Category: Religion and Theology

spiritual needs assessment

The Joint Commission provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.
The spiritual needs assessment tool should include a minimum of five questions that can either be answered by the patient and/or by your observation of the patient.
Utilizing your assessment tool questions, practice completing a spiritual assessment survey with a patient, a family member, or a friend; analyze your results in 750-1000 words including:
1. Writing a brief summary of your assessment findings
2. What significant discoveries did you make about the individual you chose to assess?
3. What went well?
4. What would you do differently in the future?
5. Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
6. Describe the spiritual experience you had with your patient, family member, or friend using this tool. How does this tool allow you to better meet the needs of your patient?
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Religion and Theology

M3D1: The Function of Din

To prepare for this activity, familiarize yourself with the following chronology:Before 610 CE, al-Jahiliyya (pre-Islamic period) 610 – 632, Muhammad’s Prophethood (he receives the Qur’an over a 22 – 23 year period). 632 – 661, Rashidun Caliphs (The chosen political leaders after Prophet brought to the Muslim community).
• Abu Bakr, 632-34, (1st leader after the Prophet)
• Umar, 634-44, (2nd leader after the Prophet)
• Uthman, 644-656 (3rd leader after the Prophet. In addition, a standard Qur’anic text is developed, 652, approximately 20 years after the death of the Prophet. To compare, it will take approximately 1000 years to develop the Jewish scripture and 100 years to develop the Christian scripture. One can presume that Muslims learned from Jews and Christians in this matter).
• Ali, 656-661 4thleader after the Prophet. In addition, Shi’a party of Ali, that is, the political party of Ali will formalize during this period. They believe that Ali should have been the first leader and not the fourth. They base that idea on the following:
o Ali is a relative of the prophet.
o A leader should be related to the prophet, according to Shi’a thought.)
The above line of leadership, from Abu Bakr thru Ali (including Ali) is based on what Sunnis believe.
o “ Sunni” means those who follow the prophet, but think of it as a coined term only. Shi’as believe in following the ways of the prophet, as well.
The differences between the groupings are based on interpretations between them.
________________________________________
Answer the following:What is the difference between the word Din and Religion (see reading)?
• Take into consideration the fact that no such word as “religion” exists in Islam (or Judaism).
How does Din function as an overarching idea in Islam?What is the importance of the individual and learning? Be sure to make the necessary connections to what Muhammad stated:
• “I leave you two authorities [talking to the Muslim community at the end of his life] if you follow them, you will never go astray, the Qur’an and Sunna”.

M5D1: Impressions of Islam
Module 5ONE PARAGRAPH

To prepare for this activity,
• View Dr. Beth Davis Stofka’s lecture on Islam and Muslims. It’s entitled, Everyday Diplomacy: Understanding Islam and Muslims, on the Webinar. VIEW THE FIRST 30 MINUTES ONLY.
Think about the following, as you complete this activity:
• What are your impressions of Islam and Muslims?
• Write down what first comes into your head about Muslims, then compare that to what you think about Muslims after the Webinar.

Answer the following:
• Write a one-paragraph summary of what you learned from the first thirty minutes of Dr. Stofka’s presentation and post to the discussion board
M5D2: Western Perceptions of Islam
Module 5ONE PARAGRAPH

To prepare for this activity,
• Read Chris Seiple’s, “10 terms not to use with Muslims: There’s a big difference between what we say and what they hear”

Answer the following:
• Post a response to Chris Seiple’s article in the form of a letter to the author. Your letter should be approximately 200 words long and address at least three of the ten terms mentioned in the article.
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Paper instructions:
Book: “Piety & Politics: The Right-Wing Assault on Religious Freedom” by Barry Lynn

Reflecting on The Rev. Lynn’s point of view and comparing and contrasting that with the views of those who so clearly disagree. Some students note that there are times when Mr. Lynn goes off on tangents – especially when reflecting on times when he was the target of those who oppose his views.
Your reflection should take into account your own struggles – and conclusions – with any one of the separation of church and state issues that are at the forefront of political, social and religious debate in 2013 – (Gay rights controversy)… whatever inspires you – or drives you crazy.

