y’all to try to keep your video on. And for, I guess, tracking purposes, Regent wants us to have you post at least a couple of items in the chat feature. You know, they want us to kind of show substantive content or whatever within the chat feature.
So sometime tonight, if there’s something that strikes you or if there’s an awesome quote that you just can’t wait to share, maybe a Bible verse or something that’s very interactive that you think is going to be profitable for somebody else, please put it in the chat feature. Because at the end of the day, if I have to go back and find out for credit who all participated, I can always download the chat feature and kind of know who was here, okay? And if you’re not here, then you have to provide a 300-word essay. And I know if you want to re-watch the video and write an essay, it’s just extra work.
But without further ado, why don’t we just take a moment and go before the Lord in prayer. We’re going to get right into our devotional time and then follow up with our discussion. Let’s pray.
Heavenly Father, thank you so much for bringing this amazing group of people together who really want to learn and study and develop their pastoral theology as they reflect on their own calling. Thank you, Lord, for blessing us with a calling. We realize that not everybody has a calling into full-time ministry or even part-time ministry.
But yet, God, at the same time, we realize that if you have called us, you will equip us. And may you equip us tonight. May your wisdom and your profoundness just quicken our hearts that you will demonstrate your true grace to us, measured by the power of Scripture.
Lord, we come to you in this time, this holy week, reflective and thinking towards the cross. Lord, I can’t even imagine the pain that your son bore during that time. And we are humbly grateful that he willingly allowed his life to be taken so that we would be able to have our sins completely forgiven and we can spend eternity with you.
Lord, we know that many people take that for granted, but we do not. And we humbly thank you for that treasure you have blessed us with. And so finally tonight, we pray for your hedge of protection over our thoughts, our words, our expressions, Lord, and may they be holy and acceptable unto you.
So dear God, we pray these things in that matchless and holy name of Jesus Christ. Amen. So I had a completely different devotional designed and ready teed up to share with y’all.
But then, of course, as God would have it, he likes to change things up at the last minute. So I wanted to ask you for your patience as I kind of pull my thoughts together in real time. If someone would like to just, at least for right now, just open up to Psalm 107.
We’re going to be pulling from scripture. Look, 107 verses 17 through 22. And then someone else, if you can have Numbers 21, 4 through 9, and then one other set of passages, it’ll be John 3, 14 through 21.
Can someone for me go ahead and read Numbers 4, 12, I’m sorry, Numbers 21, 4 through 9 for me? Sure. I’ll read. I’ll be glad to do it.
Thank you. Numbers 21, 4 through 9. And they journeyed from Mount Hor by the way of the Red Sea to compass the land of Edom. And the soul of the people was much discouraged because of the way.
And the people spake against God and against Moses. Wherefore have you brought us up out of Egypt to die in the wilderness? For there is no bread, neither is there any water. And our soul loatheth this light bread.
And the Lord sent fiery serpents among the people, and they bit the people. And much people of Israel died. Therefore, the people came to Moses and said, we have sinned for we have spoken against the Lord and against thee.
Pray unto the Lord that he take away the serpents from us. And Moses prayed for the people. And the Lord said unto Moses, make thee a fiery serpent and set it upon a pole.
And it shall come to pass that everyone that is bitten when he looketh upon it shall live. And Moses made a serpent of brass and put it upon a pole. And it came to pass that if a serpent had bitten any man, when he beheld the serpent of brass, he lived.
There’s a lot of context here. I want to kind of pull out for all of us because it’s so important, especially as we are in this time of Holy Week. I think it’s really fascinating to see how all this kind of pulls together.
So picture this. You have the Israelites. They’re out in the middle of desert, right? They have been rescued from being in slavery for many, many years because of God’s calling upon Moses’ life.
He shepherds the people out of Egypt into this place of wandering, this place where they are called to be out in the desert for a period of time until God opens up the promised land. Now, what we find in terms of the temperament of the people is that they begin to get hostile, right? They begin to get frustrated with their circumstances. Now, I think I would probably be a little frustrated too.
You know, you’re wandering in this hot desert, not knowing where you’re going. You don’t know the circumstances around you. And yet everything is provided for them.
They have their food, right? We have manna. They have quail. They’re given water.
Their clothing is something that’s not worn out all the time, right? I mean, can you imagine that? You know, their sandals never wear out. Their clothes never wear out. And so God just provides lavishly for them.
He even provides for them a pillar, a fire by night, right? A cloud by day and a fire by night. And so they have so much going for them. And yet what do we see in this passage? What are they doing? Well, I’m not sure.
Can I answer what’s going through my head? Yeah. So it’s probably a little distraction to answer your question because I’m trying to figure it out. Okay, okay.
But it’s like we choose sin, but we don’t choose the consequences. And I heard that earlier this last week that just got my attention. And God didn’t take away their suffering.
In other words, the snake’s going to keep biting. But now there’s a solution that they’re not going to die, even though they get bit. So the consequences are still continuing of their sin, but without death.
And I don’t know this, but if I know God a little bit that I’ve learned, that’s a symbol of what Christ does for us. He takes away the spiritual death. Yeah.
It just seems like that might be a sign, but I’ll leave it at that. I’m not sure where we’re going. Yeah.
I guess my real question was, what was their sin? Grumbling against God, complaining out of all that he had done for them, which basically seems to be the mode of operation for the children of Israel. They complain all the time. No matter what God did for them, there was always an issue.
It was never good enough. It was never enough. Never enough.
There are other passages of scripture where we see them say, basically, God, why did you call us out here to rot and die? Let’s go back to where it’s comfortable. And so they have this sense about themselves where they want to go back where it’s comfortable. Who cares if we were enslaved? It’s almost like labor pains.
They forget what the labor pains were like. You know, and so they want to go back to where they were. And God is just, he’s had enough.
He has had enough. And so we see that God finally says, okay, I am going to strike you with a plague. And he strikes him with some serpents.
Now, when we take a look at scripture, what’s the first time we see a serpent in the Bible? In Genesis. Yeah, we see it in Genesis. And typically, what, Chizurim, is that how you pronounce your name? Is it Chizurim? Yes, sir.
