Old Testament historical event

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Search in the Old Testament historical events.

1. Identify the events mentioned in this module.

2. Create a list of the events.

3. In your list, including where in the Bible they are found.

4. Find a non-biblical source in the library where they talk about the same events.

5. Place the lists parallel in a table.

6. Write a short paragraph on your findings.

 

Be sure to review the  academic expectations  for your submission.

Submission Instructions:

· Submit your assignment by 11:59 pm ET on Sunday.

· Contribute a minimum of 1 page. It should include at least two academic sources, formatted and cited in APA.

 

 

Hebrew History

Originated in Mesopotamia and migrated to Canaan. Although the Canaanites already inhabited the land of Canaan, Abraham thought that God had promised the land to him. Scholars are not sure today how the taking of Canaan came about, but we do have the accounts from the Bible. And although the Bible is a historical book, it is not a historical document. The Hebrews wrote the Bible not to keep track of historical events, but to teach lessons and lift the spirit of the Hebrews in hard times.

According to the Bible, the Hebrews migrated to Egypt because of drought and famine in the land of Canaan sometime after 1700 B.C.E., where they were enslaved. During this time, Moses is tasked with liberating the Hebrews from Egypt. In the Hebrew tradition, the Hebrews returning to Canaan from Egypt is called the Exodus.

The Hebrews then structured their leadership with 12 tribes. Each tribe had elders known as Judges under God for around 200 years. Eventually, the Hebrews felt the threat of the Philistines, which made the Hebrews elect a king for the first time, named Saul. This first king was charismatic, but did not live up to the expectations of the Israeli people. Along came king David, who was very popular. David was also a writer and a brilliant politician. Scholars attribute the creation of this Israeli kingdom to David. David also turned Jerusalem into the kingdom’s center and brought the Ark of the Covenant to Jerusalem.  The Ark of the Covenant was an elaborately crafted, gold-covered, wooden chest containing the two tablets bearing the Ten Commandments given to Moses by God.  It also included Mana (the food provided by God to the Israelites in the desert) and Aaron’s rod (Moses’ walk stick that had miraculous powers).  The Ark of the Covenant is considered the most sacred relic to the Israelites.

When David died, his son Solomon became king of Israel and further developed the kingdom. One of his major achievements was building a Temple for God. Now Jerusalem was complete. It had a king, a city, and a temple. This was the only temple for worshiping the Hebrew God.  But, to accomplish this, Solomon had to increase taxes. Lots of construction meant that money was needed for the projects. “Old tribal patterns weakened as urban life expanded and some people gained wealth. A large measure of economic equality had distinguished tribal society. Still, disparity grew between the rich and the poor, between those who considered themselves aristocrats and the common people (Perry et al., 2007).” The growth of the city turned into a division of society.

Solomon favored treatment to Judah. When Solomon died, the north, Israel, and the south, Judah, divided the kingdom in 922 B.C.E. The Northern kingdom of Israel fell to the Assyrians in 722 B.C.E. Most of the Hebrews were deported within the Assyrian empire. These became the 10 lost tribes of Israel. In 586 B.C.E., the Chaldean’s conquered Judah, destroyed Solomon’s Temple, and sent most of the Hebrews as captives to Babylon. This is known as the Babylonian Captivity. The prophets sprang up as interpreters of all this and warned the people of Israel that their actions were causing all these tragedies. The prophets then became the messengers or interpreters of the events affecting the Hebrews.

Around 538 B.C.E., the Persians conquered Babylon, and Cyrus permitted exiles to return to Judah. Many of the exiled Jews returned to Judah, but many stayed back in Babylon because they had built their lives there. In 515 B.C.E., the ones who returned, now called Jews, dedicated the Second Temple in Jerusalem.

 

The Torah

The Bible is divided into the Old Testament and the New Testament, but is not recognized by the Jewish people as so. The Torah (as called by the Jews) or Pentateuch (as called by Christians) are the first five books of the Old Testament in the Bible. They are Genesis, Exodus, Leviticus, Numbers, and Deuteronomy, and they became the law for the Jewish people.

The Bible is not a history book, although it includes historical events. The purpose of the Bible was not the same as the purpose of the historians of today.  According to Perry et al. (2004), the Bible was “compiled by religious devotees, not research historians, …understandably contain factual errors, imprecision, discrepancies, legends, and folklore.”

Part of the merit of what the Bible does is the fact that “[i]ts heroes are not demigods, but human beings (Perry et al., 2004).” We see real people confronting the challenges of being human.

