RS110 Lecture : Apostle Paul Historical Paul, Chronology, Theology

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tanlouse188

16 Oct 2011

School

University of Waterloo

Department

Religious Studies

Course

RS110

Professor

Peter Frick

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Document Summary

Critical to the development of christianity, he spoke the common language of the world. Linguistics elements are what help something succeed. Became the main source of his life. The content of what christians believe came through the apostle paul. Known as the second founder of christianity. Sources: paul wrote letters (pauline letters) Spoke hellenistic greek as vernacular (simplified language) Blameless in torah (phil 3:5- 6) Family moved from tarsus to jerusalem (acts 23:16) Christophany on the road to damascus. Calling on the road to damascus. 1:13- 16 you have heard, no doubt, of my earlier life in judaism. I was violently persecuting the church of god and was trying to destroy it. Rs 110 101: lecture 9. The split between judaism and christianity started in the first century. Pauline theology: sin the good or evil inclination (potential to go a certain direction) Sin: ontological separation between god and humanity.

Related Questions

One of the major problems with the economy is too many economists! Or perhaps too many politicians who think they understand economics. When politicians seek to improve the conditions in the economy they come up with what at first blush appears to be a great idea. Look at all the people who will be helped! It is not seen that is the problem it is unseen. Adam Smith's invisible hand. It is called The Law of Unintended Consequences. A politician sets out, for the best of reasons, to help a group---the homeless as an example---but in the process, far more people are harmed than helped. The results really don't matter you see because they tried but it simply didn't work. It was the politician's fault! After all, they tried to do something and that's what counts, not the results. The results do not matter.

One example was the Urban Renewal Program in the 1970s. In the processes of cleaning up and renewing city centers, SROs (Single room occupancies) were destroyed. These were cheap rooms that could be rented at a minimal price. It allowed very low-income people to have a room and shelter from the elements. But where were these people to go after urban renewal? This was one of the main causes of what has become a homeless problem.

Another example of this is my experience while living in Arkansas and teaching at Arkansas State. Interest rates were rising rapidly making it difficult for low-income families to obtain mortgages and other consumer loans. This was a time when if you had a mortgage at 14% you had a good one. Then Gov. Clinton, again for the best of reasons, asked the legislature to cap the interest rates at 10 percent. This is called Usury Law. The term Usury goes back at least as far as Thomas Aquinas and his book, The Summa Theologica which dates back to about 1244 AD. It was believed that charging interest on a loan was unchristian and downright evil. It was on this theory that Gov. Clinton based his thinking.

Once again the unseen took hold. All money flowed out of Arkansas into the neighboring states where it could earn a higher return. This is a natural consequence of a price ceiling, which this is. This is the maximum price that can be charged for a good or service. In economics and finance, there is a concept known as the Purchasing Power Parity Theory. Money (resources) flow to the market where it gets the greatest return. In finance, it is also known as arbitrage which is also the basis for most of the world trade. Investment flows to the areas with the highest return. In any event, the Usury Law was a disaster! No one could get a loan in the state as the money flowed to the neighboring states where it could earn a higher return. The Gov. called a special session of the legislature and the law was repealed.

This is also one of the differences between Keynesian and Austrian economists---of which I count myself. If we take a Keynesian and an Austrian economist to the shore of a small lake and give each of them a large rock to throw in the water, The Keynesian will throw the rock, watch them splash, and maybe see the wake the rock created. The Austrian will throw the rock, see the splash, watch the wake spread out from the point of impact. He will also see the boat moored on the opposite shore with a hole in the hull at the waterline. He will see the water lap in and the boat sink. The Keynesian never even knew the boat was there. When something is proposed, Austrian economists carry the effects out to their logical conclusion. Keynesian's, to the primary and perhaps secondary results but rarely to the tertiary. Again what happens as a result of their actions is no concern of theirs because it was the attempt that mattered.

One embedded question.

What is the benefit of carrying an idea to its logical conclusion? Or is there any benefit?

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Read or listen to Morals in Business: Walter Pavlo Share your thoughts and opinions regarding this real life situation. Be sure to include your ideas about what businesses can do to avoid similar problems.