What would you say with the snakes, you know, being snake represented in the early part of Genesis, what does that represent? It represents like doubt. Because in the Garden of Eden, the devil Satan came in the form of a serpent and deceived Adam and Eve and told them to eat the fruit that God did not tell them to eat. So he instilled that doubt in them for them to doubt God, you know, so he made them to eat the fruit, you know, in the Garden of Eden.
So, and also his lack of belief, you know, God told them something, then the serpent, you know, came and told them another thing, and sin came into the world. And also, if you look at it, also in Egypt, also, you know, when Moses came into Pharaoh, you know, to let the people go, you know, the Pharaoh now brought his own magician, and they brought out serpents also, you know, just to prove that God is wrong also. But Moses robbed 20 serpents and, you know, swallowed all the serpents for the magicians.
So the serpent represents doubt, you know, unbelief, that the word of God is not true. Yeah, that’s why I believe that’s what it represents. Which is really fascinating.
Thanks for bringing that up, because that’s really kind of what the issue is here. They doubt God. They don’t understand that God has a purpose for them.
They’re doubting why God may have called them or put them in, you know, the desert, and just to wander around. And so, God afflicts them with venom, with the, you know, with these very serpents. And that venom almost is a representation of their being struck with this sin metaphorically.
And yet they have to be healed. Another thing that kind of comes to mind, too, is when Moses is being called. Moses is being called to shepherd the Israelites out of Egypt.
There’s a snake on the ground. What does God tell him to do? Pick it up. That’s right.
Right. So, you know, I’m an outdoors guy. I love the outdoors.
But there is one thing I will not do. Pick up a snake. You know, those things are just creepy to me.
They would find some way to bite me, to strike me, and so forth. My dogs, almost all of them have been bit by snakes. These vipers are very scary creatures, you know.
They’re very fast, methodical. They’re sly, you know. And it’s a perfect illustration of who Satan is, really.
And, but I do find it fascinating that God tells Moses to pick up a serpent. Why is that? Well, in my estimation, God is really testing his true, authentic trust in the Lord. Because that’s what was required as a part of that call.
Just like all of us who were called into ministry, God requires a certain level of trust that maybe nobody else has, you know. A trust, when he tells us to go somewhere, to do something, that we will follow, we will base, salute spiritually, as we say in the military, you know. And so what does Moses do? He picks it up.
And that, I think, right there alone, helps to demonstrate that he started with faith. Which is in contrast to the people that he shepherds, right? So as a shepherd, he had all this incredible faith. Faith that allowed these instruments, his staff, to turn into a snake, and the snake to turn into his staff.
He had faith, you know, to perform certain signs and wonders. But that was because of the power of God. Now, as we fast forward to Numbers 21, and we see, you know, how God is afflicting them with snakes.
Obviously, they can’t just pick up a snake like Moses did. But Moses picks up his staff, which was at one time a snake, and he puts a bronze snake on top of it. That bronze snake is a representation, in some ways, of a healing feature that God’s going to illustrate.
Because as the people… Now, this is a beautiful word picture here. As the people turned toward the staff that Moses held high, right? That turning is like a sense of repentance that we see in the New Testament, right? That’s what repent means, to turn from our sins. And so it took faith.
It took repentance, turning from their old ways, and recognizing that they were wrong, recognizing that they were sinful. Turning from their old ways and turning to the staff. Turning to the very thing that they were afraid of, the very thing that was attacking them.
And they looked to the bronze serpent, and they were healed. Wow. Isn’t that a foreshadowing of the cross? As we look to the cross, right? As we look to the cross, yep.
As we look to the cross, we see that there is spiritual healing involved. You know, and that comes with turning away from our sins, turning to the cross. That sense of repentance is required for that sense of spiritual healing.
And, you know, some people say that the medical sign that you might see on, say, the side of an ambulance or something like that comes from Greek mythology. But I believe it actually comes from right here in this story of Numbers 21. The staff with a serpent on it, because it was a sign of healing for the people of Israel.
So that reminds me, let’s go to John 3. Who has that set of passages there? I have. Okay, sorry, sorry. Ann, go ahead.
I have a question, you know. Okay. Clarification.
Thank you, Prof, for clarifying this issue of a bronze serpent on Moses’ path, you know. Because at times, when I tell people that that bronze serpent represents the cross, like you say, some people argue that it’s just like a hyperball, you know. It’s a hyperball.
That, who said that? That you have to read the scripture as it is? No. Everything is about Jesus Christ. Like you said, once you look at the cross, look at Jesus Christ, then you will live.
You are healed. But at times, most people argue about that. It’s just like a, it’s a hyperbolic statement, you know.
Thank you so much for bringing it up. Yeah. Absolutely.
Yes, sir. All right, Ann, would you like to read that passage for us out of John? Thank you. I’m reading from the message translation.
This is John 3, 13 through 21. No one has ever gone up into the presence of God except the one who came down from that presence, the Son of Man. In the same way that Moses lifted up the serpent in the desert so people could have something to see and then believe, it is necessary for the Son of Man to be lifted up and everyone who looks up to him, trusting and expectant, will gain a real life, eternal life.
This is how much God loved the world. He gave his Son, his one and only Son, and this is why. So that no one need to be destroyed by believing in him, anyone can have a whole and lasting life.
God did not go to all the trouble of sending his Son merely to point an accusing finger, telling the world how bad it was. He came to help, to put the world right again. Anyone who trusts in him is acquitted.
Anyone who refuses to trust in him has long since been under the death sentence without knowing it. And why? Because of that person’s failure to believe in the one-of-a-kind Son of God when introduced to him. This is the crisis we’re in.
God’s light streamed into the world, but men and women everywhere ran for the darkness. They went for the darkness because they were really not interested in pleasing God. Everyone who makes a practice of doing evil, addicted to denial and illusion, hates God light and won’t come near it, fearing a painful exposure.
But anyone working and living in truth and reality welcomes God light, so the work can be seen for the God work it is. Thank you so much. You know, one verse that really stands out for me is verse 14.
And as Moses lifted up the serpent in the wilderness, that’s referring to Numbers 21. I love how scripture speaks to itself. And so as Moses lifted up the serpent in the wilderness, so must the Son of Man be lifted up.
