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  • [Solved] study note

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    article summary – 2 years ago **files (3)** – ## STUDINotes_Article_Template-11.docx – ## STUDINotes_Article_SAMPLE_EEX3226-21.pdf – ScreenShot2025-02-16at12.46.56PM.png **## STUDINotes_Article_Template-11.docx** **EEX 3226** **\* STŬDI Note Template for Monograph Article Reading**: INSERT A…

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    Assignment Prompt & Instructions

    article summary

    – 2 years ago

    **files (3)**

    – ## STUDINotes_Article_Template-11.docx

    – ## STUDINotes_Article_SAMPLE_EEX3226-21.pdf

    – ScreenShot2025-02-16at12.46.56PM.png

    **## STUDINotes_Article_Template-11.docx**

    **EEX 3226**
    **\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

    **Name:** INSERT YOUR NAME HERE

    **Instructions:**
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below by typing in your responses.

    | |
    | — |
    | A. <br>**Conceptual link**[Please do not delete these instructions]<br>**:** Provide a very brief summary of the article’s content, then describe two to three ways the information in this article explicitly links to the foundational information for this course. In other words, how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class activities, types of assessment instrument, procedures, or recommendations, etc.<br>Before you begin your response, be sure to open the ‘header” of this document to add the article’s title, author, and your name. Then, save the document to your hard-drive. After inserting your information, change this text to black and delete these blue instructions.<br>Type your response here, limiting your response to complete sentences totaling no more than 250 words. |
    | B. <br>**(Original) Generalized example**[Please do not delete these instructions]<br>**:** Generate 1-2 original, not otherwise discussed in class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In other words, think about and use your own or hypothetical or real experience working with young children explain the contents of the reading. Response should be presented using complete sentences.<br> <br>After inserting your information, change this text to black and delete these blue instructions. Type your response here, limiting your response to complete sentences totaling no more than 250 words. |

    ***STŬDI** is an acronym for
    **_S_** _ynthesized_
    _**T** o_
    _**U** nderstand and_
    _**D** igest_
    _**I** nformation_. These
    **STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

    Page 1 of 1

    **## STUDINotes_Article_SAMPLE_EEX3226-21.pdf**

    EEX 3226
    \* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
    Noonan, Ph.D.
    Name: Your name goes here

    *STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
    engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

    1962/2010).
    Page 1 of 2

    Instructions:
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below by typing in your responses. Save the document to your computer, then submit.

    A. Conceptual link [Please do not delete these instructions]: Provide a very brief summary of the article’s content, then describe
    two to three ways the information in this article explicitly links to the foundational information for this course. In other words,
    how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class
    activities, types of assessment instrument, procedures, or recommendations, etc.
    McCormick and Noonan’s article discusses ecological assessment and planning. Ecological assessment uses the activities and
    what is expected of the child to make decision about the child’s level of functioning and to make plans for how deficits can be
    addressed. (1) The information that was included in this article reminded me of the different ways of observing as was discussed
    in class and as we read in chapter 5 of our text (Wortham). To conduct an ecological assessment the teacher must observe. (2)
    Before a child can have a plan put in place to help with behaviors, we need to know what exactly is the behavior as well as its
    function. In this same class lecture, we discussed the ABC analysis, so I see ecological assessment as another way to determine
    ecological factors (antecedents) what behaviors a child (target behavior) is showing and what function it may be serving
    (consequent event). (3) The article also described a practical way that recording of data may take place. I particularly liked the
    fact that it reminds us that each piece of the process needs to be assigned to individuals so that no one is thinking someone else is
    doing it and so no one does it. Chapter 6 of our text discusses checklists and rating scales as data collection methods. Based on
    both the article’s information and this chapter, I know that as teachers we should get used to collecting and using data to make
    decisions about children.

    EEX 3226
    \* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
    Noonan, Ph.D.
    Name: Your name goes here

    *STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
    engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

    1962/2010).
    Page 2 of 2

    B. (Original) Generalized example [Please do not delete these instructions]: Generate one to two original, not otherwise discussed in
    class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In
    other words, think about and use your own or hypothetical or real experience working with young children explain the contents
    of the reading. Response should be presented using complete sentences.
    Many times as teachers we “have a feeling” that a child’s development may not be progressing as it should. If a child is
    exhibiting behaviors that you the teacher would like to see changed, an ecological assessment could be conducted to learn more
    about these behaviors, their purpose and function. For example, I have a 3-year-old student who is new to the class and I noticed
    as being very “distant” and non-verbal, but there is nothing in his record to indicate a diagnosis relating to these behaviors.
    When I contacted parents, they reported that he is the same at home and that he points when he wants to communicate with
    them. At that point, I began an ecological assessment, using observation to learn more about him. Based on this observation in
    his learning environment and activities, I could made a plan for him. This process is in essence an ecological assessment and
    planning. Another example where ecological assessment was helpful what when my student JC’s IFSP was coming up for review
    and I (his teacher) wanted to include information about how he interacts with his peers in his classroom. I set aside a short
    period each day to complete the checklist given to me by the school psychologist, but I wad specific notes about his interaction
    with peers.

    **ScreenShot2025-02-16at12.46.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-02-16at12-46-56pm-png)

    **ScreenShot2025-02-16at12.46.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-02-16at12-46-56pm-png)

    **## STUDINotes_Article_Template-11.docx**

    **EEX 3226**
    **\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

    **Name:** INSERT YOUR NAME HERE

    **Instructions:**
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below by typing in your responses.

    | |
    | — |
    | A. <br>**Conceptual link**[Please do not delete these instructions]<br>**:** Provide a very brief summary of the article’s content, then describe two to three ways the information in this article explicitly links to the foundational information for this course. In other words, how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class activities, types of assessment instrument, procedures, or recommendations, etc.<br>Before you begin your response, be sure to open the ‘header” of this document to add the article’s title, author, and your name. Then, save the document to your hard-drive. After inserting your information, change this text to black and delete these blue instructions.<br>Type your response here, limiting your response to complete sentences totaling no more than 250 words. |
    | B. <br>**(Original) Generalized example**[Please do not delete these instructions]<br>**:** Generate 1-2 original, not otherwise discussed in class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In other words, think about and use your own or hypothetical or real experience working with young children explain the contents of the reading. Response should be presented using complete sentences.<br> <br>After inserting your information, change this text to black and delete these blue instructions. Type your response here, limiting your response to complete sentences totaling no more than 250 words. |

    ***STŬDI** is an acronym for
    **_S_** _ynthesized_
    _**T** o_
    _**U** nderstand and_
    _**D** igest_
    _**I** nformation_. These
    **STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

    Page 1 of 1

    **## STUDINotes_Article_SAMPLE_EEX3226-21.pdf**

    EEX 3226
    \* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
    Noonan, Ph.D.
    Name: Your name goes here

    *STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
    engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

    1962/2010).
    Page 1 of 2

    Instructions:
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below by typing in your responses. Save the document to your computer, then submit.