According to Perry (2004), “[t]he Hebrews most likely were not monotheists.” This is a very interesting idea. Scholars think that the Hebrews were henotheists who recognized other gods’ existence but thought that their God, Yahweh, was “the most high.” This was a God that was fully sovereign. “Nature was God’s creation, but it was not itself divine (Perry et al., 2004).” The approach of the Hebrews toward reality and truth was not necessarily scientific. God required them to worship instead of scientific curiosity.

 

 

References

Chambers, M. et al. (2003) The Western Experience. McGraw-Hill. Eighth Edition

Coffin, J.G. (2008) Western Civilizations: Their History and Their Culture. W.W. Norton and Company

Davis, J.C. (2004) The Human Story: Our History, From the Stone Age to Today. Harper Collins Publisher

Fiero, Gloria. (2016) The Humanistic Tradition: Book 1: 7th Edition; HUM 2220. McGraw Hill Education.

McNeill, William H. (1973). The Ecumene: Story of Humanity. New York, NY: Harper and Row Publishers.

Perry, M. et al. (2007) Western Civilization: Ideas, Politics, and Society. Houghton Mifflin Company, Eighth Edition

Spielvogel, J.J. (1997) Western Civilization: Volume I: To 1715. West Publishing

Central modulation of sensory information

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NewsLink: The Sensorimotor System

This assignment will help you make connections between the science of biopsychology and your daily life, and keep you apprised of the latest developments in the field. You will search BioPsychology NewsLink ( 3e.mindsmachine.com/news) for a media article related to the The Sensorimotor System chapter. You can search by keyword using the chapter’s key terms in the list below, or click on the links by chapter. You can also enter one of the keywords on Google (news tab). Once you find a layperson article you’re interested in, complete your journal entry by answering the six assignment questions.

Assignment

The journal is not a paper! Aim for one sentence per prompt. Work offline in a word processing program, but cut and paste your answers into the text box. Kindly do not attach a document.

1. What keyword did you search?

2. What is the article about?

3. How was the research conducted?

4. What results caught your eye?

5. What conclusions can you draw?

6. What is the link to your article?

Key Terms

A delta (A

) fiber

acetylcholine (ACh)

act

acupuncture

analgesia

antagonist

anterolateral system

apraxia

ataxia

basal ganglia

C fiber

central modulation of sensory information

cerebellum

cingulate cortex

decomposition of movement

dermatome

dorsal column system

electromyography (EMG)

endorphin

extrapyramidal system

final common pathway

free nerve ending

generator potential

Golgi tendon organ

Huntington’s disease

intrafusal fiber

labeled lines

Meissner’s corpuscle

Merkel’s disc

mirror neuron

motor neuron

motor plan

movement

muscle spindle

naloxone

neuromuscular junction

neuropathic pain

nociceptor

nonprimary motor cortex

nonprimary sensory cortex

Pacinian corpuscle

pain

paresis

Parkinson’s disease

phasic receptor

placebo effect

plegia

polymodal neuron

precentral gyrus

premotor cortex

primary motor cortex (M1)

primary sensory cortex

primary somatosensory cortex

proprioception

pyramidal system

receptive field

receptor cell

receptor potential

reflex

Ruffini corpuscle

sensory adaptation

sensory transduction

somatosensory system

stimulus

stretch reflex

substance P

substantia nigra

supplementary motor area (SMA)

synergist

synesthesia

thalamus

threshold

tonic receptor

transcutaneous electrical nerve stimulation (TENS)

transient receptor potential type M3 (TRPM3)

Results series of independent events

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PSY-520 Graduate Statistics

Topic 2 – Probability Project

 

Directions: Use the following information to complete the assignment.

There are many misconceptions about probability which may include the following.

· All events are equally likely.

· Later events may be affected by or compensate for earlier ones.

· When determining probability from statistical data, sample size is irrelevant.

· Results of games of skill are unaffected by the nature of the participants.

· “Lucky/Unlucky” numbers can influence random events.

· In random events involving selection, results are dependent on number rather than rations.

· If events are random, then the results of a series of independent events are equally likely.

The following statements are all incorrect. Explain the statements and the errors fully using the probability rules discussed in topic two.

1. The number 7 is a lucky number so you are more likely to win raffles with ticket number 7 than with a different number.

2. I roll two dice and add the results. The probability of getting a total of 8 is 1/12 because there are 12 different possibilities and 8 is one of them.

3. Mr. Verde has to have a major operation. Ninety-three percent of the people who have this operation make a complete recovery. There is a 93% chance that Mr. Verde will make a complete recovery if he has this operation.