Right there. There’s our answer, you know. I love how in the Old Testament, everything is pointing to the cross.
Yeah. And it’s showing us that God, even when he didn’t need to, he didn’t have to, but he showed mercy upon those people. That mercy was allowing that staff, that cross, if you will, being lifted up so they can look to it for healing.
But they didn’t deserve it, did they? They were whining and complaining. They wanted to go back to where it was comfortable. But yet God had a different plan for them.
A plan where they could receive immeasurable grace. I find an interesting parallel here too with the life of Cain. In my Sunday school class, I’ve been teaching out of Genesis lately.
And, you know, you take a look at when Cain struck down his brother Abel. And in doing so, when he struck down Abel, what does basically God say to Cain? Does anybody remember? Doesn’t he say, what have you done? Yeah. Where’s your brother? Yeah.
Where’s your brother, Cain? You know? And then what does Cain say? Am I my brother’s keeper? That’s right. Exactly. Am I my brother’s keeper? Very flippantly to God Almighty, his creator.
So he is already speaking out of a heart that is cold and callous and bitterness, perhaps. Right? So God then banishes him. He becomes a wanderer.
And that’s where I see a lot of the similarities here. Is that just as he did not have faith or trust in the Lord, nor did the Israelites. Just as he was banished and became a wanderer, so too did the Israelites become wandering in the desert.
And so in that time of wandering, Cain realizes, you know, somebody’s going to have my head. Somebody is going to be out to avenge me because I killed my brother. And so even though, even though he deserved death, physical death, God, he reached out to God.
And what happens? What does God do? He makes sure that nobody can kill him. Right? Exactly. I got that one right.
Yeah, I can’t do it five times. One over three ain’t bad. That’s great.
Oh, hit him while you can, John. That’s awesome. That’s great.
Yeah, you’re exactly right. So God preserves, you know, Cain in this way where he puts a mark on his head. Right? And that mark is basically anybody that tries to touch Cain will have serious consequences.
And, and I say all that to say that God didn’t have to do that. But God showed mercy. Many times in the Old Testament, people today say, oh, God is just a God of judgment and wrath and anger and hatred towards us.
But no, we see God that is merciful. We see a God who shows, and he could have laid it all out. He could have really put some inflicted pain upon the people.
But no, he chose to show mercy. And when we step back and we begin to look at our own lives and where God has given us a sense of mercy and grace, what should we, what should be the attitude of our heart? What should be the attitude of our heart? Gratefulness. Gratefulness.
You walked right into it, Phyllis. Do you have Psalm 107? I don’t, but. That leads us right into Psalm 107.
Let’s, let’s read Psalm 107. I’ve got it up here. All right, John.
I had it. Okay. Yeah, I got it back.
Okay. Psalms 107, 17 to 22, the NIV version. Okay.
Some became fools through the rebellious ways and suffered affliction because of their inequities. They loathed at all. They loathed all food and drew near the gates of death.
Then they cried to the Lord in their trouble and he saved them from their distress. He sent out his word and healed them. He rescued them from the grave.
Let them give thanks to the Lord for his unfailing love and his wonderful deed for mankind. Let them sacrifice, thank offerings and tell of his work with songs of joy. Mm, mm, mm.
Now notice here that this passage also speaks to Numbers 21. Again, I just love how the scripture just speaks to itself. It’s pointing to the time where they were wandering in the desert.
He said some fools thought they, uh, uh, through their sinful ways and because of their sin, they, they suffered affliction. And in this case, the affliction was the snakes. Right? They loathed any kind of food and they drew near to the gates of death.
Again, because of the affliction of the snakes. And then it says they cried to the Lord in their trouble and he delivered them from their distress. How did he deliver them? With the staff.
3. (600 words for DB post) (APA format) (In-text citations are a must) (minimum of 3 citations)
Describe the significance of water baptism to your church community. Theologically, what does water baptism represent, and how often does your church water baptize? Use scripture to support your post. 4. (Original Content Only) (600 words) (APA format) (APA in-text citations are a must)
Watch all 3 GYH videos and read all GYH academic resources for weeks 4.
Each member will bring to the group one takeaway from each of the videos and articles. Group members will take turns sharing their insights and reflections on their takeaways (20 minutes).
Next, group members will then discuss specific ways they have seen the impact of each week’s subject matter impact people in their sphere of influence. Describe the situation, the people involved, and what took place (20 minutes)
Lastly, group member must share their own challenges with the material. Prayer will then be offered as deemed appropriate by all group members (20 minutes). If limited sharing occurs in this section, please pray for the local church es represented I the group related to the various themes of the week.
GYH video Links: https://drive.google.com/file/d/1kF8fwe-1DKFuz4-pTnD_84rn10GbnxQH/view https://drive.google.com/file/d/1kFUbkkvUNY-RfQDRRKxBJ78PzpGg2Y_O/view https://drive.google.com/file/d/1kLFF1WhFBKV2u2QhkRw9r6xO39RdvUiK/view

1. (ORIGINAL CONTENT ONLY) (400 WORDS FOR THE POST) (APA CITATIONS) (IN-TEXT CITATIONS ARE A MUST)
Assignment 1: Dabbling in Historical Inquiry
Context
In Ch.4, “History,” Hedges introduces us to the Historical-Critical Method, which is a somewhat misleading title because to study the history of religion requires less of a singular approach and more of a toolkit approach wherein on draws from a collection of methods, theories, and bodies of knowledge (e.g., linguistics, archaeology, sociology, history) to analyze the subject at hand. For example, to study a scripture historically, one needs facility with its original language, background knowledge (or at least a working theory) of the author, familiarity with the literary genre, understanding of the culture in which the text was written, and perhaps even an understanding of the surrounding cultures—to name just a few categories. In other words, the history of religion is complex, and there is much to consider.
Description
Choose one of the following texts, and use the concepts discussed in Ch.4 of Hedges to craft a post that talks your facilitator and classmates through how you might go about analyzing that text from the perspective of a historian. Your task is not to perform an analysis, but to reflect on the process of historical-critical analysis and the kinds of information or skills you might need to succeed. Feel free to do additional research as needed.