    A. Conceptual link [Please do not delete these instructions]: Provide a very brief summary of the article’s content, then describe
    two to three ways the information in this article explicitly links to the foundational information for this course. In other words,
    how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class
    activities, types of assessment instrument, procedures, or recommendations, etc.
    McCormick and Noonan’s article discusses ecological assessment and planning. Ecological assessment uses the activities and
    what is expected of the child to make decision about the child’s level of functioning and to make plans for how deficits can be
    addressed. (1) The information that was included in this article reminded me of the different ways of observing as was discussed
    in class and as we read in chapter 5 of our text (Wortham). To conduct an ecological assessment the teacher must observe. (2)
    Before a child can have a plan put in place to help with behaviors, we need to know what exactly is the behavior as well as its
    function. In this same class lecture, we discussed the ABC analysis, so I see ecological assessment as another way to determine
    ecological factors (antecedents) what behaviors a child (target behavior) is showing and what function it may be serving
    (consequent event). (3) The article also described a practical way that recording of data may take place. I particularly liked the
    fact that it reminds us that each piece of the process needs to be assigned to individuals so that no one is thinking someone else is
    doing it and so no one does it. Chapter 6 of our text discusses checklists and rating scales as data collection methods. Based on
    both the article’s information and this chapter, I know that as teachers we should get used to collecting and using data to make
    decisions about children.

    EEX 3226
    \* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
    Noonan, Ph.D.
    Name: Your name goes here

    *STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
    engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

    1962/2010).
    Page 2 of 2

    B. (Original) Generalized example [Please do not delete these instructions]: Generate one to two original, not otherwise discussed in
    class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In
    other words, think about and use your own or hypothetical or real experience working with young children explain the contents
    of the reading. Response should be presented using complete sentences.
    Many times as teachers we “have a feeling” that a child’s development may not be progressing as it should. If a child is
    exhibiting behaviors that you the teacher would like to see changed, an ecological assessment could be conducted to learn more
    about these behaviors, their purpose and function. For example, I have a 3-year-old student who is new to the class and I noticed
    as being very “distant” and non-verbal, but there is nothing in his record to indicate a diagnosis relating to these behaviors.
    When I contacted parents, they reported that he is the same at home and that he points when he wants to communicate with
    them. At that point, I began an ecological assessment, using observation to learn more about him. Based on this observation in
    his learning environment and activities, I could made a plan for him. This process is in essence an ecological assessment and
    planning. Another example where ecological assessment was helpful what when my student JC’s IFSP was coming up for review
    and I (his teacher) wanted to include information about how he interacts with his peers in his classroom. I set aside a short
    period each day to complete the checklist given to me by the school psychologist, but I wad specific notes about his interaction
    with peers.

    **ScreenShot2025-02-16at12.46.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-02-16at12-46-56pm-png)

    **## STUDINotes_Article_Template-11.docx**

    **EEX 3226**
    **\* STŬDI Note Template for Monograph Article Reading**: INSERT ARTICLE TITLE AND AUTHOR(S) HERE

    **Name:** INSERT YOUR NAME HERE

    **Instructions:**
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below by typing in your responses.

    | |
    | — |
    | A. <br>**Conceptual link**[Please do not delete these instructions]<br>**:** Provide a very brief summary of the article’s content, then describe two to three ways the information in this article explicitly links to the foundational information for this course. In other words, how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class activities, types of assessment instrument, procedures, or recommendations, etc.<br>Before you begin your response, be sure to open the ‘header” of this document to add the article’s title, author, and your name. Then, save the document to your hard-drive. After inserting your information, change this text to black and delete these blue instructions.<br>Type your response here, limiting your response to complete sentences totaling no more than 250 words. |
    | B. <br>**(Original) Generalized example**[Please do not delete these instructions]<br>**:** Generate 1-2 original, not otherwise discussed in class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In other words, think about and use your own or hypothetical or real experience working with young children explain the contents of the reading. Response should be presented using complete sentences.<br> <br>After inserting your information, change this text to black and delete these blue instructions. Type your response here, limiting your response to complete sentences totaling no more than 250 words. |

    ***STŬDI** is an acronym for
    **_S_** _ynthesized_
    _**T** o_
    _**U** nderstand and_
    _**D** igest_
    _**I** nformation_. These
    **STUDI** notes are to be completed and used as a tool to increase your engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker, 1962/2010).

    Page 1 of 1

    **## STUDINotes_Article_SAMPLE_EEX3226-21.pdf**

    EEX 3226
    \* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
    Noonan, Ph.D.
    Name: Your name goes here

    *STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
    engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

    1962/2010).
    Page 1 of 2

    Instructions:
    1. Read the assigned article;
    2. Think about how you might succinctly summarize the article;
    3. Complete the table below by typing in your responses. Save the document to your computer, then submit.

    A. Conceptual link [Please do not delete these instructions]: Provide a very brief summary of the article’s content, then describe
    two to three ways the information in this article explicitly links to the foundational information for this course. In other words,
    how does the article’s content link to specific ideas in a corresponding textbook chapter, session’s PowerPoint lecture/class
    activities, types of assessment instrument, procedures, or recommendations, etc.
    McCormick and Noonan’s article discusses ecological assessment and planning. Ecological assessment uses the activities and
    what is expected of the child to make decision about the child’s level of functioning and to make plans for how deficits can be
    addressed. (1) The information that was included in this article reminded me of the different ways of observing as was discussed
    in class and as we read in chapter 5 of our text (Wortham). To conduct an ecological assessment the teacher must observe. (2)
    Before a child can have a plan put in place to help with behaviors, we need to know what exactly is the behavior as well as its
    function. In this same class lecture, we discussed the ABC analysis, so I see ecological assessment as another way to determine
    ecological factors (antecedents) what behaviors a child (target behavior) is showing and what function it may be serving
    (consequent event). (3) The article also described a practical way that recording of data may take place. I particularly liked the
    fact that it reminds us that each piece of the process needs to be assigned to individuals so that no one is thinking someone else is
    doing it and so no one does it. Chapter 6 of our text discusses checklists and rating scales as data collection methods. Based on
    both the article’s information and this chapter, I know that as teachers we should get used to collecting and using data to make
    decisions about children.

