Discussion of issues reflects adequate critical thinking and analytical skill. Discussion/analysis makes some of the recommendations called for by the case issues. Recommendations are supported by data from some of the relevant case facts and exhibits data. Discussion and recommendations are generally presented clearly, logically, and succinctly but with some occasional lapses in clarity or with grammatical or other errors. Discussion/analysis generally reflects adequate understanding of principles presented in course readings/materials.
Overview Howard G. Hendricks, a faculty member of Dallas Theological Seminary and international lecturer, and his son, William D. Hendricks, president of the Giftedness Center, a Dallas-based consulting firm specializing in organizational design and strategic people management, collaborated in writing Living By The Book. This book serves as a practical guide on how to study the Bible. Hendricks lays the groundwork for effective personal Bible study by pointing out that the study of the Bible is essential to growth, spiritual maturity, and spiritual effectiveness. The author describes his three-step, life-changing approach as observation, interpretation, and application. Step 1 in the process is known as observation.
Yes the source is very reliable. While reading the material there was a lot of different references to his opinions and views and the process of reading as critical thinking, also citing other authors, He really stressed the importance of a personal ability to learn, confidence to learn, think
Part 1 also introduces the readers to the relationships that exist between scholarship, comparative study, and theology. Part 2 consists of a single chapter but, with that single chapter, Walton gives the reader an outstanding and thought provoking summary of the literature of the Ancient Near East which seems to beg for further study and understanding by the student. Part 3’s concern and outline is Religion. Part 4, the Cosmos and, Part 5 the People. Walton uses the source materials presented in Chapters 1 and 2 to give readers a better understanding of the next three chapters to follow and
A Disciple-Making Message LaVona Lewis DSMN 500 Dr. Rodney Anderson, Instructor 4/10/12 Table of Contents Table of Contents…………………………………………………………………………… pg 2 Introduction…………………………………………………………………………………. pg 3 Concerns Critical to the Inquiry…………………………………………………………….. pg 4 Addressing Preliminary Concepts……………………………………………………………pg 4 Content……………………………………………………………………………………….pg 5 Curriculum…………………………………………………………………………………...pg 5 Co-Curricular Activities and Guidelines...…………………………………………………..pg 5,6 The Message………………………………………………………………………………...pg 6 Teaching Methods and Learning Activities…………………………………………………pg 7 Sources Where Message is Extracted……………………………………………………….pg 7 Forms of Delivery…………………………………………………………………………...pg 8 3-Legged Stool………………………………………………………………………………pg 8 Conclusion…………………………………………………………………………………...pg 9 Bibliography………………………………………………………………………………... pg 10 Introduction Dietrich Bonhoeffer is quoted as saying, “Christianity without discipleship is always Christianity without Christ.” It is imperative that we as Christian leaders prepare those who are in our congregation to become disciples for our Lord. Fulfilling the mandate given in Ephesians 4:12 which states, “to prepare God's people for works of service, so that the body of Christ may be built up.” But what is a “Disciple” and how do we go about “preparing” one? A disciple, (mathētēs), according to Dr. Mitchell, a disciple must be one who demonstrates self-denial, renunciation and leaving all, steadfastness, fruitfulness, and love. (Mitchell, Kindle location 364).
Liberty Theological Seminary S.O.S. (Serving On Social-Networks) Evangelism Vision Paper Submitted to William Brown In Partial Fulfillment Of the Requirements for the Course Contemporary Evangelism EVAN 565 By Jacqueline Jones 6 July 2012 Introduction According to Rom. 8:28, God makes all circumstances and situations good in the lives of those who love Him and are called according to His purpose. Social networks, though somewhat evil in the hands of the addicted, can serve a purpose that fits within God’s purpose if used under the guidance of the Holy Spirit. Up to the point of taking this class, I have been vehemently opposed to Social Networks.
Michael Gove the current education secretary, said faith schools offered parents a genuine choice. Certainly faith schools are generally oversubscribed. Parents perceive faith schools to achieve superior academic standards. Faith schools originated some 200 years ago in England, in response to the Church of England, and other denominations, who felt it their moral obligation to provide education for all, especially “the poorest” and most venerable (Chadwick 2012). In 1944 church schools were incorporated into the state system through the 1944 Education Act.
There are valid reasons to think that raising content standards is the answer, and there are equally valid concerns about the practice, and some evidence that it may actually be harmful to student progress. As educators, I believe it is our duty to research these ideas fully and make sure that our teaching practices both follow the law and reflect our beliefs about how to best educate the our students. Works Cited CCSSO & NGACenter, (Council of Chief State School Officers & National Governors Association Center for Best Practices) (2015, January 11). About the Standards. Retrieved from http://www.corestandards.org/: http://www.corestandards.org/about-the-standards/ Core Knowledge.
I will teach my children about religion and anybody else that I come in contact with but I will show how religion do not and cannot bring forth change but only through having a relationship with Jesus Christ. I will continue to fight for religious freedoms and learn how to be a better advocate for it. Moreover, within my ministry of influence I will teach biblical truth about the moral problems and challenges that we face and will attempt to solve them with the moral standard of the Bible and not with humanistic values. I will challenge myself to continue to grow in my relationship with Jesus and my family through prayer and reading of the Bible. I will depend on God to open door so that I may minister to people that be guided by his grace.
Teachers should model their values and morals while fulfilling their duties as a teacher. However, when the teacher includes religion in the curriculum, he or she should not take sides concerning religion. Teachers should remain neutral when dealing with religion in the school curriculum. The correct way to approach religion in the classroom is to remain objective, neutral, balanced and most importantly, fair. BIBLICAL FOUNDATION Government in Curriculum Development The government’s part in the school curriculum is represented by the Department of Education (Dep Ed) basically for the education curricular, the Commission on Higher Education (CHED) which represents the graduate education, and the Professional Regulations Commission (PRC).