From the Hebrew Bible: Isaiah 14:3-22, “Israel’s Remnant Taunts Babylon” (ESV)
From the Rig Veda: Book 10, Hymn 129 (CXXIX): “Hymn of Creation”
A Buddhist sutra: The Heart of Perfect Wisdom (multiple translations)
Delivery
Please post your initial post (400 words) to the appropriate discussion thread no later than Thursday evening (11:59pm MT). Sources to cite:
Lincoln, B. (2006). How to Read a Religious Text: Reflections on Some Passages of the Chāndogya Upanishad. History of Religions, 46(2),127-39. Recommended
Bianchi, U. (2005). History of Religions. In L. Jones (Ed.), Encyclopedia of Religion (2nd ed., Vol. 6, pp. 4060-4068). Macmillan Reference USA. “This article presents an overview of the history of religions as a scientific discipline. It is not intended to provide a comprehensive survey of the specific data that lie within the province of the historian of religions, nor does it attempt to survey the broader history of the discipline. The purpose here is rather to provide a brief description of the nature of the history of religions and to discuss its methods of research. The first part presents a theoretical examination of the dialectical method proper to the discipline. In the second part, attention will be given to the actual field of comparative research through the presentation of a brief historical typology.” Casadio, G. (2005). History of Religions [Further Considerations]. in L. Jones (Ed.), Encyclopedia of Religion (2nd ed., Vol. 15, pp. 10041-10047). Macmillan Reference USA. 2. (ORIGINAL CONTENT ONLY) (400 WORDS FOR THE POST) (APA CITATIONS) (IN-TEXT CITATIONS ARE A MUST)
Assignment 2: Imaging a Tradition
Context
Hedges’ case study on spirituality is a thought-provoking choice for illustrating the concepts of power that he discusses earlier in the chapter. Let us use his case study as a launching point and dive deeper into what he is saying about religion and spirituality as culturally mediated phenomena.
Description
Go to Google Image Search and search the name of a religious or spiritual tradition that interests you. Peruse the images, paying special attention to ones that include people practicing this tradition. What trends do you see? What ideals, expectations, or messaging do these images express? Do you see any forms of privilege or power (e.g., wealth, class, leading figures, high architecture, pilgrimage) normalized as emblematic components of the tradition? Whether you are an insider or an outsider, to what extent do you think these images are accurate portrayals of “lived religion” (think: Ch.3)?
Share an image with your facilitator and classmates that exemplifies your findings, and craft a post in which you discuss your thoughts on the matter. 3. (ORIGINAL CONTENT ONLY) (400 WORDS FOR THE POST) (APA CITATIONS) (IN-TEXT CITATIONS ARE A MUST)
Assignment 3: Reflecting on Your Own Experience
Context
We have all heard the phrase “everything is relative.” Hedges hints at the idea that this is true only to a certain extent—an idea that he will return to in later chapters. For now, let us focus on the ways in which religion is indeed relative or socially constructed.
Description
Pick something from your social world that appears to be a “natural” part of your social circle but is simply a particular way of doing things. You might discuss something as mundane as shopping or something as meaningful as your favorite religious or spiritual practice. In what ways is this “natural” practice socially constructed; that is, what is your habitus (pp.123-4 & box 5.3) when it comes to the practice you’ve chosen? How does this type of analysis impact your connection to this practice? Are there ways of incorporating your new insights that allow you to maintain or even enhance your experience of your chosen practice?
4. (ORIGINAL CONTENT ONLY) (400 WORDS FOR THE POST) (APA CITATIONS) (IN-TEXT CITATIONS ARE A MUST)
Assignment 1: Narrating Ourselves
Context
Could I have been anyone other than me? This week, we are going to discuss the implications of that question—and your answer—for
understanding religion.
Description
This prompt has three parts:
What is your identity? Craft a brief paragraph in which you tell your classmates and facilitator who you are, using Hedges’ explanation of identity, in-group, and out-group as a prompt (see box 6.3 for inspiration).
Go through your paragraph closely. Which elements of your identity might alter your understanding of religion were they to somehow change or if they were different from the start?
Questions you might ask yourself include but are not limited to: how might your understanding of religion differ if you were born of other parents, in another place, or of a different race? If you were raised in the middle class, how might your understanding of religion differ if you were born into the lower or upper class? The options for exploration are endless.
This is an exercise in imagination. You don’t have to have all the answers, but please do share the highlights of your exploration with us.
What did you learn about yourself and your identity through this exercise?
Sources to Cite: Warrior, R. A. (1989). Canaanites, cowboys, and Indians: deliverance, conquest, and liberation theology today. Christianity and Crisis, 49(12), 261–265. Recommended
Powell, A. J. (2020). Identity. In A. Possamai, & A. J. Blasi (Eds.), The SAGE encyclopedia of the sociology of religion. Sage UK. Salhi, K. (2008). Religion. In P. Poddar, & R. Patke, A historical companion to postcolonial literatures: continental Europe and its empires. Edinburgh University Press. 5. (ORIGINAL CONTENT ONLY) (400 WORDS FOR THE POST) (APA CITATIONS) (IN-TEXT CITATIONS ARE A MUST)
Assignment 2: Narrating Others
Context
In the United States, it has become increasingly rare to know one’s neighbors. How, then, can we know someone across the country or world (not to mention from another historical period), especially if we’ve never met them or walked their neighborhood? This, for many religious studies scholars, is an ethical question, one that is at the root of many methodological and theoretical decisions.
Description
To what extent can we know whether our—or someone else’s—representation of another person or group is accurate? What ethical values do you hold that might help you understand what you can and cannot know, and to accept those limitations? You are encouraged to engage the Jesuit Values here, although it is not required.