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Separation of Church and State
Paper instructions:
Required readings:
The Constitution of the United States
· “The Separation of Church and State: Writings on a Fundamental Freedom by America’s Founders” compiled by Forrest Church including the writings of Thomas Jefferson, Thomas Jefferson, James Madison, John Adams, George Washington and Patrick Henry – available through Amazon (including a Kindle version) and other sources
· “So Help Me God: The Founding Fathers and the First Great Battle Over Church and State” by Forrest Church –
Compose an eight page, double spaced essay in which you articulate the overarching themes of the founding fathers when it came to the separation of church and state. Your essay might very well address some if not many of the following questions:
What prompted early leaders of the United States to eschew establishing an official religion? What experiences led these leaders to be wary of intermingling state and church affairs? How were some religious groups treated differently than others? Why, for example, did Jefferson, have a need to compose a letter to the “Danbury Baptists?”
In instances when early political leaders did not agree (and they didn’t) on the role of religion in political life, how were those differences resolved (or not)?
Which writings did you, the student, find most compelling? Which theses were most persuasive?
And …. at some level, how did these readings challenge what you thought you knew – or what others think they know – about the stance and positions of these early leaders in our nation?
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Review of Integrative Approaches to Psychology and Christianity (2nd ed.). Eugene, OR: Wipf and Stock.
Paper instructions:

____________book is: Entwistle, D. N. (2010). Integrative approaches to psychology and Christianity (2nd ed.). Eugene, OR: Wipf and Stock. ISBN 9781556359446.

******************************************************************1. Summary: After listing the name of the book and author, summarize the book concisely in 500 “tight” words (no more than 2 pages). Prove that you comprehend the reading by writing a no-nonsense summary. The summary is not a commentary or listing of topics, but rather a heartfelt, condensed, insightful synopsis of the longer, more elaborate book. Cite the book in text at least once per paragraph, and include page numbers for direct quotations. ************************************
2. Concrete Responses: Be vulnerable! In at least 250 words (no more than one page), write about a personal life episode that this book triggered in your memory. Relate your story in first person, describing action and quoting exact words you remember hearing or saying. In the teaching style of Jesus, this is your own parable, case study, and confession. You will remember almost nothing you have read unless you make this critical, personal connection. When reading the book, what video memory began to play in your mind? This is your chance to tell your story and generate new ideas.*************************************************
3. Reflection: What new questions arise for you in response to what you have read? Take notes as you read. Outsmart the author by asking better questions than he did. Begin with questions like, “What troubles me about this book?” Discuss the positives and negatives about the book. Limit this section to 250 words (no more than one page). ****************************************************
4. Action: What are you going to do about it? Develop action steps based on core points of the book. This section must be a description of how main ideas will affect your counseling. What professional changes will you implement and share with others? Be precise in summarizing your action steps.
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43
Religion and Theology

M3D1: The Function of Din

To prepare for this activity, familiarize yourself with the following chronology:Before 610 CE, al-Jahiliyya (pre-Islamic period) 610 – 632, Muhammad’s Prophethood (he receives the Qur’an over a 22 – 23 year period). 632 – 661, Rashidun Caliphs (The chosen political leaders after Prophet brought to the Muslim community).
• Abu Bakr, 632-34, (1st leader after the Prophet)
• Umar, 634-44, (2nd leader after the Prophet)
• Uthman, 644-656 (3rd leader after the Prophet. In addition, a standard Qur’anic text is developed, 652, approximately 20 years after the death of the Prophet. To compare, it will take approximately 1000 years to develop the Jewish scripture and 100 years to develop the Christian scripture. One can presume that Muslims learned from Jews and Christians in this matter).
• Ali, 656-661 4thleader after the Prophet. In addition, Shi’a party of Ali, that is, the political party of Ali will formalize during this period. They believe that Ali should have been the first leader and not the fourth. They base that idea on the following:
o Ali is a relative of the prophet.
o A leader should be related to the prophet, according to Shi’a thought.)
The above line of leadership, from Abu Bakr thru Ali (including Ali) is based on what Sunnis believe.
o “ Sunni” means those who follow the prophet, but think of it as a coined term only. Shi’as believe in following the ways of the prophet, as well.
The differences between the groupings are based on interpretations between them.
________________________________________
Answer the following:What is the difference between the word Din and Religion (see reading)?
• Take into consideration the fact that no such word as “religion” exists in Islam (or Judaism).
How does Din function as an overarching idea in Islam?What is the importance of the individual and learning? Be sure to make the necessary connections to what Muhammad stated:
• “I leave you two authorities [talking to the Muslim community at the end of his life] if you follow them, you will never go astray, the Qur’an and Sunna”.