    EEX 3226
    \* STŬDI Note Template for Monograph Article Reading: Ecological Assessment and Planning, Linda McCormick, Ph.D., Mary Jo
    Noonan, Ph.D.
    Name: Your name goes here

    *STŬDI is an acronym for Synthesized To Understand and Digest Information. These STUDI notes are to be completed and used as a tool to increase your
    engagement in course activities and preparation for assignments and assessments. The structure of these notes are adapted from Cornell Notes (Walker,

    1962/2010).
    Page 2 of 2

    B. (Original) Generalized example [Please do not delete these instructions]: Generate one to two original, not otherwise discussed in
    class, example(s) which are intended to describe a real or hypothetical situation where the concepts from the article applies. In
    other words, think about and use your own or hypothetical or real experience working with young children explain the contents
    of the reading. Response should be presented using complete sentences.
    Many times as teachers we “have a feeling” that a child’s development may not be progressing as it should. If a child is
    exhibiting behaviors that you the teacher would like to see changed, an ecological assessment could be conducted to learn more
    about these behaviors, their purpose and function. For example, I have a 3-year-old student who is new to the class and I noticed
    as being very “distant” and non-verbal, but there is nothing in his record to indicate a diagnosis relating to these behaviors.
    When I contacted parents, they reported that he is the same at home and that he points when he wants to communicate with
    them. At that point, I began an ecological assessment, using observation to learn more about him. Based on this observation in
    his learning environment and activities, I could made a plan for him. This process is in essence an ecological assessment and
    planning. Another example where ecological assessment was helpful what when my student JC’s IFSP was coming up for review
    and I (his teacher) wanted to include information about how he interacts with his peers in his classroom. I set aside a short
    period each day to complete the checklist given to me by the school psychologist, but I wad specific notes about his interaction
    with peers.

    **ScreenShot2025-02-16at12.46.56PM.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot2025-02-16at12-46-56pm-png)

  • [Solved] need help leg

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) ## **Introduction** The Sixth Amendment of the U.S. Constitution guarantees criminal defendants: – The right to a public trial without unnecessary delay. – The right to an attorney, the right to an impartial jury. – The right …

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    ## **Introduction**

    The Sixth Amendment of the U.S. Constitution guarantees criminal defendants:

    – The right to a public trial without unnecessary delay.
    – The right to an attorney, the right to an impartial jury.
    – The right to know one's accusers.
    – The nature of the charges or evidence against them.

    ## **Preparation**

    Analyze the following U.S. Supreme Court cases:

    – [Ballew v. Georgia](http://library.cqpress.com.libdatab.strayer.edu/scc/document.php?id=catn77-0001000746&type=hitlist&num=0).
    – [Burch v. Louisiana](http://library.cqpress.com.libdatab.strayer.edu/scc/catn77-0001000754).

    Reference the following case brief examples:

    – [Speedy Trial Case Brief Example](https://canvas.strayer.edu/courses/18298/files/10652572?wrap=1 "cf_LEG420 WK6 Assignment – Speedy Trial Case Brief Example.docx") [Download Speedy Trial Case Brief Example](https://canvas.strayer.edu/courses/18298/files/10652572/download?download_frd=1).
    – [Impartial Jury Case Brief Example](https://canvas.strayer.edu/courses/18298/files/10652573?wrap=1 "cf_LEG420 WK6 Assignment – Impartial Jury Case Brief Example.docx") [Download Impartial Jury Case Brief Example](https://canvas.strayer.edu/courses/18298/files/10652573/download?download_frd=1).

    ## **Instructions**

    Write a 4–6 page paper in which you:

    1. Explain the fundamental protections available to a defendant under the Sixth Amendment related to the concepts of a speedy trial, an impartial jury, the role of the jury, and the right to face one's accusers.
    2. Prepare a one-page case brief of Ballew v. Georgia.
    – Use the [Sixth Amendment – Ballew v. Georgia Case Brief template [DOCX]](https://canvas.strayer.edu/courses/18298/files/10645491?wrap=1 "cf_LEG420 WK6 Assignment – 6th Amendment Ballew vs. Georgia Case Brief template.docx") [Download Sixth Amendment – Ballew v. Georgia Case Brief template [DOCX]](https://canvas.strayer.edu/courses/18298/files/10645491/download?download_frd=1).
    3. Prepare a one-page case brief of Burch v. Louisiana.
    – Use the [Sixth Amendment Burch v. Louisiana Case Brief template [DOCX]](https://canvas.strayer.edu/courses/18298/files/10645494?wrap=1 "cf_LEG420 WK6 Assignment – 6th Amendment Burch v. Louisiana Case Brief template.docx") [Download Sixth Amendment Burch v. Louisiana Case Brief template [DOCX]](https://canvas.strayer.edu/courses/18298/files/10645494/download?download_frd=1)
    4. Analyze the reasoning behind the U.S. Supreme Court's holding in Ballew v. Georgia and Burch v. Louisiana that a conviction by a unanimous five-person jury in a trial for a non-petty offense deprives an accused of the right to trial by jury.
    5. Support your writing with at least three credible, relevant, and appropriate academic sources.
    6. Write in an articulate and well-organized manner that is grammatically correct and free of spelling, typographical, formatting, and/or punctuation errors.

    This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the [Library site](https://library.strayer.edu/sws) for all support. Check with your professor for any additional instructions.

    The specific course learning outcome associated with this assignment is:

    – Evaluate the role of the Sixth Amendment in U.S. trials.

