Combodian study guide

 Combodian study guide
  chapter31:
 1:discuss why a majority of cambodians and cambodian americans are buddhist, but are not “structky”buddhists. what does this mean?
 2: discuss the interplay between religious rituals for healing, on both individual and collective levels. provide examples of ritual healing found in cambodia american communities.
 3: discuss the relationship between merit and karma.
 4: what is the role of khmer buddhist temples and monks in khmer and khmer american society?
 5: discuss the idea of cambodian american culture-work. what is it?
 chapter32:
 1:why do khmer americans who converted to christianity do better in school?
 2: discuss reasons why khmer christians convert back to their od traditions.
 3: what do christian churches offer that buddhist temples do not?
 4: what is the relationship between religious belief and ethnic identity?
 5: will the khmer american community be able to maintain an ethnic identity as “khmer”in the future? why or why not?

Write a “critical” review that challenges some of the major assumptions in Bill Maher’s movie “Religious"

3 Write a “critical” review that challenges some of the major assumptions in Bill Maher’s movie “Religious"
• This is not merely an opinion piece but a well thought out, critical, and researched work.
• You are not merely picking ideas out of the sky, but researching them and backing them up with clear reasoning and argumentation.
• Maher makes numerous historical and theological claims. Does he make mistakes? Is he clearly biased in some regard? How, why?
• Is his reasoning clear or flawed? In what ways?
• Does he accomplish what he sets out to do? If so, in what ways?
• Are there inconsistencies, errors, fallacies of reasoning in Maher’s approach that you can fix? If so do so.

Buddhist Ritual

Buddhist Ritual
Participate and observe a Buddhist ritual/activity. the professor wants the following “attend a ritual/activity. while at the activity, you should be a participant observer. Your paper should have roughly two parts: 1. your description of the activity and 2. your analysis of it. To do this paper properly it will require 6-8 pages, remember to properly cite” you are supposed to be attending the Wat Buddharangsi Buddhist Temple of Miami

CLASSIC THEOLOGY VS CONTEMPORARY

CLASSIC THEOLOGY VS CONTEMPORARY
In our readings from the following books( Divine Providence chpt 1-7 by Stanley Gundry & Dennis Browers), ( No one Like Him by John Feinberg chapts 1-14), ENGAGING THE DOCTRINE OF GOD by Bruce McCormack chapt 1-9) ( The DOCTRINE OF GOD by Gerald Bray),( Americas Four Gods by Froese and Bader)( NOTHING GREATER NOTHING BETTER- THEOLOGICAL ESSAYS ON THE LOVE OF GOD-chpt 2 The concept of love Divine and Human by GARY BADCOCK):(BADCOCK AND NYGREN VIEWS ARE DISCUSSED IN THIS CHAPTER: the concept of God’s love emerges several times (a) in connection with Plato, (b) Augustine’s understanding of the essential nature of God in the Trinitarian relation, (c) the relation of God toward creation, and (d) especially as an attribute directed toward sinful humanity. Badcock attempts to thread the needle between Plato and Nygren on the matter of God’s love toward fallen creation (c and d, above).
• Discuss the significance of this issue for classic theology vs. the contemporary discussion regarding the immutability of God.
• Would you agree more with Badcock or Nygren on this issue? Why?
• In what way(s) does Feinberg contribute to this discussion in response to “Openness” theism and in relation to the immutability of God? Explain the importance of this issue for the gospel and Christian ministry.
Your essay is to be no less than 1000 words and no more than 1200 words (Discounting footnotes). It is to be prepared in Turabian format (including footnotes, etc as needed).
You may use any and all available resources but the essay must be entirely your own.
*******ONLY QUOTES THAT CAN BE USED IN THIS ESSAY OR THAT OF SCRIPTURE******
ESSAY EXAM RUBRICS
Novice Competent Proficient
Formatting 0 to 7 points
Poor use of Turabian formatting and does not follow word count/page length directions. 8 to 8 points
Student uses Turabian formatting to complete the exam. Student follows word count/page length specifications as well. 9 to 10 points
Student uses Turabian formatting to complete the exam. Student follows word count/page length specifications as well.
Spelling & Grammar 0 to 7 points
Several grammatical and spelling errors. 8 to 8 points
Some grammatical and spelling errors. 9 to 10 points
No grammatical or spelling errors.
Clear Thesis Statement 0 to 7 points
No thesis statement. 8 to 8 points
Unclear thesis statement. 9 to 10 points
Succinct thesis statement directing the reader to understand the trajectory of the essay.
Content 0 to 72 points
Succinct thesis statement directing the reader to understand the trajectory of the essay.
Content 0 to 72 points
Students lack proficient interaction and support for their argument, or they forget major portions of the assignment. 73 to 86 points
Students either do not adequately address all major questions or the support for their information is not validated by scholarly interaction. 87 to 100 points
All essay questions are addressed and the student’s major points are supported by the following:
1. Course reading material, journal articles, lecture material, or scripture references.
2. Constructive examples that demonstrate the reader’s understanding of the topic pertinent conceptual or personal examples are acceptable).
3. Thoughtful analysis (considering assumptions, analyzing implications, comparing/contrasting concepts).
Conclusion 0 to 14 points
Poor conclusion. 15 to 17 points
Too simplistic of a conclusion. 18 to 20 points
Succinct conclusion that summarizes the thesis and clearly articulates the student’s main point.
TOTAL:
*****PLEASE SEE GRADING RUBIC AND ALL REQUIREMENTS*******