https://spotlightenglish.com/listen/morals-in-business-walter-pavlo

Transcript Voice 1 Hello. Iâm Marina Santee. Voice 2 And Iâm Ruby Jones. Welcome to Spotlight. This programme uses a special English method of broadcasting. It is easier for people to understand, no matter where in the world they live. Voice 1 Would you consider stealing six million [6,000,000] dollars from a company, if you had the chance? Most people would immediately answer ânoâ to this question. The majority of people consider themselves to be good, honest citizens. Walter Pavlo used to describe himself like this. Walter was a young, successful business man. He studied hard. And he worked hard. In time, he got a good job at an international communications company called MCI. MCI managed billions of dollars each year. Walterâs office was a highly pressured working environment. Walter worked hard to meet targets and goals. If someone had asked him back then - would he steal six million dollars from the company? He would have answered, âNo way!â Yet only a few years later, Walter went to prison for stealing money from MCI. What made this good man turn to crime? Here is his story. Voice 2 Walter Pavlo was born into a good family. His parents taught him Christian values. He said; Voice 3 âI was taught, âdo not stealâ; âdo not cheatâ; âbe honestâ; âbe truthful in everything that you do.â Voice 2 Walter held these values for a long time. However, slowly, other values in the business world began to influence him. At the age of thirty-two, Walter was a senior manager at MCI. He managed millions of dollars. His job was very pressured - and difficult. Then, for the first time in his life, it looked like Walter would not meet his targets. He had to do something. He asked a co-worker for advice. His friend told Walter to cheat a little. He told him that everyone else was doing it. It was normal. Voice 1 Pavlo looked around him. It seemed that his friend was right. The world of business was full of successful cheats. Maybe a little dishonesty was not so bad. In his mind, Walter rationalised cheating. He made it seem reasonable. Voice 2 Pavlo learned how to hide customersâ debts. He made small changes in the companyâs financial books to make them look better. This meant that Walter kept his good record of achievement. And it meant that the companyâs records looked good to investors. Voice 1 However, this led Walter to a bigger temptation. Why not use the same method of dishonesty to enrich himself? Again, Walter rationalised his plan. He said later; Voice 3 âTo me it looked like everyone was cheating. And I joined in. It did not seem that bad. Customers were getting richer. And I wanted my share.â Voice 2 Something else was happening inside Walter. He was becoming hostile in his heart. All around him were lies and cheats. He saw that people only cared about themselves. He saw the company and customers making themselves richer. He said, Voice 3 âI hated the customers. I hated the company. And then, I hated myself. Then, nothing mattered anymore.â Voice 1 And so, Walter set up a secret bank account in the Cayman Islands. Customers with debts paid money directly into this bank account. Then, Walter made their debt disappear on MCIâs records. Over a six month period, Walter and a co-worker took six million dollars! Voice 2 However, as time passed, Walter became afraid. He lived in fear of getting caught and arrested. The lies and secrets created much pressure. Walter said he became emotionally unbalanced. He came to believe that he would surely be caught - it was only a question of when. Voice 1 After a few months, MCI noticed a series of payments going into a Cayman bank account. They questioned Walter about it. Walter remembers; Voice 3 âI just said I did not want to talk about it. In a way I could not avoid uncovering my secret, because I was no longer able to hide what I was doing.â Voice 1 Walter resigned from MCI. He hoped that the investigations would stop. But they did not. MCI called in the police. Voice 2 Pavlo admitted his crime. His punishment was a prison sentence of three years and five months. He would also have to sacrifice some of his future earnings - over the next twenty-seven [27] years. Voice 1 In prison, Pavlo learned a lot about himself. He looked at the process that resulted in such severe crime. He said; Voice 3 âI do not think of myself as a bad person. For me to do something bad, or illegal, I have to make myself believe it is not bad. I rationalised, reasoned, what I was doing. I did this so much that I became far removed from reality. I told myself things like - everyone else is doing it, I need to get by, my family deserves this - and so on. This is what happens to a lot of people. They will rationalise in order to do something wrong.â Voice 2 Walter finished serving his difficult sentence in 2003. Life outside of prison was not to be easy either. His wife had divorced him. His friends had disappeared. No one wanted to employ the man who had stolen millions. However, people did want to hear about it. Voice 1 Many businesses saw the power of telling such a story. It could prevent their employees making the same mistake. Business schools and universities wanted their students to hear Walterâs story. Voice 2 And so Walter decided on a new kind of work. Today, he goes into business schools, companies and universities. He tells his story. He warns people of the easy path that leads to crime. He gives this message to business students: Voice 3 âThe chance of you facing a difficult moral decision at some time in your business life is one hundred percent. It will happen. There is no way round it...â âYou will never know what your values are worth until the test. The things that your parents have taught you, the things that you learned in school. What about them? When you are tested, what will you do?â Voice 1 Walter Pavloâs values had not survived this test. However he hopes that his weaknesses may strengthen others. He hopes that his story will strengthen peopleâs values. And then, when they are tested they will not fall. Voice 2 The writer and producer of todayâs programme was Marina Santee. All quotes were adapted for the programme. The voices you heard were from the United Kingdom and the United States. Computer users can hear our programmes, read our scripts and see our word list on our website at http://www.radio.english.net. This programme is called, âMorals in Business: Walter Pavloâ Voice 1 You are welcome to comment or ask about todayâs programme. You can e-mail us at radio @ english . net. Thank you for joining us today. Until next time. Goodbye.