    – [\
    \
    cf_LEG420WK6Assignment-6thAmendmentBurchvLouisianaCaseBrieftemplate.docx](https://www.sweetstudy.com/files/cf-leg420wk6assignment-6thamendmentburchvlouisianacasebrieftemplate-docx "cf_LEG420WK6Assignment-6thAmendmentBurchvLouisianaCaseBrieftemplate.docx")
    – [\
    \
    cf_LEG420WK6Assignment-6thAmendmentBallewvGeorgiaCaseBrieftemplate.docx](https://www.sweetstudy.com/files/cf-leg420wk6assignment-6thamendmentballewvgeorgiacasebrieftemplate-docx "cf_LEG420WK6Assignment-6thAmendmentBallewvGeorgiaCaseBrieftemplate.docx")

    – 2 years ago

  • [Solved] Sociological Theory table

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) comprehensively filled out table. – 2 years ago **files (2)** – ## SociologicalHistoryandTheoryTable11.docx – Chapter1CroteauHoynes.pdf **## SociologicalHistoryandTheoryTable11.docx** | | | | | | — | — | — |…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    comprehensively filled out table.

    – 2 years ago

    **files (2)**

    – ## SociologicalHistoryandTheoryTable11.docx

    – Chapter1CroteauHoynes.pdf

    **## SociologicalHistoryandTheoryTable11.docx**

    | | | | |
    | — | — | — | — |
    | Classical Sociology (Europe)<br>(1800s) | Early American Sociology<br>(Early 1900s) | Modern Sociology<br>1940s-1970s | Contemporary Sociology<br>(Post 1960s) |
    | **Emile Durkheim (French) 1858-1917**<br>Suicide – first important work of sociology<br>Focused on suicide as social issue rather than psychological<br>Social solidarity: …..<br>Mechanical solidarity:…..<br>Organic solidarity:…..<br>Division of labor:…..<br>**Karl Marx**<br>**Max Weber** | **Harriet Martineau**<br>**W.E.B. DuBois**<br>**Jane Addams** | **Structural Functionalist Theory**<br>**Conflict Theory**<br>**Symbolic Interactionist Theory** | **Multicultural Theories**<br>**Feminist Theory**<br>**Postmodern Theory** |

    **Chapter1CroteauHoynes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1croteauhoynes-pdf)

    **Chapter1CroteauHoynes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1croteauhoynes-pdf)

    **## SociologicalHistoryandTheoryTable11.docx**

    | | | | |
    | — | — | — | — |
    | Classical Sociology (Europe)<br>(1800s) | Early American Sociology<br>(Early 1900s) | Modern Sociology<br>1940s-1970s | Contemporary Sociology<br>(Post 1960s) |
    | **Emile Durkheim (French) 1858-1917**<br>Suicide – first important work of sociology<br>Focused on suicide as social issue rather than psychological<br>Social solidarity: …..<br>Mechanical solidarity:…..<br>Organic solidarity:…..<br>Division of labor:…..<br>**Karl Marx**<br>**Max Weber** | **Harriet Martineau**<br>**W.E.B. DuBois**<br>**Jane Addams** | **Structural Functionalist Theory**<br>**Conflict Theory**<br>**Symbolic Interactionist Theory** | **Multicultural Theories**<br>**Feminist Theory**<br>**Postmodern Theory** |

    **Chapter1CroteauHoynes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1croteauhoynes-pdf)

    **## SociologicalHistoryandTheoryTable11.docx**

    | | | | |
    | — | — | — | — |
    | Classical Sociology (Europe)<br>(1800s) | Early American Sociology<br>(Early 1900s) | Modern Sociology<br>1940s-1970s | Contemporary Sociology<br>(Post 1960s) |
    | **Emile Durkheim (French) 1858-1917**<br>Suicide – first important work of sociology<br>Focused on suicide as social issue rather than psychological<br>Social solidarity: …..<br>Mechanical solidarity:…..<br>Organic solidarity:…..<br>Division of labor:…..<br>**Karl Marx**<br>**Max Weber** | **Harriet Martineau**<br>**W.E.B. DuBois**<br>**Jane Addams** | **Structural Functionalist Theory**<br>**Conflict Theory**<br>**Symbolic Interactionist Theory** | **Multicultural Theories**<br>**Feminist Theory**<br>**Postmodern Theory** |

    **Chapter1CroteauHoynes.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/chapter1croteauhoynes-pdf)

  • [Solved] Social Science – Sociology Topic 1 Recap Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) **Instructions: Please read the instructions carefully and contact me if you have any questions prior to submitting your work.** After reviewing the readings and the PowerPoint the course site, you should complete…

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    Assignment Prompt & Instructions

    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    **Instructions: Please read the instructions carefully and contact me if you have any questions prior to submitting your work.**

    After reviewing the readings and the PowerPoint the course site, you should complete the following tasks:

    Answer the questions below. Your responses should be about one, 5 to 7 sentence, paragraph per question set (meaning numbers 1,2,3, etc. should be about one paragraph in length.) Your responses should demonstrate a clear engagement and understanding of the course material, critical application of the sociological concepts/theory and should include clear grammar and sentence structure.

    **IMPORTANT NOTE: You should cite any evidence/information from the text or other sources (this is important, if you do not cite, your work will be reported as plagiarism)**

    Please review the assignment rubric under 'Course Resources' for clearer indication of grading distribution and let  me know if you have any questions/concerns.

    _Questions:_

    1. To examine the concept of intersectionality, make a list of the five important aspects of what it means to you to be "gendered" (having a gender identity and practicing gender norms), including how you think, whom you interact with and how, what you wear, what you do or don’t do and so on. For each time on the list, does this aspect of what it means to you to be gendered apply to every social location in your society? In other words, do you think any of the items on your list are universal (true to everyone in that gender category, everywhere and in every time period), or are they all specific to your particular culture, time period and social background? Are they true for people in different racial groups, different social classes, different sexualities or different nationalities? (Read Coston and Kimmel _Seeing Privilege Where it Isn’t_ for some help)
    2. We discussed the concept of _gender attribution_ or how society assigns gender and/or sex onto a person or things. Think of three ways in which this is done in your own culture. How might _gender attribution_ lead to discrimination or prejudice? How does this relate to the idea of _the social construction of reality_?
    3. Define the 4 types of masculinity proposed by RW Connell (slide 22 on the PowerPoint) and give one real world example of each. Which one do you feel is the most prevalent in today's societies and why?