4. The Ramblers play the Chargers. The Ramblers can win, loose, or draw, so the probability that they win is 1/3.

5. I have flipped an unbiased coin four times and got heads. It is more likely to get tails the next time I flip it.

6. Thirty random college students are asked if they study during the week. Since 60% said yes, a statement can be made that 40% of students only study on the weekend.

7. I have two coins. If I flip them together, the probability of getting a heads and a tails is 1/3. This is because you can only get two heads, two tails, or one head and one tail.

Problem faced in reaching goals

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Who is the person that most inspires me to earn your NCU degree?

The person who has inspired me the most is to never give up is Mr. Stinson. He was the principal of a middle school where My grandchildren attend and a place in which I worked as a sub-teacher.

Mr. Stinson was the first person to arrive at school and the last to leave. Making sure all bases were covered. Teacher had what they need to teach the next day, student was covered with what the needs of the day at hand brought their way in the classrooms.

He even made sure the ladies in the cafeteria needs were met to meet the needs of who he called his babies. He wanted to make sure that all children were not trying to attend the classroom expecting them to do their class work with a gurgling stomach. He wanted to make sure they were ready to start their day on a positive a note. Focused on their work not their stomach

He would fight for them every level, even on the district level. A school that the whole county considers at the bottom of the list, as far as achievement was concern. Not to mention that the. That broke out in the school every day. He could have given up on these poor children, but he went beyond the call of duty. Never gave up on those children. And those children loved him. because he should them, he cared for their well-being, and he showed them he had respect for them.

In Mr. Stinson I saw if I stay motivated, and show respect, and love you toward others who I wish to help and to serve. I can reach my goal of helping those who are facing problem reaching their goals in life. I believe that with the right training a will be able to help someone who have consider taking their own life, or the life of someone else.

Psychological factors impacting performance

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Assignment Guidelines

A book called Keep Your Eyes off the Ball came out a few years ago. It completely changed the way I watched football, highlighting what to pay attention to besides the ball. The purpose of these observations is to help you develop skills to pay attention to the psychological factors that are occurring and their impact on performance.

Sporting/Performance Observation #1

Attend one separate sporting or performance event (Note: Your children’s events cannot be used.)
These events can include youth, recreational, or professional sports events, as well as recitals or musical performances, basically, anything where a level of performance can be observed
References

Read this week’s reading assignment from the textbook — Chapter 9: Psychological Characteristics of Peak Performance
Williams, J. M., & Krane, V. (Eds.). (2021). Applied sports psychology: Personal growth to peak performance (8th ed.). McGraw-Hill Education.

View the video “David Takes on a World Champion”
https://www.pbs.org/video/brain-david-eagleman-episode-3-clip-2/

Parameters

Write a 250- to 350-word reflection paper providing a summary of the details of the event (e.g., where, when, who, what, etc.)
What did you observe related to peak performance?
What got in the way of some individuals performing well?
Integrate concepts from the textbook and the video
Follow APA guidelines
See the assignment rubric below for more details

Lack of Research on Cultural Diversity

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Lack of Research on Cultural Diversity:

Lack of enough information on cultural diversity due to lack of adequate social and academic researches on cultural diversity which is having an adverse impact on sport psychology regarding it progress and growth in American Society is my new learning point from the text book.

The world is a colorful canvas of people from all walks of life and backgrounds. In every corner of the globe, there exist people from different religions, racial identifications, ethnic identities who speak different languages, and celebrate different holidays. Culture brings people together equally in many ways. Cultural diversity is very popular in western countries such as the USA, Canada, Australia, and New Zealand. New immigrants move into these countries every day and become part of the community. A diverse community or environment welcomes diversity and logically when you are more open to more candidates regardless of their diversity. As it was proposed by Urry that, “Cultural diversity is an important challenge that is frequently encountered by sport and exercise psychology professionals. Increased globalization has fostered a wider exchange of people, objects, images, ideas, value systems, and information, which has thus changed the contemporary sporting landscape, signifying one of the most exciting and challenging movements in the globalized cultural field today.” (Urry,2000).

Every person is unique and the more someone is different than you, it is more likely their skills and knowledge will be different from you. Diversity widens viewpoints and takes different ideas and perspectives into account. This can translate into creating richer solutions, obtaining better results, and maximizing productivity, innovation, and creativity. However, lack of or not having enough research on Cultural Diversity in sports psychology means missing such important developmental resources. “AASP program content extends beyond the research to professional issues, but our finding suggests a continuing gap in applied sports psychology with little attention to the wider range of participants or multicultural issues.” (Kamphoff, 2010). According to Drs Robert Schinke and Zella Moore, “while other domains of professional psychology have long embraced the integration of cultural aspects, the field of sport psychology has been slow to join the dialogue or to learn from these relevant sources. Therefore, this special issue of the Journal of Clinical Sport Psychology was conceptualized and constructed with the intention of opening these lines of discussion to help ensure that sport psychologists are gaining a comprehensive understanding of the athletes with whom they work, demonstrating respect for and integration of cultural constructs in the treatment room, and maintaining personal and professional self-awareness.” (Schinke, R. & Moore, Z.E., 2011).