Item 1

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Other major issues involve the accepted methods by whichfidelity is measured. There are two major methods described in theliterature for fidelity measurement. The first is throughmathematical measurement that calculates the number ofidentical elements shared between the real world and thesimulation; the greater the number of shared identical elements,the higher the simulation fidelity. A second method tomeasure fidelity is through a trainees' performance matrix.

References:
Liu, D., Blickensderfer, E. L., Macchiarella, N. D., &Vincenzi, D. A. (2009). Simulation fidelity. In D. A. Vincenzi, J.A. Wise, M. Mouloua & P. A. Hancock (Eds.), Humanfactors insimulation and training (pp. 61-73). Boca Raton, FL: CRCPress.

Liu et al. (2009) identified two major methods for measuringfidelity. The first is a mathematical (objective) method thatrequires counting "the number of identical elements shared betweenthe real world and the simulation; the greater the number of sharedidentical elements, the higher the simulation fidelity" (p. 62).The second method involves a performance matrix that compares ahuman's performance in the simulation with that person's real-worldperformance, producing an indirect measure of fidelity.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 2

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Science classrooms offer at least five ways to individualize andto enhance students'learning using games and simulations beyondwhat is possible in informal settings. First, teachers canassign students to teams based on detailed knowledge of learners'intellectual and psychosocial characteristics. Second, incontrast to relatively unguided learning in contexts outside ofschool, science teachers can alter their classroominstruction and support based on the feedback educational games andsimulations provide. Third, science games andsimulations are adaptable to students with special needs,allowing them to be mainstreamed in science classrooms. Fourth,educational games and simulations can prepare students to take fulladvantage of real world field trips in science classrooms. Fifth,teachers through their knowledge of students can relate virtualexperiences in science games and simulations to what is happeningin the real world or in their personal lives.

References:
Dede, C. (2009). Learning context: Gaming, gaming simulations, andscience learning in the classroom. Paper commissioned for theNational Research Council Workshop on Gaming and Simulations,October 6-7, Washington, DC. Retrieved from:http://www7.nationalacademies.org/
bose/Dede_Gaming_CommissionedPaper. pdf

According to Dede (2009), different games can be assigned andused based on students' characteristics. Information about studentperformance when playing games can help science teachers plansubsequent classroom activities. Games also can be utilized forstudents with special needs, which can be selected to match theirability levels.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 3

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Major changes within organizations are usuallyinitiated by those who are in power. Such decision-makerssponsor the change and then appoint someone else - perhaps thedirector of training - to be responsible for implementing andmanaging change. Whether the appointed change agent is in trainingdevelopment or not, there is often the implicit assumptionthat training will "solve the problem." And, indeed, training maysolve part of the problem.... The result is thatpotentially effective innovations suffer misuse, or even no use, inthe hands of uncommitted users.

References:
Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

When major changes are initiated in organizations, "... there isoften the implicit assumption that training will 'solve theproblem.' And, indeed, training may solve part of the problem."(Dormant, 1986, p. 238).

References:
Dormant, D. (1986). The ABCDs of managing change. InIntroduction to Performance Technology(p. 238-256).Washington, D.C.: National Society of Performance andInstruction.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 4

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

There is no other way to accommodate the facts thatdifferent children learn at different rates and have differentlearning needs. But to have an attainment-based ratherthan time-based system, we must in turn have person-based progressrather than group-based progress. And that in tum requireschanging the role of the teacher to that of a coach orfacilitator/manager,rather than that of dispenser ofknowledge to groups of students who pass by at the ring of a belllike so many little widgets on an assembly line.

References:
Reigeluth, C. M. (1994). The imperative for systemic change. In C.M. Reigeluth & R. J. Garfinkle (Eds.). Systemic change ineducation. Englewood Cliffs, NJ: Educational TechnologyPublications.

In the new paradigm of the information age, rather than servingas a dispenser of knowledge as teachers did in the industrial age,their role must change to that of coach or facilitator of learning(Reigeluth, 1994). There is no other way to accommodate the factsthat different children learn at different rates and have differentlearning needs (Reigeluth, 1994, p. 8).

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

Item 5

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

The philosophical position known as constructivismviewsknowledge as a human construction. The variousperspectives within constructivism are based on the premise thatknowledge is not part of an objective, external realitythat is separate from the individual.Instead,human knowledge, whether the bodies of content in publicdisciplines (such as mathematics or sociology) or knowledge of theindividual learner; is a human construction.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

Constructivist philosophers assert that knowledge is made byhumans themselves. Knowledge is not "out there" in some externalreality separate from us. It is we humans who create the content indisciplines such as math and biology. That knowledge would notexist without people making it.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th Ed.). Upper Saddle, NJ: Prentice-Hall.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Hints

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RS110 Lecture : Apostle Paul Historical Paul, Chronology, Theology

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