    – [\
    \
    Lecture_Assignment_Rubric28229.docx](https://www.sweetstudy.com/files/lecture-assignment-rubric28229-docx-10195377 "Lecture_Assignment_Rubric28229.docx")
    – [\
    \
    Intersectionalityexplained-meetKimberlCrenshawwhocoinedthetermVox.pdf](https://www.sweetstudy.com/files/intersectionalityexplained-meetkimberlcrenshawwhocoinedthetermvox-pdf-10195379 "Intersectionalityexplained-meetKimberlCrenshawwhocoinedthetermVox.pdf")
    – [\
    \
    SeeingPrivilegeWhereItIsn27t.pdf](https://www.sweetstudy.com/files/seeingprivilegewhereitisn27t-pdf-10195381 "SeeingPrivilegeWhereItIsn27t.pdf")
    – [\
    \
    Ch.1_WhatisGenderandWhyShouldWeCareAboutIt28129.pdf](https://www.sweetstudy.com/files/ch-1-whatisgenderandwhyshouldwecareaboutit28129-pdf-10195383 "Ch.1_WhatisGenderandWhyShouldWeCareAboutIt28129.pdf")
    – [\
    \
    Topic1_Masculinities_Final.pptx](https://www.sweetstudy.com/files/topic1-masculinities-final-pptx-10195385 "Topic1_Masculinities_Final.pptx")

    – 2 years ago

  • [Solved] SOAP note for Trichomoniasis Infection.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I am providing a template and also an example of the SOAP and guidelines. **S** =Subjective data: Patient’s Chief Complaint (CC). **O** =Objective data: Including client behavior, physical assessment, vital signs, and meds. **A** =Assessment: Diagnosis of the patient's condition. Include differentia…

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    Assignment Prompt & Instructions

    I am providing a template and also an example of the SOAP and guidelines.  **S** =Subjective data: Patient’s Chief Complaint (CC). **O** =Objective data: Including client behavior, physical assessment, vital signs, and meds. **A** =Assessment: Diagnosis of the patient's condition. Include differential diagnosis P **P** =Plan: Treatment, diagnostic testing, and follow up. Remember this is a gynecological SOAP Note, and it should include GTPAL system in the beginning of HPI. Remember to use citations for diagnosis, medications, anticipatory guidance, Just follow the example I have attached below.

    Demographics

    **1 to >0.8 pts**

    **Begins with patient initials, age, race, ethnicity and gender (5 demographics)**

    Chief Complaint (Reason for seeking health care)

    **4 to >3 pts**

    **Includes a direct quote from patient about presenting problem**

    History of the Present Illness (HPI)

    **5 to >3 pts**

    **Includes the presenting problem and the 8 dimensions of the problem (OLD CARTS – Onset, Location, Duration, Character, Aggravating factors, Relieving factors, Timing and Severity)**

    Allergies

    **2 to >1.5 pts**

    **Includes NKA (including = Drug, Environmental, Food, Herbal, and/or Latex or if allergies are present (reports for each severity of allergy AND description of allergy)**

    Review of Systems (ROS)

    **15 to >8 pts**

    **Includes a minimum of 3 assessments for each body system and assesses at least 9 body systems directed to chief complaint AND uses the words “admits” and “denies”**

    Vital Signs

    **2 to >1.5 pts**

    **Includes all 8 vital signs, (BP (with patient position), HR, RR, temperature (with Fahrenheit or Celsius and route of temperature collection), weight, height, BMI (or percentiles for pediatric population) and pain.)**

    Labs

    **2 to >1.5 pts**

    **Includes a list of the labs reviewed at the visit, values of lab results and highlights abnormal values OR acknowledges no labs/diagnostic tests were reviewed.**

    Medications

    **4 to >2 pts**

    **Includes a list of all of the patient reported medications and the medical diagnosis for the medication (including name, dose, route, frequency)**

    Past Medical History

    **3 to >2 pts**

    **Includes (Major/Chronic, Trauma, Hospitalizations), for each medical diagnosis, year of diagnosis and whether the diagnosis is active or current**

    Past Surgical History

    **3 to >2 pts**

    **Includes, for each surgical procedure, the year of procedure and the indication for the procedure**

    Family History

    **3 to >2 pts**

    **Includes an assessment of at least 4 family members regarding, at a minimum, genetic disorders, diabetes, heart disease and cancer.**

    Social History

    **3 to >2 pts**

    **Includes all of the required following: tobacco use, drug use, alcohol use, marital status, employment status, current/previous occupation, sexual orientation, sexually active, contraceptive use, and living situation.**

    Health Maintenance / Screenings

    **3 to >2 pts**

    **Includes a detailed assessment of immunization status and other health maintenance needs such as age-appropriate screenings and preventive measures Includes an assessment of at least 5 screening tests**

    Physical Examination

    **15 to >8 pts**

    **Includes a minimum of 4 assessments for each body system and assesses at least 5 body systems directed to chief complaint.**

    Diagnosis

    **5 to >3 pts**

    **Includes a clear outline of the accurate principal diagnosis AND lists the remaining diagnoses addressed at the visit (in descending priority)**

    Differential Diagnosis

    **5 to >3 pts**

    **Includes at least 3 differential diagnoses for the principal diagnosis**

    ICD 10 Coding

    **3 to >2 pts**

    **Correctly includes all ICD-10 codes relevant to the diagnoses addressed at the visit**

    Pharmacologic treatment plan

    **5 to >3 pts**

    **Includes a detailed pharmacologic treatment plan for each of the diagnoses listed under “assessment”. The plan includes ALL of the required following: drug name, dose, route, frequency, duration and cost as well as education related to pharmacologic agent. If the diagnosis is a chronic problem, student includes instructions on currently prescribed medications as above.**

    Diagnostic / Lab Testing

    **3 to >2 pts**

    **Includes appropriate diagnostic/lab testing 100% of the time OR acknowledges “no diagnostic testing clinically required at this time”**

    Education

    **3 to >2 pts**

    **Includes at least 3 strategies to promote and develop skills for managing their illness and at least 3 self-management methods on how to incorporate healthy behaviors into their lives.**

    Anticipatory Guidance

    **3 to >2 pts**

    **Includes at least 3 primary prevention strategies (related to age/condition (i.e. immunizations, pediatric and pre-natal milestone anticipatory guidance)) and at least 2 secondary prevention strategies (related to age/condition (i.e. screening))**