Paradise Lost

 Paradise Lost
A principle theme of paradise lost is the “fall of humankind”. Examine the Characters of Adam and Eve . Is eve solely to blame, or does Adam share responsibility? How does Milton’s portrayal of relationship between Adam and Eve reflect his views on proper gender relations? In what respects does Milton’s portrayal of the fall reveals his views on the respective roles of the free will and predestination in the epic.

Leading Organizational Change in Christian Tertiary Institutions for Financial Sustainability

Choose one: 1. Leading Organizational Change in Christian Tertiary Institutions for Financial Sustainability. 2. Leading Organizational Change in Christian Tertiary Institutions: Exploring Alternative ways of Financial Sustainability for self reliance.
1. Prepare an outline for one of the two research topics above.
2. Outline should consist of a proposal for research, rationale, and a list of at least 15 sources
3. The outline should include the following subheadings in addition to your own outline: A. Creating the urgency for change. B. Obstacles to Change. C. Understanding Organizational change
4. At least 5 of your sources must be from a Christian background
6. Develop a 15-page research paper on the topic chosen. Subheadings of your research paper must match with your outline. The paper should consist of an analysis and synthesis of books and articles read/selected on the topic you choose. Include your theological and philosophical perspectives related to the topic.
Note: Choose only one (the best of your choice) research topic.

Saint Augustine ‘On Christian Doctrine’ translated by D W Roberson, Jr

saint Augustine ‘On Christian Doctrine’ translated by D W Roberson, Jr
***This paper can substitute the 3-4 main points and, instead, answer the question, “Does Augustine give us the basis for a ‘Christian Rhetoric?'” Is there such a thing as a Christian rhetoric like some claim there is a feminist rhetoric, or a “Black Rhetoric,” or a Latin American Rhetoric? Is there something so distinctly different that can be called, specifically “Christian?”
These papers will be fairly formulaic in their structure. only 3-4 pages per response paper and they should be written using the following arrangement (dispositio):
Background/Bio of the author: 3-5 sentences giving an overview about the author (who he was and why he was significant)—most of these are males, thus the use of “he.”
Background/Bio of the author: 3-5 sentences giving an overview about the author (who he was and why he was significant)—most of these are males, thus the use of “he.”
Comprehension/Understanding: Give an overview of the 3-5 main ideas from the reading(s). What are they? Why do they seem to be important? [This overview will be the bulk of the paper].
Conclusion: Overview of the key ideas to remember

The Muslim World: Unity in Diversity

The Muslim World: Unity in Diversity
Choose one of the questions on the attachment. and use as many readings from the list attachment as u can use if possible.
please don’t exceed 3000 word limit.

