Category: Assignments

 
Instructions Reply 
Respond to a colleague and explain how the regulatory environment and the regulations selected by your colleague differ from your state/region

 
Construct a 1,000-1,250-word response that addresses the following:

1. Read the “Franklin Equipment, Ltd.” case study 11.3 in chapter 11 of the textbook. Respond to Questions 1 through 4 of the case.
2. Discuss strategies for conflict resolution for stakeholders that you believe would be applicable for this case.
3. Finally, discuss how the key challenges raised on the case could be framed within a Christian perspective. In other words, how could the key challenges in the case be addressed using Christian principles? (CWV/IFLW)

Be sure to cite three to five relevant scholarly sources in support of your content. Use only sources found at the GCU Library or those provided in Topic Materials.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Read my classmate post. Think and write your thoughts and feelings about his post. (1 page)
                                                          Classmate’s Post
Our textbooks disagree. In The Teaching Ministry of the Church, Lawson discusses the possibility of using curriculum resources produced outside the group using them. She asks, “Is it appropriate, then, to use nondenominational materials as long as their statement of doctrine is acceptable?” and answers, “That is certainly a possibility as long as the leaders and teachers using the resources understand that any particular doctrinal issue may need to be interpreted” (2008, p. 322). On the other hand, in Christian Education Handbook, Stubblefield quotes Brown: “Any material that offers an unacceptable message must be discarded, no matter how teachable or attractive it is. Generally, it is more important for material to pass the message test and be teachable that it is to be attractive” (1996, p. 222). Which is right?
No doubt, every member of this class would have an opinion based on their religious educational background and upbringing. We may have had workbooks in our own Bible classes that appealed to us because of the color scheme or layout styles, instead of repetitive columns of boring black and white with scary blanks to fill it. We may have favored handouts that included cultural references from our ethnicity or that acknowledged our group’s entertainment and music preferences. We may simply like the more familiar tone in one kind of material as opposed to another, more formal presentation. Having such a preference is fair; deciding what kind of Bible class material to use based mainly on those preferences is wrong.

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           Without a doubt, Stubblefield and Brown are right. The material you choose matters; it should consist of the message God wants taught. Material that is written by a denominational group will promote the teachings of that denomination; that is expected. What if that message is not what the Bible teaches? Even though we might acknowledge the group’s good intentions in producing the material, dare we move beyond the message God intends?
Should we use nondenominational material that provides choices for matters that God regulated in His Word? No, we should not. When God speaks on a matter (as in partaking the Lord’s Supper every Sunday Acts 20:7), we do not have the option to consider “options.” Material that discusses such options and leads the student to accept the written Word is good as it invites the student to reason together (Is. 1:18). Material that discusses options that come from the mind of man as though they are on an equal footing with the commandments of God are erroneous and should not be used.NEED IN 10 HOURS Or LESS Assignment
Brown was right about continuity of Bible class curriculum, too. It should teach “all the counsel of God” (Acts 20:27). I have heard kids complain sometimes because when they promoted to a new class, Miss A. Teacher started all over again at Genesis and they had just spent several weeks on the creation account. Congregations who let teachers choose what lessons to teach run a very real risk of classes repeating the “easy” stories ad infinitum and never getting to the meat of the Word. Someone in leadership needs to have the big picture, to know what each class is studying, and to ensure that every student has sufficient teaching of the whole Bible.
Yes, that is a big task. It isn’t easier when the congregation is small, although that would be a natural conclusion. When the congregation is large, a cadre of leaders assists in this process. When the congregation is small, this job often falls to a single person. Stubblefield recommends that these leaders train others; in effect, this person becomes a “Moses,” holding on to the big picture role and putting others in place to fulfill the various roles needed in the small congregation.
References
Lawson, M. (2008).  Selecting and Evaluating Curriculum. In W. R. Yount (Eds.), The teaching ministry of the church (pp. 320-333). B & H.
Stubblefield, J. (1999). Christian Education and the small church. In B. Powers (Ed.), Christian Education Handbook (pp. 215-224). B & H.

Provide your final draft here for your second short fiction essay. It should be in MLA format and should contain at least 1,000 words. It should be edited thoroughly and should conform to the assignment parameters that I have laid out in previous assignments. Look at the essay example I provided in the previous module and be sure that your final draft looks just like it, same font and size (Times New Roman, 12), skipped lines, Works Cited page, header, heading, etc. Be sure that you use or convert to .doc or .docx saved file format so that I can download it into Canvas Speed Grader.  I will be giving detailed feedback with comments on the essay itself and a final comment at the end that will address overall content, grammar, and MLA format in that order. I added a guide to reading your feedback. Use it to make sure you have checked all of your feedback.

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Be sure to edit carefully for careless errors, grammar errors (especially major errors, like run-on sentences, fragments, subject verb agreement, pronoun confusion etc.), clarity, etc. Be sure that you have a narrowed topic and controlling idea in your thesis and that it is provided at the end of your introductory paragraph and that your thesis is mentioned throughout your entire essay and that it is referenced after all of your quotes so that you have coherence. Read over your essay carefully one final time before you upload it in addition to your careful editing and proofreading to be sure to catch all of those little mistakes that sneak through. I always end up finding one or two careless errors or a few places where I can add some extra information for the sake of clarity when I do this even though I edit and proofread carefully while writing and afterwards.

Job Description below
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• Build, debug, and deploy world-class applications and SDKs for the Mobile platform
• Work as a team player to collaborate with cross-functional teams to define, design and ship new features
• Utilize native and 3rd party libraries to enable advanced application features
• Work on bug fixing and improving application performance
• Unit-test code for robustness and reliability.Senior Mobile React Native DeveloperJOB DESCRIPTION Question

Qualifications:

• Experience with React Native is a MUST
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• Extensive understanding in both iOS and Android
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• Have published at least one iOS app to the App Store
• Experience working with third-party libraries, frameworks and APIs
• Strong communication skills and ability to work in a fast-paced small team environment
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