Another effect of lack of research on Cultural Diversity on sport psychology is lack of inclusive culture in the organization. Once you have a diverse organization with an inclusive culture, your organization’s culture will change without you even knowing it.

References:

Ryba, T.V., Stambulova, N.B., Si, G., & Schinke, R.J. (2013). ISSP position stand: Culturally competent research and practice in sport and exercise psychology. International Journal of Sport and Exercise Psychology, 11, 123-142.

Schinke, R. & Moore, Z.E. (2011). Culturally informed sport psychology: Introduction to the special issue. Journal of Clinical Sport Psychology, 5, 283-294.

Williams, J. M., & Krane, V. (2021). Applied Sport Psychology: Personal Growth To Peak Performance. McGraw-Hill Education.

The major psychological perspectives

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create a comparative analysis, comparing the major psychological perspectives we have covered in this class to the Medicine Wheel Teachings. You must come up with a minimum of four comparisons from at least three different psychological perspectives. For each comparison, you must describe in full how the concept, idea, or topic is understood through the lens of both the psychological perspective chosen and the Medicine Wheel, and how they are similar to each other in this regard. (3 marks per comparison)

Psychological perspectives include Psychodynamic, Behaviourist, Bronfenbrenner’s Ecological Model, Humanistic, Cognitive, Evolutionary.

Ethics in Cross-Cultural Research

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Discussion: Ethics in Cross-Cultural Research

While many psychologists may be familiar with ethical considerations in their own culture, such as the use of Institutional Review Boards (IRBs) to review research, or the existence of professional documents such as American Psychological Association’s (APA) code of ethics, when conducting research outside of their majority home culture, they may be at a loss. For instance, the psychologist may not be aware of different rules and regulations for research in different nations, or about various spoken and unspoken cultural beliefs about morals and ethics and the role and purpose of research, such as differing understandings and beliefs about what merits co-authorship or what constitutes privacy and confidentiality. Familiarizing yourself with such ethical considerations will be important for you to understand in your future professional practice.

For this Discussion, you will examine ethical issues related to cross-cultural research and the necessary course of action.

To Prepare:
  • Consider the following:Professor Plum wants to investigate cross-cultural differences in attitudes towards different foods. He is very interested in nation “X”. However, he has never been there nor does he know the language or culture or the political situation. He also does not know if there are any psychologists living in that nation. Understanding attitudes about foods in this nation may help with people with eating disorders in Professor Plum’s country and eventually may help people with eating disorders in many nations.
  • As you consider Professor Plum’s research, think about the impact of his plans on human subject protection. Also, consider the ethical implications of the aims of his research purposes and his ability to gain information that will accurately represent those from whom he collects data.

Before Professor Plum begins his research, post and explain some of the potential ethical issues he will need to consider (i.e., impact on human subject protection) and why this is an important consideration.  Further explain two ethical issues and suggest what courses of action might be appropriate.

 

 

Learning Resources

Required Readings

Haffejee, S., & Theron, L. (2018). Contextual risks and resilience enablers in South Africa: The case of Precious. In G. Rich & S. Sirikantraporn (Eds.), Human strengths and resilience: Developmental, cross-cultural, and international perspectives (pp. 87–104).Lanham, MD: Lexington Books.
Credit Line: Human Strengths and Resilience: Developmental, Cross-Cultural, and International Perspectives, by Rich, G.; Sirikantraporn, S. Copyright 2018 by Lexington Books. Reprinted by permission of Lexington Books via the Copyright Clearance Center. 

Ice, G.H., Dufour, D. L., & Stevens, N. J. (2015). Disasters in field research: Preparing for and coping with unexpected events. New York, NY: Rowman & Littlefield.
Credit Line: Disasters in Field Research: Preparing for and Coping with Unexpected Events, by Ice, G. H.; Dufour, D. L.; Stevens, N. J. Copyright 2015 by Rowman & Littlefield Publishers. Reprinted by permission of Rowman & Littlefield Publishers via the Copyright Clearance Center.

