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Religion and Theology

S​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ummarize in your own words the key points of the Ruggles

S​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ummarize in your own words the key points of the Ruggles reading ("Gardens, Landscape and Vision in the Palaces of Islamic Spain") from Week 5 (Moorish Spain) and the readings on Japanese gardens from Goto & Naka and Treib (Japanese Gardens, Gardens of Kyoto) from Week 5 (China & Japan). Then provide a critique or personal reflection on the readings, drawing comparison/contrast between each culture’s attitudes and approaches towards shaping the landscape — what did you learn about Moorish attitudes towards "the countryside" or "nature"? About Japanese attitudes towards​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ the same? About the organization, social or utilitarian function and religious symbolism of the Moorish garden/agricultural landscape versus the Japanese landscape garden? Did you find more similarities/continuities or differences between the Islamic/Moorish approach and the Japanese approach to landscape and garden-making? Explain, using specific details or examples from the readings. Briefly describe the evolution/progression of the Japanese garden from sites of nature worship to increasing abstraction, using examples from reading. Finally, include at least 2 questions for further discussion that each of these readings raised for you​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​.

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Religion and Theology

R​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ead Glenn Beck’s Book, The Great Reset and Klaus Schwab’s

R​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​ead Glenn Beck’s Book, The Great Reset and Klaus Schwab’s Covid-19: The Great Reset and write a comparative analysis that summarizes the main goals of S​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​cwab’s plan to transform every society, evaluates the plausibility of this movement, and contrasts it with the biblical view of God’s plan for redemptio​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​n

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Religion and Theology

P​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​lease read the instruction clearly. I will attach the rea

P​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​lease read the instruction clearly. I will attach the reading material that needs to be read to understand what the essay needs to be about, and the following questions needs to be answered in the essay.
1. What did the Exodus story mean to John Winthrop and the other Puritans who established the Massachusetts Bay Colony?
2.How did later African American Christians reinterpret the Exodus story, as described by Raboteau?
3. Finally, how does Robert Allen Warrior’s reading of the Exodus story challenge each of these prior readings of it?
Write a 350-450 word response to the following prompt. Remember to consult the Reading Analysis Grading Rubric as you prepare your assignment.
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Throughout U.S. history, various populations have drawn upon the Exodus story in the Christian bible to make sense of their experiences in the North American continent. What did the Exodus story mean to John Winthrop and the other Puritans who established the Massachusetts Bay Colony? How did later African American Christians reinterpret the Exodus story, as described by Raboteau? Finally, how does Robert Allen Warrior’s reading of the Exodus story challenge each of these prior readings of it?
As yo​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​u formulate your answer, refer directly to the readings by Winthrop, Raboteau, and Warrior. However, be sure to complete the other readings and lectures in order to develop the strongest possible answer.
(For background reference – though not required reading for this assignment – the Book of Exodus can be found on Biblegateway.com:
https://www.biblegateway.com/passage/?search=Exodus%201&version=NIV) (Links to an external site.)
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Due to the brevity of the assignment, introduction and conclusion paragraphs are not needed. However, answers must be composed using complete sentences and paragraphs, using clearly developed topic sentences.
If you use quotations in your essay, keep them brief (no more than 20% of your answer). Quotations should be formatted in accordance with the following example:
According to Gill, initiation into the kachina cult “is the formal introduction into the religious life of the Hopi” (Gill, 66).
Grades will be based on:
Level of engagement with class materials: (5 points)
Depth and originality of analysis: (5 points)
Writing quality (grammar, punctuation, organization, etc): (5 points​‌‍‍‍‌‍‌‍‍‍‌‌‌‍‌‌‌‌‌‌​)