Log in
HomeClass Notes1,200,000CA670,000

RLGA02H3 Lecture : Religion Lec 2 Notes

46 views13 pages
crimsoncrab968
2 Apr 2011
School
UTSC
Department
Religion
Course
RLGA02H3
Professor
David Perley

For unlimited access to Class Notes, a Class+ subscription is required.

Document Summary

Misleading: waves makes it seem that religion can only go in one way, that they don"t intersect, wave as a metaphor: can come and go, can return or re-enter into the picture. Putting them in numbers alludes that they occur in a specific order sense: waves roll over and into each other-> fluidity, superceding. Synchrotism: combination of different elements, past- present- develops, christian perspective. not the way we use it in the academic sense www. notesolution. com. Polytheism->superficial word->used by religious people to talk about other religions->sometimes academics use words differently: cultures or traditions that have multiple gods involved, hierarchy might be. Angels, spirits, etc: what connects them is monotheism, move away from the pantheon o. Myth: point isn"t that they are made up stories, traditions perspective, narrative (or story) that tells their story o (religious perspective call it history- sacred history) >tells origin stories->cosmos where did we come from etc www. notesolution. com.

Get access

Grade+
$40 USD/m
Billed monthly
Grade+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
10 Verified Answers
Class+
$30 USD/m
Billed monthly
Class+
Homework Help
Study Guides
Textbook Solutions
Class Notes
Textbook Notes
Booster Class
7 Verified Answers

Related Documents

RLGA02H3
Final Exam
Study Guide
RLGA02H3 Study Guide - Midrash, The Wailing (Film), Mishnah
ambermink58
RLGA02H3 Lecture Notes - Atheism, Book Of Deuteronomy, Waves
ochreprairie-dog300
RLGA02H3 Lecture : judaism
champagnehyena187

Related Questions

Question 1

Evolutionary algorithms are used:

In engineering, to arrive at solutions by going through many permutations of possible solutions and allowing them to evolve.
A genetic feature of complex organisms.
A process undergone by the human brain, which is similar to evolution by natural selection.
Another term used for a computer algorithm in general.

Question 2

Human literature and languages can be studied using methods similar to those used for constructing phylogenies because:

There is no other way of studying these things.
Languages evolve roughly along the lines of species, with mutations (changes in words and pronunciation), descent with modification (languages becoming more different along the way), and branching of languages (languages giving rise to other languages that are similar to them).
Because literature and languages are constructed by organisms (human beings), so what applies to one must apply to the other.
Languages undergo a process of word swapping, which is analogous to horizontal gene transfer.

Question 3

The degree to which horizontal gene transfer occurs in eukaryotes is:

Something upon which the entire validity of evolutionary biology hinges.
A mystery that may or may not disprove evolution, but we simply don't know enough about it at this point.
Something that would overthrow the notion that this phenomenon is important in bacteria.
An interesting and potentially important aspect of biology with relevance for how evolution occurs, but not something that would call it into question one way or the other.

Question 4

Learning about the history of scientific theories and the reasons for why they are initially accepted or rejected is important mostly because:

It makes for exciting story telling, and this is very much needed to get people interested in science.
It teaches us about the process of science as it actually occurs, which is somewhat different to the idealized notion of a purely objective undertaking.
It tells us which theories are definitely true or false.
It tells us that science is actually a totally subjective process that tries to present itself as objective. In reality, personal subjective factors are the only relevant factors that really matter in science.

read it and write down your ideas

Even though they have been doing it all their lives, people need to study communication simply because it is so complex. As stated in chapter 3 of the book, we all perceive things differently and "perception and communication influence each other, perception shapes our understanding of others' communication and the choices we make in our own communication" (pg. 41). For the reason that the choices we make and the ways that we view things/situations are changing everyday, communication between two individuals also changes and becomes more complex. Though we can communicate in general, how we communicate and what we communicate depends on how we perceive the world around us, making communication not as simple as it seems. As humans, we create broad categories of things (prototypes) and place people into them (Wood pg. 43). We then go on to create a more detailed assessment (a personal construct) where we measure a person or situation with a certain dimension of judgment (Wood pg. 43). We also place people and situations into stereotypes by making predictive generalizations or simply predicting what the personal/situation will be like or what will happen (Wood pg. 43). With all of these components to a basic path of communicating with others, it's hard to not see why we would study our complex underlying system of human communication. Not only do we make assumptions, but we base our thoughts/actions off of those assumptions which can then all be interpreted differently among various individuals. We study communication to try and dissect all of these interpretations and perceptions of others "to make sense of experience and to predict how we and others will act" (Wood pg. 45). Sometimes we follow a script or just simply act a specific way in a specific situation (like greeting someone and telling them your name) (Wood pg. 45). However, not everyone follows these scripts which just adds to the complexity of communication between us all.