Shinto and Buddhism in Medieval Japan

Shinto and Buddhism in Medieval Japan
When Buddhist religion was introduced to Japan in the 6th century the people of Japan were already engaged in elaborate and diverse religious observances. We now refer to those observances as Shinto religion. At the time, although many quickly recognized the sophistication of Buddhist doctrines, there was also a sense that Japan’s native gods (kami) and Shinto rituals fulfilled roles that Buddhist divinities and rituals did not. As a result, the concept of honji suijaku (Originals and their traces) was developed. According to this paradigm, it was claimed that Buddhist deities appeared in Japan in the form of kami. In other words, some kami (but not all) were just local manifestations of Buddhist deities. Honji suijaku continued to influence the understanding of divinity and religion in Japan until the modern era. It made it possible, even necessary, for people to respect and worship both Buddhist and Shinto divinities without feeling any contradiction or ambivalence.
In your essay, please discuss the relationship between local (Shinto) and foreign (Buddhist) religion in early and medieval Japan. I would like you to explore the basic question of how and why Japanese people understood Shinto and Buddhism, and especially the concept honji suijaku.
The essays should be from 6 to 8 pages long (1500-2000 words), double spaced and written on 8.5″ x 11″ paper, no more than a 1″ margin on all sides, with the font no larger than 12 pts. All work should be written in Standard English, clear and organized, and free of grammatical and spelling errors. Ideas taken from other people’s works should be so acknowledged. This is a humanities-based course. The most common essay format style for footnotes and bibliographies is the Modern Language Association style, or MLA style.
here are some tips.
1)Write taking into consideration what you have learned and researched. You cannot give an opinion that is not backed up by information. There must be substance in what you write.
2) Write with an analytical bent. A descriptive essay along with simple summaries and quotations would normally fall into the D/C range. Essays that are problem-oriented will get the higher marks. Aside from the question “What happened?” go beyond to “How did it happen?” and “Why did it happen?”
3) Pay attention to your writing. Write in good, clear English.
Please reference to at least three of the following works in your discussion. You may, of course, do background reading, but if you use material not on this list you must cite it clearly. There must also be a very strong and persuasive reason that you have used material not on this list.
1. Andreeva, Anna. “Medieval Shinto: New Discoveries and Perspectives”
Religion Compass 4/11 (2010): 679–693.
2. Blair, Heather. “Religion and Politics in Heian-Period Japan” Religion Compass 7/8 (2013): 284–293.
3. Bouchy, Anne-Marie. “The Cult of Mount Atago and the Atago Confraternitites” The Journal of Asian Studies, 1987, Vol.46(2), pp.255-277
4. Grapard, Allan G. “Shrines Registered in Ancient Japanese Law: Shinto or Not?”
Japanese Journal of Religious Studies, 29/3-4 (2002): 209-232.
5. Kitagawa, Joseph M. “Paradigm Change in Japanese Buddhism” Japanese Journal of Religious Studies, 11/ 2-3, (1984):115-142.
6. Kuroda, Toshio and Fabio Rambelli. “The Discourse on the “Land of Kami”
(Shinkoku) in Medieval Japan: National Consciousness and International Awareness”
Japanese Journal of Religious Studies, 23/3-4 (1996): 353-385.
7. Rambelli, Fabio. “Before the First Buddha Medieval Japanese Cosmogony and
the Quest for the Primeval Kami” Monumenta Nipponica, Volume 64, Number 2,
(Autumn 2009), pp. 235-271.
8.Satõ, Hiroo,. “Wrathful Deities and Saving Deities” in Teeuwen, Mark & Rambelli, Fabio eds., Buddhas and Kami in Japan: Honji Suijaku as a Combinatory Paradigm. Taylor & Francis, 2002. 95-114.
9. Teeuwen, Mark. “Comparative perspectives on the emergence of jindō and Shinto” Bulletin of the School of Oriental and African Studies 70 / 2 (2007): 373- 402.
10. Teeuwen, Mark. Rambelli, Fabio eds. “Introduction” in Teeuwen, Mark & Rambelli, Fabio eds., Buddhas and Kami in Japan: Honji Suijaku as a Combinatory Paradigm. Taylor & Francis, 2002. 1-53.

spiritual-needs assessment

spiritual-needs assessment
The spiritual-needs assessment tool should include a minimum of ten questions that can either be answered by the patient and/or by your observation of the patient. The information can be presented in a Word document, in a table, or in questionnaire format.
Using your assessment-tool questions, practice completing a spiritual assessment with a patient, family member, or friend.
Questions to the Buddhist
 What are your spiritual beliefs?
 Do you consider yourself spiritual?
 Is faith or spirituality important to you?
 How do you use prayer in your life?
 How does fait help you to cope with illness?
 How illness affect your life?
 What are your spiritual goals?
 Are you connected with a faith center in the community?
 Is there any person/leader/group who support you in your spirituality?
 Are there spiritual items or practice that give you spiritual support