For this task, the aim is to demonstrate your ability to argue (in a short essay) your character’s major position on: a) the divinity of Jesus; b) the humanity of Jesus; c) some complex mix of the two; d) that this is not an important question; e) that there should be no creed. Whichever one of these you argue will depend on your character, and your argument includes not only arguing for your side (using the Bible, biblical interpretations, reason, and experience as your sources), but arguing against the other side (with the aforementioned sources). While perhaps not explicitly sources, you should draw upon our various readings and resources that are available to you. Finally, you can choose to write it as if the council has not yet been convened and this essay is your character’s position paper that seeks to persuade its readers to adopt your position, OR from the perspective that our council has finished and you’re reporting to your followers/friends/etc what your character’s position would be in light of what happened during our council (you can address the canons as well, but make sure to sufficiently respond to the creed and still utilize sources, not just your character’s opinions). Charecter information is attached

After reviewing the “Find Your Purpose” section in The Beginning of Wisdom, discuss some of the ways that people might discover their purpose. How does the Christian concept of missio Dei fit into a Christian’s sense of purpose? How might someone in your academic discipline or future vocation be able to live out a Christian missional purpose?

Jesus made many absolute statements such as the following: John 14:6: “I am the way and the truth and the life. No one comes to the Father except through me” (NIV). Matthew 7:13-14: “Enter through the narrow gate. For wide is the gate and broad is the road that leads to destruction, and many enter through it. But small is the gate and narrow the road that leads to life, and only a few find it.” Interacting with these statements and based on Chapter 8 of The Beginning of Wisdom and the topic overview, how would you answer someone who is concerned that Christianity portrays that Jesus is the only way to salvation? What do you think about the following statement: “My morality is mine and mine alone, and it is not my place to judge the morality of others”? Are there any times when you should judge the morality of others? Why or why not? If so, when and why?

Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can’t submit it until you have completed the unit’s Milestones. Once you’ve submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 3: Evaluating the Impact of Religion on Individuals, Society, and the World
ASSIGNMENT: In each of the three units in this course, you have learned about the role of religions in our world. You have already reflected on some of the major approaches to studying religions, and compared and contrasted two religions. In Unit 3, you have investigated the impact of religion on individuals and society, including learning about religion’s role in shaping morality and ethics, as well as ritual and material culture. Finally, you also thought about religion’s influence on government and global affairs. For your final Touchstone, you will evaluate the impact of religion on individuals, society, and the world. In a 400-600 word short essay, you will evaluate some of the ways in which religions both unite and divide, using specific examples from the lessons in Units 1, 2, and 3 to support your conclusions, by responding to this question: How do religions both unite and divide humanity?
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Assignment Guidelines
DIRECTIONS: Write a short essay of 400-600 words that responds to this question: How do religions both unite and divide humanity?
As you develop your response, you should choose two of the following areas of religious influence from Unit 3 to analyze:
Religion & the Individual
Religions & Society
Morality & Ethics
Ritual & Material Culture
Religion in Government
Religion in Global Affairs
Your short essay should include four parts:
Briefly introduce your topic and develop a clear and succinct response to the question: How do religions both unite and divide humanity?
Support your response by analyzing the first area of religious influence that you have selected from Unit 3. Use at least two specific examples from the lessons in any unit in your analysis.
Support your response by analyzing the second area of religious influence that you have selected from Unit 3. Use at least two specific examples from the lessons in any unit in your analysis.
Briefly summarize and conclude your short essay.
You will use information from the Sophia tutorials to support your response. When citing material from a tutorial, please include the name of the tutorial and use the following format (using Sophia’s Primal Religions tutorial as an example):
In-text citation: (Primal Religions, n.d.)
Reference: (n.d.). Primal Religions [MOOC]. In Approaches to Studying Religions. Sophia Learning. https://app.sophia.org/spcc/approaches-to-studying-religions–2/unit1/study-guide/7845/primal-religions-2
This is only an example, your own citations will be to the tutorials you use in answering the question. Please do not use any sources outside the class.
Refer to the completion checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
❒ Have you chosen two areas of religious influence from Unit 3 to analyze? ❒ Drawing on these areas of influence, have you written a clear and succinct response to the question: How do religions both unite and divide humanity? ❒ Have you supported your response by using at least two specific examples from the lessons in any unit, related to the first area of religious influence that you selected?❒ Have you supported your response by using at least two specific examples from the lessons in any unit, related to the second area of religious influence that you selected?❒ Have you ensured that your evidence supports your initial response? If not, now is a good time to go back and revise your response. ❒ Is your short essay between 400-600 words, double-spaced, and formatted in 12-point font?❒ Have you cited examples with in-text citations?❒ Are the cited examples from the class tutorials? ❒ Have you proofread your short essay for mistakes in spelling, grammar, punctuation, and capitalization?B. Rubric
Advanced (100%)Proficient (80%)Needs Improvement (60%)Non-Performance (0%)
Question Response (5 points)
Essay provides a clear and thoughtful response to the prompt.Essay develops a clear and insightful response to the question prompt, and considers how religions both unite and divide.Essay develops a response to the question prompt, and considers how religions both unite and divide.Essay develops a response to the question prompt, but may only consider how religion unites or divides, lacks clarity, or demonstrates a limited understanding of the content.Essay does not respond to the question prompt, or response is highly irrelevant.
Evaluation of Religious Influence (1) (5 points)
Essay evaluates a first area of religious influence in support of the response. Essay evaluates an area of religious influence selected from Unit 3’s list and its effect on uniting or dividing humanity. The analysis fully supports the response.Essay evaluates an area of religious influence selected from Unit 3’s list and its effect on uniting or dividing humanity. The analysis generally supports the response.Essay minimally or inaccurately evaluates an area of religious influence selected from Unit 3’s list and its effect on uniting or dividing humanity.Essay does not identify or evaluate an area of religious influence and its effect on uniting or dividing humanity. Evaluation of Religious Influence (2) (5 points)
Essay evaluates a second area of religious influence in support of the response.
Essay evaluates a second area of religious influence selected from Unit 3’s list and its effect on uniting or dividing humanity. The analysis fully supports the responseEssay evaluates a second area of religious influence selected from Unit 3’s list and its effect on uniting or dividing humanity. The analysis generally supports the response.Essay minimally or inaccurately evaluates a second area of religious influence selected from Unit 3’s list and its effect on uniting or dividing humanity. Example may not be cited correctly, or an outside source is used.Essay does not identify or evaluate an area of religious influence and its effect on uniting or dividing humanity. Use of Evidence (5 points)
Essay uses specific examples that support the response.