M5D1: Impressions of Islam
Module 5ONE PARAGRAPH

To prepare for this activity,
• View Dr. Beth Davis Stofka’s lecture on Islam and Muslims. It’s entitled, Everyday Diplomacy: Understanding Islam and Muslims, on the Webinar. VIEW THE FIRST 30 MINUTES ONLY.
Think about the following, as you complete this activity:
• What are your impressions of Islam and Muslims?
• Write down what first comes into your head about Muslims, then compare that to what you think about Muslims after the Webinar.

Answer the following:
• Write a one-paragraph summary of what you learned from the first thirty minutes of Dr. Stofka’s presentation and post to the discussion board
M5D2: Western Perceptions of Islam
Module 5ONE PARAGRAPH

To prepare for this activity,
• Read Chris Seiple’s, “10 terms not to use with Muslims: There’s a big difference between what we say and what they hear”

Answer the following:
• Post a response to Chris Seiple’s article in the form of a letter to the author. Your letter should be approximately 200 words long and address at least three of the ten terms mentioned in the article.
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Good Versus Evil in the The Lion, The Witch and The Wardrobe

Subject: English
This is an English Literary Essay about the children’s book, The Lion, the Witch and the Wardrobe.

This essay must follow the format, intro paragraph, body paragraph 1, body paragraph 2, paragraph 3, conclusion. each body paragraph must contain one (1) literary elements. There must be a use of three (3) literary elements throughout this essay, one per paragraph. Each body paragraph must contain a topic sentence which identifies the literary element going to be discussed linking to the theme, 2 examples from the book which includes a quotes and page number and chapter it is found on, and then an analysis and explanation of the of the of the example/quote and the story which must be connected to the topic of the essay, Good versus Evil and the thesis created. More information is given on the attached document.
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89
Christian Science

Instructions: Please write an essay style response to each of the questions below. Submit answers typed or printed in no smaller than 10 point font. Answers that are not typed or printed will not be accepted. The length of each response should be two page; double space.

Grading criteria: Essays that are rambling, disorganized, incomplete or inaccurate will receive a low grade. Essays that are accurate, concise, complete, organized and coherent will receive a higher grade. Essays should show evidence of using the assigned text, as well as thoughtfulness and original insight.

Please abide by rules of grammar and spelling, and use a standard method for citing material that is not your original work but paraphrased or quoted – this includes notes based on the text Praying for a Cure. Any standard method of citation is acceptable as long as consistently used.

Your answers should reflect your own work in thinking through the problem. The single page answers should be the result of your own analysis and synthesis of ideas from your notes and the text. Use reasons to explain and justify, where relevant.

Exam Questions. The topic of this midterm concerns medicine in multi-cultural contexts, specifically, religious frameworks that conflict with conventional Western medical practice.

The questions directly concern Christian Science as discussed in the book, Praying for a Cure.

1. Margaret Battin, ("High Risk Religion: Christian Science and the Violation of Informed Consent,") states that “the conditions for autonomous choice involve three criteria: (1) the decision must be uncoerced;
(2) it must be rationally unimpaired; and (3) it must be adequately informed.” Explain how, according to Battin, the Christian Science church violates each of these three conditions of autonomy in the way it influences the medical decision making of its members. (30 points)

2. Peggy DesAutels ("Rational Choice and Alternative World Views") argues that Christian Science does not offer an alternative medicine but rather an alternative world view to the world view of medical science. What does this mean? What is the world view of Christian Science as compared to the world view of medical science? Explain how this response may, or may not, save Christian Science from Battin’s criticism. (30 points)

3. Larry May ("Challenging Medical Authority") considers two Christian Science cases of refusing medical treatment. Briefly discuss EITHER the case of Robyn Twitchell, or the case of Colin Newmark in terms of the following question: "What professional obligation(s)[if any]are owed to patients who belong to a religious culture that instructs its members to use prayer instead of conventional medical treatment for themselves and their children?" (40 points)

Please only use material provided for work cited.

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God is omnipotent

In its simplest form the problem is this: God is omnipotent; God is wholly good; and yet evil exists. There seems to be some contradiction between these three propositions, so that if any two of them were true the third would be false.
Paper instructions:

1. Give a summary and Introduction of the argument above
Note you can formalize the argument in your summary of it…

2. Either criticize the argument offered in the passage above or defend it.

If you criticize the argument given in the above passage:
-Offer up and defend your best counterargument to the argument offered in the above passage
-Offer some positive reason(s) for thinking your counterargument is sound
-Defend your counterargument against possible objections
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