SMC203Y1 Lecture Notes - Greco-Roman Mysteries, Christian Mortalism, Polytheism

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erinmole26

17 Nov 2011

School

UTSG

Department

St. Michael's College Courses

Course

SMC203Y1

Professor

Jessy Pagliaroli

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Document Summary

Augustus caesar-ruler of roman empire & chief priest. Ac referred as divi luli filius (son of the divine julius) Coins during jesus" time had that on them son of god . Augustus is doing this not only to make himself & his uncle an idol but so that the. A. c. also given the title god from god, lord, redeemer, liberator & saviour of the world before jesus. School of academic thought tried to show that christianity was influenced by mystery religions. As rome conquered new territory, mystery religions were discovered e. g. mithras this is of persian origin cult brought in by pompei"s army. Cult groups were usually small, exclusively male, sacred meals, initiation, progress in moving up in the ranks within the religion. These elements of inition, small meetings, is really common in many different religions so scholars now don"t think they had as much of an influence as they thought.

Related Questions

My least developed country (LDC) is ETHIOPIA and the product is healthcare. The assignment:

Please describe how consumer preferences based on their values and lifestyles differ for your Least Developed Country (LDC) from that of the United States for the product or service you are introducing to your LDC?

Based on cultural differences in your LDC please describe the adaptations you will need to make in marketing strategy in any or all of the following areas of the marketing mix:

Product price place Promotion

Please apply the different aspects of cultural influences as discussed in Chapter 5, such as elements of culture, religion, cultural values, cultural norms, and national/regional character that need to be considered when devising your marketing strategy.

It is important to consider factors influencing physical, cognitive, and socioemotional development long before the baby arrives. In this discussion, you will examine the relative roles of genetics and the environment. Environmental effects on development include both macrocultural and microcultural influences. Macrocultural influences are the broader influences on a childâs development, such as mass media, religious denomination, societal rules, or educational norms. Microcultural influences are those on a small scale, such as family eating habits, traditions, hierarchical structures, and routines.

Based on the principles of behaviorism, John B. Watson argued, tongue-in-cheek, that he could take a healthy baby and make him into a lawyer, doctor, or thief. Sandra Scarr argued that often a childâs genetic predispositions override the influence of the environment. Based on what you have learned so far about development, select a well-known movie that addresses the nature-versus-nurture question. Some examples are: The Blind Side, Rudy, and A Beautiful Mind. With reference to the film, respond to the following:

How influential is the role of genetics in the childâs development?

What about the role of the environment, temperament, and teratogenics, among others?

Teratogen: Any agent that can disturb the development of an embryo or fetus. Teratogens may cause a birth defect in the child. Or a teratogen may halt the pregnancy outright. The classes of teratogens include radiation, maternal infections, chemicals, and drugs.

Do you agree with Watson, Scarr, both, or neither?

Support your arguments with research, citing sources.

Write your initial response in 3â4 paragraphs. Apply APA standards to citation of sources.

Carrie Hopkins is a qualified teacher in the San FranciscoUnified School District.

Currently, she teaches at North Lincoln High School where she isalso head of the

English Department. North Lincoln is a culturally diverse schoolwith a predominantly

Asian student population. As a department head, Carrie hasconsiderable input on

curriculum content of the courses offered by her school.

During the summer of 2014, Carrie enrolled in a course sponsoredby the University of

California, Berkeley Extension Program. The course, entitledâSoutheast Asia: Sacred

Places,â was conducted in Thailand, Cambodia, and Indonesia anddealt with the effect of

religious traditions on the culture of Southeast Asia. Thecourse was taught by university

staff, and successful completion by a student qualified forundergraduate college credit.

The course is conducted overseas to enhance the significance ofthe subject matter

covered. Although Carrieâs employer approved of her academicendeavors, it did not

require her to take the course. Further, it did not reimburseher for any of the expenses

involved. Except for several minor sightseeing trips, Carriedevoted most of her time

during the course to the materials assigned and covered.

As a result of what she learned from the course she took, Carriemade various

improvements to the content of her departmentâs curriculum. Shealso feels that the

course increased her ability to understand and communicate withthe Asian studentsâ in

her classes.

On her Federal income tax return for 2014, Carrie dedicated allof the expenses incurred

in connection with the extension course. Upon audit by the IRS,the deduction is

disallowed. Who should prevail? And why?

Aid:

IRC 162(a) 262(a) and 274(m)(2)

Treasire. Reg. 1.162-5(e)

Takahshi v. Comm., T.C 126 (1986)

Jorgensen v. Comm., 79 TCM 1926, T.C Memo 2000-138

SMC203Y1 Lecture Notes - Greco-Roman Mysteries, Christian Mortalism, Polytheism

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