At least 4 specific examples from Unit 3’s lesson are used to support the response. These are thoughtfully chosen and explained. Examples are cited appropriately.At least 4 specific examples from Unit 3’s lesson are used to support the response. Examples are cited appropriately.At least 1 specific example from Unit 3’s lesson is used to support the response.No specific examples from the lessons in Unit 3 are used to support the response.
Conventions (4 points)
Essay follows conventions for standard written English. There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability.
Meets Requirements (1 point)
Submission meets formatting requirements, including 12-point font, double-spacing, and word count.
All requirements for formatting and length are met.Requirements for formatting and length are mostly met.Requirements for formatting and length are somewhat met.Requirements for formatting and length are not met at all.
C. Requirements
The following requirements must be met for your submission to be graded: Composition must be between 400-600 words.
Double-space the composition and use one-inch margins.
Use a readable 12-point font.
All writing must be appropriate for an academic context. Composition must be original and written for this assignment.
Plagiarism of any kind is strictly prohibited.
Submission must include your name, the name of the course, the date, and the title of your composition. Include all of the assignment components in a single file.
Acceptable file formats include .doc and .docx.
In-text citations should use this style: (National Religions, n.d.)
References should use this style: (n.d.). National Religions [MOOC]. In Approaches to Studying Religions. Sophia Learning. https://app.sophia.org/spcc/approaches-to-studying-religions–2/unit3/study-guide/8190/national-religions-2
All cited examples are from the class tutorials

Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can’t submit it until you have completed the unit’s Milestones. Once you’ve submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1: Reflecting on Major Approaches to Studying Religions
ASSIGNMENT: In this unit, you learned some of the reasons for studying religion. You also learned that religion is universally recognizable, yet difficult to define. A narrow definition of religion that ties it to a belief in and worship of a higher, supernatural power, can exclude religions like Buddhism. On the other hand, definitions of religion that eliminate mention of the otherworldly or divine by equating it simply with “faith” or “belief” yield an understanding that is overly-broad. Due to the challenges of studying religion, various methodologies have arisen including: phenomenology, theology, historical approaches, comparison, philosophy, and sociology. This Touchstone gives you an opportunity to reflect on these major approaches to studying religion.
In a 400-600 word short essay, you will explain the difficulties involved in defining religion. Then you will select one method for studying religion that you believe to be most thought-provoking, and explain its strengths and weaknesses.
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Assignment Guidelines
DIRECTIONS: Explain, in your own words, two reasons why religion is difficult to define. Review the lessons in Unit 1 as you consider your response. Then, select one method for studying religion that you believe to be most thought-provoking and explain what you believe to be its strengths and weaknesses. Your short essay should include four parts:
Explain, in your own words, two reasons why religion is difficult to define.
Select one method for studying religion that you believe to be most thought-provoking and summarize the approach in your own words. Explain a strength of this approach to studying religion.
Explain a weakness of this approach to studying religion.
The methods for studying religion discussed in Unit 1 include:
Phenomenology
Theology Historical Approaches
Comparative Religion
Philosophy of Religion
Sociology of Religion As you develop your reflection, be sure to engage with the course material from Unit 1. You will use information from the Sophia tutorials to support your response. When citing material from a tutorial, please include the name of the tutorial and use the following format (using Sophia’s Primal Religions tutorial as an example):
In-text citation: (Primal Religions, n.d.)
Reference: (n.d.). Primal Religions [MOOC]. In Approaches to Studying Religions. Sophia Learning. https://app.sophia.org/spcc/approaches-to-studying-religions–2/unit1/study-guide/7845/primal-religions-2
This is only an example, your own citations will be to the tutorials you use in answering the question. Please do not use any sources outside the class.
Refer to the completion checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
❒ Have you explained two reasons why religion is difficult to define, in your own words?❒ Have you selected a method for studying religion from Unit 1 and summarized the approach?❒ Have you explained a strength and a weakness of this approach to studying religion?❒ Does your short essay demonstrate engagement with the course material from Unit 1?❒ Is your short essay between 400-600 words, double-spaced, and formatted in 12-point font?❒ Have you cited examples with in-text citations?❒ Are the cited examples from the class tutorials? ❒ Have you proofread your short essay for mistakes in spelling, grammar, punctuation, and capitalization?B. Rubric
Advanced (100%)Proficient (80%)Needs Improvement (60%)Non-Performance (0%)
Reflects on the Definition of Religion (5 points)
Essay reflects on the difficulty of defining religion. Essay offers a clear discussion of two reasons why religion is difficult to define. The discussion provides unique insights and demonstrates thoughtfulness about the subject.Essay offers a clear discussion of at least one reason why religion is difficult to define.Essay offers a discussion of only one reason why religion is difficult to define; the second reason is missing or vague.Essay does not attempt to reflect on the difficulty of defining religion.
Summarizes a Method for Studying Religion (5 points)
Essay selects and summarizes a method for studying religion.
Essay selects a method for studying religion and clearly and accurately summarizes it. The summary demonstrates careful reading and understanding of the topic. Essay selects a method for studying religion and accurately summarizes it. Essay selects a method for studying religion and attempts to summarize it, but the method may not be from the course material or has an inaccurate description.Essay does not select or summarize a method for studying religion.
Reflects on a Strength of the Method (5 points)
Essay reflects on a strength of the selected method for studying religion.
Essay demonstrates insightful reflection on a strength of the method. Essay demonstrates reflection on a strength of the method. Essay states a strength of the method, but there is no description, or the description is inaccurate.Essay does not attempt to reflect on the strengths of any method for studying religion.
Reflects on a Weakness of the Method (5 points)
Essay reflects on a weakness of the selected method for studying religion.
Essay demonstrates insightful reflection on a weakness of the method. Essay demonstrates reflection on a weakness of the method. Essay states a weakness, but there is no description or the description is inaccurate. Essay does not attempt to reflect on the weaknesses of any method for studying religion.
Use of Evidence (3 points)
Submission uses specific examples from the course, that are cited appropriately, to support the response.