    Follow Up Plan

    **2 to >1 pts**

    **Includes recommendation for follow up, including time frame (i.e. x # of days/weeks/months)**

    Prescription

    **3 to >2 pts**

    **Prescription includes all required components: patient information, date, drug name, dose,**

    Writing Mechanics, Citations, and APA Style

    **3 to >2 pts**

    **Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing. APA style is correct, and writing is free of grammar and spelling errors.route, frequency, quantity to be dispensed, refills, and provider’s signature and credentials**

    – [\
    \
    SOAPNoteTemplate.docx](https://www.sweetstudy.com/files/soapnotetemplate-docx-10195005 "SOAPNoteTemplate.docx")
    – [\
    \
    SOAP22.docx](https://www.sweetstudy.com/files/soap22-docx "SOAP22.docx")

    – 2 years ago

  • [Solved] Religious Affinity Scams

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) **Religious Affinity Scams** **Before addressing this week's forum, watch/read the following:** [**FBI–Affinity Fraud**](https://www.fbi.gov/news/stories/beware-of-affinity-fraud) [**Affinity Fraud**](https://www.youtube.com/…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    **Religious Affinity Scams**

    **Before addressing this week's forum, watch/read the following:**

    [**FBI–Affinity Fraud**](https://www.fbi.gov/news/stories/beware-of-affinity-fraud)

    [**Affinity Fraud**](https://www.youtube.com/watch?v=LnGmf4hyRrI)

    **One of the more despicable forms of white-collar crime involves preying on those by manipulating their religious faith.  If you, or anyone that you know, has had any such experiences, please share with the class.   If not, do some research and share an example of such with the class.  Which theory of criminal behavior would you say best fits the religious affinity offender?**

    **https://youtu.be/LnGmf4hyRrI?si=Owr35udiZKTtSn1o**

    – 2 years ago

  • [Solved] Psychology Group Termination Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – [\ \ IMG_0242.jpeg](https://www.sweetstudy.com/files/img-0242-jpeg-10194663 "IMG_0242.jpeg") – 2 years ago

    Instant Solution Download

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    – [\
    \
    IMG_0242.jpeg](https://www.sweetstudy.com/files/img-0242-jpeg-10194663 "IMG_0242.jpeg")

    – 2 years ago

  • [Solved] Pp 1-Sy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Read the instructions – 2 years ago **files (4)** – ## book.docx – ## Instr..docx – ## HO-P1.pdf – Mc-text.pdf **## book.docx** [hurlers-bedside0o@icloud.com](mailto:hurlers-bedside0o@icloud.com) pw : 123456789Hurler@ **## Instr..docx** **Read the pdf text “Experience," from 71-88** **Then read the …

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    Assignment Prompt & Instructions

    Read the instructions

    – 2 years ago

    **files (4)**

    – ## book.docx

    – ## Instr..docx

    – ## HO-P1.pdf

    – Mc-text.pdf

    **## book.docx**

    [hurlers-bedside0o@icloud.com](mailto:hurlers-bedside0o@icloud.com)

    pw : 123456789Hurler@

    **## Instr..docx**

    **Read the pdf text “Experience," from 71-88**

    **Then read the “HO-P1”**

    **Here are the author’s books**

    ·
    **Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553. [295 pp. assigned]**

    ·
    **Olson, Roger E. The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256 [149 pp. assigned]**

    ·
    **Vondey, Wolfgang. Pentecostal Theology. London, UK: T&T Clark, 2017/18. ISBN: 978-0-567-68517-9 [181 pp. assigned].**

    ·
    **McGrath is the text PDF “Experience 71-88**

    **## HO-P1.pdf**

    1

    A Quick Guide to Writing

    Paper 1: Experience in Theology

    The Basics

    The point of this paper is to help you develop several skills that you will use in the later writing

    assignment—namely synthesis and evaluation. Where ATCSs are designed to help you learn to

    read and begin to analyze texts, this paper is going to help you develop evaluative skills in

    technical reading and to reinforce the idea that all evaluation takes place from a particular

    perspective. These papers will force you to look at the way each author independently views a

    topic at a content level but then push deeper by comparing and contrasting what the authors say

    from the evaluative perspective of a particular author. There’s an old saying among jazz

    musicians: imitate, assimilate, innovate. This exercise will cause you to imitate (by stating the

    position of each author), then assimilate as you have to go beyond mere imitation to try and think

    like one of the authors. This will help prepare you for the future of your ministry where new

    challenges will cause you to innovate. The first part of the paper will be descriptive, and the

    second part will be evaluative. Keep in mind this is not a research paper. You should have all

    you need to write the assignment based on reading the assigned texts.

    Elements

    Description: For the first part of the paper you will give a description of how each of our authors

    (Olson, Grenz, Vondey, and McGrath) view the role of experience in theology. Each author must

    be treated separately but the total word count for the description should be between 1000 –1500

    words in total. You must label each author—either with stand-alone subheadings (like Elements

    above) or inline headings (like Description above). Do not make me guess who you are

    describing! A few additional things to note: (1) McGrath’s section on experience (read only

    pages 71-88) is the author you will be trying to assimilate; therefore, it is most likely that you

    will have the most to say in describing McGrath’s understanding of experience in theology. (2)

    Vondey’s position is the most philosophical and spread out of the authors but try not to get too

    bogged down in the deep weeds of his position. (3) Grenz’s position is the one most likely to trip

    you up—be very careful in understanding what he is and is not saying, especially how and where

    he is using the term experience. (4) All these authors are evangelical of one flavor or another so

    there will be overlap in their positions, but also possibly some differences you might not see at

    first. Don’t be too quick to assume that they are all in perfect agreement with each other or that

    they all fundamentally disagree. (5) Remember to provide citations, even when not directly

    quoting, so the reader can see where you are drawing your ideas from. Use intext author-date

    citations, e.g., (Olson 2016, 25), not footnotes. If you do not have a copy of Turabian here is the

    official website which is quite helpful:

    https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html

    Evaluation: This is where you are going to do your best to channel your inner McGrath. Trying

    to think like McGrath, how would McGrath evaluate each author’s understanding of experience

    in theology. What would he endorse and what would he be cautious of? How strongly would he

    endorse or how much caution would he show? How important would McGrath think the

    particular point would be? This section should be 500 –1000 words in length. It may be

    organized by author or by topics. Regardless of which organizational path you take, please

    provide subheadings. If you are organizing by author, then use the author’s name as the

    subheading. If by topic, then the topic—but if you do this you need to be very clear in your

    [https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html)

    2

    writing who you are talking about at any given point. And, again, use intext citations to leave

    breadcrumbs for the reader to see where you are drawing from in our readings.