Chapter 2: “Oh, the Permissions, Permits, and  Approvals you will Need: Research Permissions” (pp. 9–29)

Chapter 3: “And You May Ask Yourself- Well …  How Did I Get Here?”: Fieldwork Logistics” (pp. 31–54)

Chapter 5: “Where Have They All Gone?:  Participant Recruitment and Retention” (pp. 85–97)

Rich, G., Sirikantraporn, S., & Jean-Charles, W. (2018). The concept of posttraumatic growth in an adult sample from Port-Au-Prince, Haiti: A mixed methods study. In G. Rich & S. Sirikantraporn (Eds.), Human strengths and resilience: Developmental, cross-cultural, and international perspectives (pp. 21–38).Lanham, MD: Lexington Books. (Previously read in Week 9)
Credit Line: Human Strengths and Resilience: Developmental, Cross-Cultural, and International Perspectives, by Rich, G.; Sirikantraporn, S. Copyright 2018 by Lexington Books. Reprinted by permission of Lexington Books via the Copyright Clearance Center.

Sirikantraporn, S., Rich, G., & Jafari, N. (2018). The concept of posttraumatic growth in a Cambodian sample: A grounded theory study. In G. Rich & S. Sirikantraporn (Eds.), Human strengths and resilience: Developmental, cross-cultural, and international perspectives (pp. 39–58).Lanham, MD: Lexington Books.
Credit Line: Human Strengths and Resilience: Developmental, Cross-Cultural, and International Perspectives, by Rich, G.; Sirikantraporn, S. Copyright 2018 by Lexington Books. Reprinted by permission of Lexington Books via the Copyright Clearance Center.

Required Media

Laureate Education (Producer). (2018). A critical analysis of cross-cultural research [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

Dr. Grant Rich demonstrates how a research article is critically analyzed from a cross-cultural research perspective and how it informs research.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Factors influencing client behavior

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How do early personal experiences influence the positive or negative ethnic identity of persons of color? Can you think of a best example?  Provide a scholarly reference to support your response.

This discussion question meets the following NASAC Standards:

18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.

19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.

119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.

REPLY TO DISCUSSIONRB

Death and Dying Psychology

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Death and Dying Psychology

  20 15 10 5
Describe an alternative to burial or cremation Writing shows high degree of attention to logic and reasoning of points well developed thoughts. The writing clearly leads the reader to the conclusion and stirs thought regarding the topic. Content indicates synthesis of ideas, in-depth analysis of original thought and support for the topic. Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. The writing sufficiently expresses coherent ideas from original thinking supported by firm evidence. Main points well developed with quality supporting details and reflects. Writing is coherent and logically organized, but some points are misplaced or stray from the topic. Some transitions are used inconsistently. Main ideas reflecting some critical thinking is presented without detail or development. Writing lacks logical organization. It shows some coherence but ideas lack unity. Many or serious errors are present. Main ideas reflect little critical thinking is presented without detail, development, or ideas are vaguely presented.
Describe the culture or country where this process is practiced Writing shows high degree of attention to logic and reasoning of points well developed thoughts. The writing clearly leads the reader to the conclusion and stirs thought regarding the topic. Content indicates synthesis of ideas, in-depth analysis of original thought and support for the topic. Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. The writing sufficiently expresses coherent ideas from original thinking supported by firm evidence. Main points well developed with quality supporting details and reflects. Writing is coherent and logically organized, but some points are misplaced or stray from the topic. Some transitions are used inconsistently. Main ideas reflecting some critical thinking is presented without detail or development. Writing lacks logical organization. It shows some coherence but ideas lack unity. Many or serious errors are present. Main ideas reflect little critical thinking is presented without detail, development, or ideas are vaguely presented.
Explain the purpose of the practice Writing shows high degree of attention to logic and reasoning of points well developed thoughts. The writing clearly leads the reader to the conclusion and stirs thought regarding the topic. Content indicates synthesis of ideas, in-depth analysis of original thought and support for the topic. Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. The writing sufficiently expresses coherent ideas from original thinking supported by firm evidence. Main points well developed with quality supporting details and reflects. Writing is coherent and logically organized, but some points are misplaced or stray from the topic. Some transitions are used inconsistently. Main ideas reflecting some critical thinking is presented without detail or development. Writing lacks logical organization. It shows some coherence but ideas lack unity. Many or serious errors are present. Main ideas reflect little critical thinking is presented without detail, development, or ideas are vaguely presented.
Includes 2 scholarly references Includes 2 scholarly references Includes 2 rereferences but they are not scholarly, peer reviewed journals Includes 1 reference Lacks adequate references
Usage of correct grammar, usage, and mechanics in APA format. Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. Meets most criteria of APA formatting requirements. Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. Meets some of APA formatting requirements. Essay has several spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. Meets few of APA formatting requirements. Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. Fails to follow APA formatting requirements.