At least 2 specific examples are thoughtfully selected and explained to support the response. Examples from the course material are cited appropriately.At least 2 specific examples from the course are used to support the response. Examples from the course material are cited appropriately.At least 1 example from the course is used to support the response. The example is cited from the course material but may not be cited appropriately. No examples from the course are used or cited to support the response.
Conventions (1 point)
Submission follows conventions for standard written English. There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability. Meets requirements (1 point)
Submission meets formatting requirements, including 12-point font, double-spacing, and word count.
All requirements for formatting and length are met.Requirements for formatting and length are mostly met.Requirements for formatting and length are somewhat met.Requirements for formatting and length are not met at all.
C. Requirements
The following requirements must be met for your submission to be graded: Composition must be between 400-600 words.
Double-space the composition and use one-inch margins.
Use a readable 12-point font.
All writing must be appropriate for an academic context. Composition must be original and written for this assignment.
Plagiarism of any kind is strictly prohibited.
Submission must include your name, the name of the course, the date, and the title of your composition. Include all of the assignment components in a single file.
Acceptable file formats include .doc and .docx.
In-text citations should use this style: (Primal Religions, n.d.)
References should use this style: (n.d.). Primal Religions [MOOC]. In Approaches to Studying Religions. Sophia Learning. https://app.sophia.org/spcc/approaches-to-studying-religions–2/unit1/study-guide/7845/primal-religions-2
All cited examples are from the class tutorials

ouchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can’t submit it until you have completed the unit’s Milestones. Once you’ve submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 2: Comparing and Contrasting the Common Elements of Religions
ASSIGNMENT: For this Touchstone, you will demonstrate your knowledge and understanding of religions so far by comparing and contrasting two of the world’s religions. In a 400-600 word short essay, you will compare and contrast one “Eastern” religion and one “Western” religion discussed so far in this course. Using specific examples from the lessons in Unit 1 and Unit 2 to support your conclusions, you will analyze some of the ways in which these religions are both similar and different. In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Assignment Guidelines
DIRECTIONS: Select one “Eastern” religion and one “Western” religion discussed so far in this course. Review the lessons in Unit 1 and Unit 2 as you consider how these religions are both similar and different.
Your short essay should include four parts:
Briefly introduce the two religions you have selected to compare and contrast.
Identify and explain at least two commonalities between these two religions, using specific examples from the lessons.
Identify and explain at least two differences between these two religions, using specific examples from the lessons. Briefly summarize & conclude your short essay. In your conclusion, explain what we can learn about religions in general by noticing both their similarities and differences.
As you develop your response, you should compare or contrast at least one example from each of the following elements of religion:
Historical & geographic origins
Core beliefs & doctrines Core rituals & practices
Important texts & narratives You will use information from the Sophia tutorials to support your response. When citing material from a tutorial, please include the name of the tutorial and use the following format (using Sophia’s Primal Religions tutorial as an example):
In-text citation: (Primal Religions, n.d.)
Reference: (n.d.). Primal Religions [MOOC]. In Approaches to Studying Religions. Sophia Learning. https://app.sophia.org/spcc/approaches-to-studying-religions–2/unit1/study-guide/7845/primal-religions-2
This is only an example, your own citations will be to the tutorials you use in answering the question. Please do not use any sources outside the class.
Refer to the completion checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
❒ Have you selected one “Eastern” religion and one “Western religion” discussed so far in this course? ❒ Have you briefly introduced the two religions you selected?❒ Have you identified and explained at least two commonalities between these religions?❒ Have you identified and explained at least two differences between these religions?❒ Have you included at least one example from each of the given elements of religion: historical & geographic origins; core beliefs & doctrines; core rituals & practices; and important texts & narratives? ❒ Is your short essay between 400-600 words, double-spaced, and formatted in 12-point font?❒ Have you cited examples with in-text citations? ❒ Are the cited examples from the class tutorials?❒ Have you proofread your short essay for mistakes in spelling, grammar, punctuation, and capitalization?B. Rubric
Advanced (100%)Proficient (80%)Needs Improvement (60%)Non-Performance (0%)
Selection of Religions (5 points)
Essay identifies an “Eastern” and a “Western” religion discussed in the course.Essay correctly identifies an ‘Eastern’ religion and a ‘Western’ religion to compare and contrast, and accurately describes both. The reasoning behind the selections are clear and interesting.Essay correctly identifies an ‘Eastern’ religion and a ‘Western’ religion to compare and contrast, and accurately describes both.Essay incorrectly categorizes religions, selects two ‘Eastern’ or two ‘Western’ religions, or provides a significantly inaccurate description of one or both.Essay fails to identify an “Eastern” religion and a “Western” religion to compare and contrast, or to provide any description of either.
Analysis of Similarities (Comparison) (5 points)
Essay analyzes similarities between religions and provides specific examples that support the analysis. Essay accurately identifies and explains two similarities between the selected religions. The essay demonstrates an insightful analysis of the similarities.Essay accurately identifies and explains two similarities between the selected religions.Essay accurately identifies and explains only one difference between the selected religions.Essay does not accurately identify and explain similarities between religions.
Analysis of Differences (Contrast) (5 points)
Essay analyzes differences between religions and provides specific examples that support the analysis. Essay accurately identifies and explains at least two differences between the selected religions. The essay demonstrates insightful analysis of these differences.Essay accurately identifies and explains two differences between the selected religions.Essay identifies and explains only one difference between religions. The explanation may be vague or contain inaccuracies.Essay does not accurately identify and explain differences between religions.
Elements of Religion (5 points)
Essay draws on disparate elements of religion for analysis.
Essay describes examples from each of the four elements of religion: -historical & geographic origins -core beliefs & doctrines -core rituals & practices -important texts & narratives The examples are thoughtfully chosen and explained.Essay describes examples from each of the four elements of religion: -historical & geographic origins -core beliefs & doctrines -core rituals & practices -important texts & narrativesEssay describes examples from one or two of the four elements of religion: -historical & geographic origins -core beliefs & doctrines -core rituals & practices -important texts & narratives Two or three elements are missing.Essay does not describe examples from any of the four four given elements of religion: -historical & geographic origins -core beliefs & doctrines -core rituals & practices -important texts & narratives
Use of Evidence (3 points)
Submission uses specific examples from the course, that are cited appropriately, to support the response.