    Bibliography/Reference List: For this paper you may use either a bibliography or a reference list.

    Everything you cite, not just quote, in your paper must be found in the bibliography or reference

    list. See Turabian for further information about preparing a bibliography or a reference list.

    Bibliography: https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html

    Reference List: https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html

    Length

    This paper has a wordcount of between 1250 –2750 words This wordcount requirement includes

    the entire assignments: description, evaluation, and bibliography. Papers which do not meet the

    minimum wordcount will receive a maximum score of 50%. Papers which exceed the maximum

    will receive a maximum grade of 75%.

    Formatting

    The only hard and fast requirements regarding formatting of the assignment are to facilitate ease

    of grading: double-spaced with margins of at least one inch, so I can easily enter comments;

    clear indications of separate paragraph (either indented or extra lines between blocks); 12-point

    Times New Roman or similar serif font, so my tired, old eyes can easily read it on the screen.

    Otherwise, I ask that you just be consistent with your formatting.

    Submitting the Paper

    Please upload your paper in MS Word format (.doc or .docx) as a single document on Discovery.

    Almost all word processing programs have the ability to save a document in MS Word format; if

    you are having difficulties contact IT or the professor. Remember, your uploaded paper will go

    through Turnitin to check for issues of plagiarism and AI usage. See course schedule for the

    deadline and the syllabus for details of the policy regarding late assignments.

    Revised: 25 January 2025

    [https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html)

    [https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html)

    **Mc-text.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mc-text-pdf)

    **Mc-text.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mc-text-pdf)

    **## book.docx**

    [hurlers-bedside0o@icloud.com](mailto:hurlers-bedside0o@icloud.com)

    pw : 123456789Hurler@

    **## Instr..docx**

    **Read the pdf text “Experience," from 71-88**

    **Then read the “HO-P1”**

    **Here are the author’s books**

    ·
    **Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553. [295 pp. assigned]**

    ·
    **Olson, Roger E. The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256 [149 pp. assigned]**

    ·
    **Vondey, Wolfgang. Pentecostal Theology. London, UK: T&T Clark, 2017/18. ISBN: 978-0-567-68517-9 [181 pp. assigned].**

    ·
    **McGrath is the text PDF “Experience 71-88**

    **## HO-P1.pdf**

    1

    A Quick Guide to Writing

    Paper 1: Experience in Theology

    The Basics

    The point of this paper is to help you develop several skills that you will use in the later writing

    assignment—namely synthesis and evaluation. Where ATCSs are designed to help you learn to

    read and begin to analyze texts, this paper is going to help you develop evaluative skills in

    technical reading and to reinforce the idea that all evaluation takes place from a particular

    perspective. These papers will force you to look at the way each author independently views a

    topic at a content level but then push deeper by comparing and contrasting what the authors say

    from the evaluative perspective of a particular author. There’s an old saying among jazz

    musicians: imitate, assimilate, innovate. This exercise will cause you to imitate (by stating the

    position of each author), then assimilate as you have to go beyond mere imitation to try and think

    like one of the authors. This will help prepare you for the future of your ministry where new

    challenges will cause you to innovate. The first part of the paper will be descriptive, and the

    second part will be evaluative. Keep in mind this is not a research paper. You should have all

    you need to write the assignment based on reading the assigned texts.

    Elements

    Description: For the first part of the paper you will give a description of how each of our authors

    (Olson, Grenz, Vondey, and McGrath) view the role of experience in theology. Each author must

    be treated separately but the total word count for the description should be between 1000 –1500

    words in total. You must label each author—either with stand-alone subheadings (like Elements

    above) or inline headings (like Description above). Do not make me guess who you are

    describing! A few additional things to note: (1) McGrath’s section on experience (read only

    pages 71-88) is the author you will be trying to assimilate; therefore, it is most likely that you

    will have the most to say in describing McGrath’s understanding of experience in theology. (2)

    Vondey’s position is the most philosophical and spread out of the authors but try not to get too

    bogged down in the deep weeds of his position. (3) Grenz’s position is the one most likely to trip

    you up—be very careful in understanding what he is and is not saying, especially how and where

    he is using the term experience. (4) All these authors are evangelical of one flavor or another so

    there will be overlap in their positions, but also possibly some differences you might not see at

    first. Don’t be too quick to assume that they are all in perfect agreement with each other or that

    they all fundamentally disagree. (5) Remember to provide citations, even when not directly

    quoting, so the reader can see where you are drawing your ideas from. Use intext author-date

    citations, e.g., (Olson 2016, 25), not footnotes. If you do not have a copy of Turabian here is the

    official website which is quite helpful:

    https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html

    Evaluation: This is where you are going to do your best to channel your inner McGrath. Trying

    to think like McGrath, how would McGrath evaluate each author’s understanding of experience

    in theology. What would he endorse and what would he be cautious of? How strongly would he

    endorse or how much caution would he show? How important would McGrath think the

    particular point would be? This section should be 500 –1000 words in length. It may be

    organized by author or by topics. Regardless of which organizational path you take, please

    provide subheadings. If you are organizing by author, then use the author’s name as the

    subheading. If by topic, then the topic—but if you do this you need to be very clear in your

    [https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html)

    2

    writing who you are talking about at any given point. And, again, use intext citations to leave

    breadcrumbs for the reader to see where you are drawing from in our readings.

    Bibliography/Reference List: For this paper you may use either a bibliography or a reference list.

    Everything you cite, not just quote, in your paper must be found in the bibliography or reference

    list. See Turabian for further information about preparing a bibliography or a reference list.

    Bibliography: https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html

    Reference List: https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html

    Length

    This paper has a wordcount of between 1250 –2750 words This wordcount requirement includes

    the entire assignments: description, evaluation, and bibliography. Papers which do not meet the

    minimum wordcount will receive a maximum score of 50%. Papers which exceed the maximum

    will receive a maximum grade of 75%.

    Formatting

    The only hard and fast requirements regarding formatting of the assignment are to facilitate ease

    of grading: double-spaced with margins of at least one inch, so I can easily enter comments;

    clear indications of separate paragraph (either indented or extra lines between blocks); 12-point

    Times New Roman or similar serif font, so my tired, old eyes can easily read it on the screen.