It's time to examine research, citation, and informationliteracy and how they fit into the broader concept of academicintegrity. In order to prepare for this discussion, review theAcademic Integrity Policy found in the course syllabus.

Introduction
As an institution of higher learning, Rasmussen College iscommitted to preparing students to be active, productive andsuccessful contributors to a global community. In pursuit of thiscommitment, students, faculty and staff of Rasmussen College areexpected to uphold the very highest business and personal ethics.Students of Rasmussen College commit to holding themselves andtheir peers to the foremost level of academic integrity, and acceptresponsibility should behaviors and actions fall short of theCollege's expectations.

Definitions

Academic Misconduct is the violation of theAcademic Integrity Policy, including all forms of academic cheatingincluding but not limited to acts listed below and any other actperpetrated to give unfair advantage to the student.

Cheating: Distributing or receiving answers orinformation by any means other than those expressly permitted by aninstructor for any academic exercise. Examples include:

Copying answers, data, or information for any academic exercisefrom another student in which the student is not expresslypermitted to work jointly with others.

Impersonation: Assuming another student'sidentity or allowing another person to complete an academicexercise on one's own behalf.

Using or attempting to use unauthorized materials, texts,devices, notes, information or study aids in any academic exercise(i.e., assignments, discussions, tests, quizzes, papers, labs).

Collusion: Knowingly assisting, attempting toassist, or receiving assistance from another student or students tocommit academic misconduct, or conspiring with any other person inor outside of the College to commit misconduct.

Destruction, Theft, Obstruction, Interference:Seeking to gain unfair academic advantage by destroying, damaging,or stealing equipment or products of any academic exercise; orobstructing or interfering with an instructor's materials oranother student's academic work.

Fabrication, Falsification, Forgery:Deliberately falsifying, altering, or inventing student records,information or citations. Forgery is the act of imitating orcounterfeiting documents, signatures, and the like.

Plagiarism is the act of representing anindividual's or organization's words, thoughts, or ideas as one'sown. Examples include:

Using information (a paraphrase or quotation, in whole or inpart) from a source without attempting to give credit to the authorof that source.

Using charts, illustrations, images, figures, equations, etc.,without citing the source.

Using an academic exercise (in whole or in part) purchased orcopied from a ghostwriter or paper/essay mill.

Copyright infringement or piracy, including the use, alteration,or duplication of media, software, code, or information whenexpressly prohibited or where copyright exists or is implied.

Submitting work previously graded in another course withoutprior approval by the course instructor; or, submitting the samework in two or more concurrent courses without prior approval byall course instructors.

Violations
A student who violates the Academic Integrity policy faces severepenalty from the College. Violations may occur in one or morecourses in one or more quarters and accumulate for all quarters inwhich the student is enrolled. Upon conclusion by the student'sinstructor and the student's Dean that the student has committedAcademic Misconduct, the following penalties will be applied:

First Offense. The student will receive nocredit on the assignment in question and will not be allowed toredo the work.

Second Offense. The student will be expelledfrom the course, and the final grade assigned for the course willbe an ‘F/FA'. The student may re-take the course, but the ‘F/FA'will remain on the transcript even if the student retakes thecourse and earns a passing grade.

The College reserves the right todismiss a student from the College if there are more than twooffenses. A student dismissed from the College because of AcademicMisconduct may not reenroll.
Students who commit Academic Misconduct also run the risk ofharming future educational and employment opportunities. Referenceforms sent by prospective employers and other educationalinstitutions often ask for judgment and comment on a student'sethical behavior. As the form is sent at the behest of the student,the student waives any rights he or she may have under the FamilyEducational Rights and Privacy Act to keep Academic Integrityviolations confidential.

Concurrent Offenses: A concurrent offense is aninstance of Academic Misconduct that occurs at the same time asanother instance (i.e., two or more assignments submitted at thesame time in the same or different courses), or instances ofmisconduct that occur prior to the student receiving notice of theimmediate prior offense. Concurrent offenses will be treated as asingle offense, and the appropriate penalty will be applied for allconcurrent violations.

Appeal: A student who disagrees with a rulingof Academic Misconduct has one week to appeal the ruling to his orher Dean. All appeals are reviewed by the Academic IntegrityCommittee, which has one week from the time that they receive theappeal to thoroughly investigate and rule on the appeal. If theissue remains unresolved, the student may submit a writtenstatement of appeal to the Assistant Vice President of AcademicAffairs thereafter. Response will be given within 30 days.

Share in your own words the meaning of the policy and why youthink it is important. How do the concepts of research, citation,and information literacy relate to academic integrity?