At least 4 specific examples from the course are used to support the response. Examples from the course are cited appropriately. The examples are thoughtfully chosen and explained.At least 4 specific examples from the course are used to support the response. Examples from the course are cited appropriately.1-2 examples from the course are used to support the response. Examples may not be cited appropriately or may come from sources outside of the course material.No examples from the course are used or cited to support the response.
Conventions (1 point)
Essay follows conventions for standard written English. There are almost no errors in grammar, punctuation, spelling, and capitalization; all length and formatting requirements are met.There are minor errors in grammar, punctuation, spelling, and capitalization that do not impede readability; length and formatting requirements are nearly met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability; length and formatting requirements are not met.There are consistent errors in grammar, punctuation, spelling, and capitalization that significantly impede readability. Meets requirements (1 point)
Submission meets formatting requirements, including 12-point font, double-spacing, and word count.
All requirements for formatting and length are met.Requirements for formatting and length are mostly met.Requirements for formatting and length are somewhat met.Requirements for formatting and length are not met at all.
C. Requirements
The following requirements must be met for your submission to be graded: Composition must be between 400-600 words.
Double-space the composition and use one-inch margins.
Use a readable 12-point font.
All writing must be appropriate for an academic context. Composition must be original and written for this assignment.
Plagiarism of any kind is strictly prohibited.
Submission must include your name, the name of the course, the date, and the title of your composition. Include all of the assignment components in a single file.
Acceptable file formats include .doc and .docx.
In-text citations should use this style: (Monotheism, n.d.)
References should use this style: (n.d.). Monotheism [MOOC]. In Approaches to Studying Religions. Sophia Learning. https://app.sophia.org/spcc/approaches-to-studying-religions–2/unit2/study-guide/8161/monotheism-2
All cited examples are from the class tutorials

Students’ GEA 2/Global Citizens Assignment is to engage in problem-solving to get more precise on what values, biases, and cultural systems may be contributing to rising patient dissatisfaction scores and increasing burnout in the Western healthcare context.
Additionally, this assignment requires students’ self-awareness as they explore their worldview and how their own spiritual/religious values complement or conflict with those exhibited by the authors in the primary reading for this assignment as well as other students in the course.
To complete this assignment, you must follow these steps:
Read from the course’s textbook (Spiritual Caregiving: Healthcare as a Ministry) the following:
Chapter 2 -The State of the Current Healthcare SystemDownload Chapter 2 -The State of the Current Healthcare System
Chapter 3 – Envisioning the Ideal Download Chapter 3 – Envisioning the Ideal Assignment
The prompt for this assignment further requires students to engage in critical and analytical thinking about what Carson and Koenig refer to as the “Spiritual Crisis” of Western healthcare by comparing and contrasting earlier versus modern relational dynamics between patients and providers.
You will be challenged to consider your own biases, those of the authors associated with the primary text for this assignment, as well as the potential biases of those who have been charged with bringing about this “spiritual crisis” in Western healthcare, all in an effort to relate to the issues associated with this prompt more objectively.
This assignment inherently incorporates the student learning outcomes and encourages you to think about civic engagement through a personal, spiritual, and moral lens – particularly by considering the prosocial mission and purpose of healthcare professionals.Questions for Reflection
In light of all this, an exemplary assignment submission will provide substantive answers to the following questions:Within the second chapter of Spiritual Caregiving, what do Carson and Koenig mean when they discuss the crisis of healthcare in the West today as a spiritual crisis? Do you agree or disagree? Why?
What other systems/issues do they associate with the crisis that they believe the field of healthcare presently faces, and how do these concerns about the Western healthcare system resonate or conflict with your own personal or spiritual convictions?
How might their vision of a different motivational ideal for pursuing work as a healthcare professional in the third chapter practically address the concerns Carson and Koenig raise?
Please note: This assignment must be 2-3 pages, double-spaced, 1″ margins, size 12 font, and submitted into the Canvas submission link.

1. (Original Content Only) (Case Study Attached) (400-word post) (APA citation) (in-text citations are a must)
Review the attached case study (a real story). Using one of the theoretical perspectives, discuss the sources of conflict, the reasons for the escalation, and potential solutions. This is due March 21 with responses to your colleagues by March 24. /content/enforced/329243-125946f5-6e89-4ca7-9d8d-4c091ef2aa04/Gulf Seafood Products.doc 2. (Original Content Only) (Case Study Attached) (400-word post) (APA citation) (in-text citations are a must) Discuss one instance in which you viewed or experienced conflict in an organization. If you have not experienced a conflict, use an episode from a sitcom, such as The Office, Abbott Elementary, or Cheers, from which to provide an example. What is it in the conflict you describe that would make it difficult to resolve?. 3. (Original Content Only) (600 words) (APA format) (APA in-text citations are a must) For this first discussion board assignment, describe the administrative structure at your church. Does the senior pastor lead most of the administration, or is there a staff of people who lead the administrative functions of the church? Identify one strength and one weakness in your church’s administrative structure, and then provide a brief proposal for how you would strengthen the area of weakness. Be gracious with your response and support your answer with scripture. 4. (Original Content Only) (600 words) (APA format) (APA in-text citations are a must) Watch all 3 GYH videos and read all GYH academic resources for weeks 2.
GYH videos: https://drive.google.com/file/d/1kweWW5cKqDV8nX9hCVWudkfrbsyYGtsy/view https://drive.google.com/file/d/1l47G7l2o3j84qqYm1vRN3e2QeUnBQndo/view https://drive.google.com/file/d/1l4T3K3KUXZ1CANDzJQ5y3FqJ0tipeS8-/view Each member will bring to the group one takeaway from each of the videos and articles. Group members will take turns sharing their insights and reflections on their takeaways (20 minutes).
Next, group members will then discuss specific ways they have seen the impact of each week’s subject matter impact people in their sphere of influence. Describe the situation, the people involved, and what took place (20 minutes) Lastly, group member must share their own challenges with the material. Prayer will then be offered as deemed appropriate by all group members (20 minutes). If limited sharing occurs in this section, please pray for the local church es represented I the group related to the various themes of the week.