    Otherwise, I ask that you just be consistent with your formatting.

    Submitting the Paper

    Please upload your paper in MS Word format (.doc or .docx) as a single document on Discovery.

    Almost all word processing programs have the ability to save a document in MS Word format; if

    you are having difficulties contact IT or the professor. Remember, your uploaded paper will go

    through Turnitin to check for issues of plagiarism and AI usage. See course schedule for the

    deadline and the syllabus for details of the policy regarding late assignments.

    Revised: 25 January 2025

    [https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html)

    [https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html)

    **Mc-text.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mc-text-pdf)

    **## book.docx**

    [hurlers-bedside0o@icloud.com](mailto:hurlers-bedside0o@icloud.com)

    pw : 123456789Hurler@

    **## Instr..docx**

    **Read the pdf text “Experience," from 71-88**

    **Then read the “HO-P1”**

    **Here are the author’s books**

    ·
    **Grenz, Stanley J. Theology for the Community of God. Eerdmans, 2000. ISBN 978-0802847553. [295 pp. assigned]**

    ·
    **Olson, Roger E. The Mosaic of Christian Belief, 2nd ed. IVP Academic, 2016. ISBN 978-0830851256 [149 pp. assigned]**

    ·
    **Vondey, Wolfgang. Pentecostal Theology. London, UK: T&T Clark, 2017/18. ISBN: 978-0-567-68517-9 [181 pp. assigned].**

    ·
    **McGrath is the text PDF “Experience 71-88**

    **## HO-P1.pdf**

    1

    A Quick Guide to Writing

    Paper 1: Experience in Theology

    The Basics

    The point of this paper is to help you develop several skills that you will use in the later writing

    assignment—namely synthesis and evaluation. Where ATCSs are designed to help you learn to

    read and begin to analyze texts, this paper is going to help you develop evaluative skills in

    technical reading and to reinforce the idea that all evaluation takes place from a particular

    perspective. These papers will force you to look at the way each author independently views a

    topic at a content level but then push deeper by comparing and contrasting what the authors say

    from the evaluative perspective of a particular author. There’s an old saying among jazz

    musicians: imitate, assimilate, innovate. This exercise will cause you to imitate (by stating the

    position of each author), then assimilate as you have to go beyond mere imitation to try and think

    like one of the authors. This will help prepare you for the future of your ministry where new

    challenges will cause you to innovate. The first part of the paper will be descriptive, and the

    second part will be evaluative. Keep in mind this is not a research paper. You should have all

    you need to write the assignment based on reading the assigned texts.

    Elements

    Description: For the first part of the paper you will give a description of how each of our authors

    (Olson, Grenz, Vondey, and McGrath) view the role of experience in theology. Each author must

    be treated separately but the total word count for the description should be between 1000 –1500

    words in total. You must label each author—either with stand-alone subheadings (like Elements

    above) or inline headings (like Description above). Do not make me guess who you are

    describing! A few additional things to note: (1) McGrath’s section on experience (read only

    pages 71-88) is the author you will be trying to assimilate; therefore, it is most likely that you

    will have the most to say in describing McGrath’s understanding of experience in theology. (2)

    Vondey’s position is the most philosophical and spread out of the authors but try not to get too

    bogged down in the deep weeds of his position. (3) Grenz’s position is the one most likely to trip

    you up—be very careful in understanding what he is and is not saying, especially how and where

    he is using the term experience. (4) All these authors are evangelical of one flavor or another so

    there will be overlap in their positions, but also possibly some differences you might not see at

    first. Don’t be too quick to assume that they are all in perfect agreement with each other or that

    they all fundamentally disagree. (5) Remember to provide citations, even when not directly

    quoting, so the reader can see where you are drawing your ideas from. Use intext author-date

    citations, e.g., (Olson 2016, 25), not footnotes. If you do not have a copy of Turabian here is the

    official website which is quite helpful:

    https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html

    Evaluation: This is where you are going to do your best to channel your inner McGrath. Trying

    to think like McGrath, how would McGrath evaluate each author’s understanding of experience

    in theology. What would he endorse and what would he be cautious of? How strongly would he

    endorse or how much caution would he show? How important would McGrath think the

    particular point would be? This section should be 500 –1000 words in length. It may be

    organized by author or by topics. Regardless of which organizational path you take, please

    provide subheadings. If you are organizing by author, then use the author’s name as the

    subheading. If by topic, then the topic—but if you do this you need to be very clear in your

    [https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html)

    2

    writing who you are talking about at any given point. And, again, use intext citations to leave

    breadcrumbs for the reader to see where you are drawing from in our readings.

    Bibliography/Reference List: For this paper you may use either a bibliography or a reference list.

    Everything you cite, not just quote, in your paper must be found in the bibliography or reference

    list. See Turabian for further information about preparing a bibliography or a reference list.

    Bibliography: https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html

    Reference List: https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html

    Length

    This paper has a wordcount of between 1250 –2750 words This wordcount requirement includes

    the entire assignments: description, evaluation, and bibliography. Papers which do not meet the

    minimum wordcount will receive a maximum score of 50%. Papers which exceed the maximum

    will receive a maximum grade of 75%.

    Formatting

    The only hard and fast requirements regarding formatting of the assignment are to facilitate ease

    of grading: double-spaced with margins of at least one inch, so I can easily enter comments;

    clear indications of separate paragraph (either indented or extra lines between blocks); 12-point

    Times New Roman or similar serif font, so my tired, old eyes can easily read it on the screen.

    Otherwise, I ask that you just be consistent with your formatting.

    Submitting the Paper

    Please upload your paper in MS Word format (.doc or .docx) as a single document on Discovery.

    Almost all word processing programs have the ability to save a document in MS Word format; if

    you are having difficulties contact IT or the professor. Remember, your uploaded paper will go

    through Turnitin to check for issues of plagiarism and AI usage. See course schedule for the

    deadline and the syllabus for details of the policy regarding late assignments.

    Revised: 25 January 2025

    [https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-notes-and-bibliography-citation-quick-guide.html)

    [https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html](https://www.chicagomanualofstyle.org/turabian/turabian-author-date-citation-quick-guide.html)

    **Mc-text.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/mc-text-pdf)

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