The purpose of the Interpretation Project is to provide you with an opportunity to practice and hone your skills of biblical interpretation. The focus of this project is the New Testament letters. After carefully reviewing chapter 2 in The Essence of the New Testamentand chapters 17–33 in Everyday Bible Study, you will have a background to apply three steps of inductive Bible study to James 1:22–25. The project must consist of 820–1,020 words typed in Times New Roman 12 pt. font and double spaced. Begin the project with a brief, yet compelling introduction (100–120 words) that contains a precise thesis statement. Develop the project under the three major sub-headings per below (i.e. Step 1, Step 2, and Step 3). End the project with a strong conclusion (120–150 words) that effectively wraps up your interpretation and application of the biblical text under consideration. Your finished project will result in an effective Bible lesson or sermon.

In addition to a study Bible (e.g., NIV Study Bible, HCSB Study Bible, ESV Study Bible) and the course text books, consult and cite at least three exegetical commentaries on James. You will find excellent sources through the online BIBL 110 – New Testament Survey Research Guide. Cite each of your sources using current APA, MLA, or Turabian style (whichever corresponds to your degree program). You may cite your sources parenthetically within the body of your project. List your sources at the end of the document as either Works Cited or Bibliography (whichever corresponds to your degree major style guide).

The Interpretation Project must adequately address each of the following steps of inductive Bible study:

Step 1: Discover the original meaning. During the first step of inductive Bible study, you will use your observation skills to read the text carefully in order to discover what the text meant to the biblical audience. During this step, you will need to read about the cultural and historical background of the passage. For your purposes here, a good study Bible along with a Bible dictionary and exegetical commentary will give adequate background information on the text under consideration (James 1:22–25).

During Step 1, you will also identify the literary context of James 1:22–25. You will need to read James in its entirety at least once in one sitting as you commense this project. It is preferable to read the letter in one sitting because that is how the New Testament letters were intended to be read in their original life-situations. As you read through the letter, try to ignore the chapter and verse divisions and read it as a literary unit. Think in terms of topical paragraphs (instead of verse divisions) as you read the letter. In order to understand the immediate literary context of James 1:22–25, you will need to summarize the main point of the paragraph that precedes it (James 1:19–21), the paragraph that contains your text (James 1:22–25), and the paragraph that comes right after your passage (James 1:26–27). After this exercise, you will be able to state what your text meant to the first-century audience. Step 1 must consist of 250–300 words.

Step 2: Build a Bridge between Contexts. We are separated from the biblical audiences (whether Old Testament or New Testament) in time, culture, geography, language, situation, etc. These differences create a gap that prohibits us from making a direct move from the original context to the present-day. For instance, Jesus’ warning to beware the leaven of the Pharisees does not have a direct correlation to our present context. However, because Scripture is timeless it conveys a theological principle that transcends time and culture. While we do not confront Pharisees today, we confront legalism in various forms. Consequently, it is necessary to discover the significant differences between the present situation and that of the biblical audience. We need to delineate those differences and look for unique aspects of the biblical context. As you note the differences and unique aspects of the biblical audience, consider possible connections or similarities as well. You will write, in 175–225 words, a description of the uniques aspects of the original context and differences between the biblical audience and the current situation. You will also note similarities between the original context and today. This will help you discover the theological principle within the biblical text.

Therefore, in light of how your situation is different from that of the biblical audience, identify the theological principle or principles reflected in the text. The theological principle will rise naturally out of the biblical text. It will be part of the meaning of the text and not something you read back into the text. The theological prinicple will be timeless and universial, transcending time and culture. In order to decide whether you have truly discovered a theological principle, ask yourself the following questions:

1. Is this theological principle clearly derived from the biblical text?
2. Is the principle timeless rather than tied to a specific situation?
3. Is the principle bound to a specific culture?
4. Is it consistent with the theological teaching of Scripture?
5. Is it applicable to both the biblical audience and the contemporary audience?

If you can answer “yes” to these 5 questions, then you have found a theological principle. Write out the theological principle or principles in 1–2 sentences using present-tense verbs. The theological principle will come at the end of Step 2.

Step 3: Apply the Theological Principle. Now, it is time to apply the theological principle that has been derived from the biblical text to your present life-situation. While there may be only one theological principle in a biblical passage, several applications may be appropriate. Ask yourself how you should apply the theological principle or principles in your life today. For example, in relation to Jesus’ warning alluded to above the theological principle would be that followers of Christ must be able to discern between truth and error. This principle is derived from the biblical text, is consistent with the teaching of Scripture as a whole, and is applicable to both the first and the twnenty-first century. Once you have drawn the theological principle or principles from James 1:22–25, in 175–225 words, write out at least 2 real-life applications of each principle.

It may be helpful to follow the methodology laid out in chapter 30 of Everyday Bible Study. As you think about applying the theological principle to your life-situation, answer the questions below in order to discern how you can live out the theological principle or principles that you have drawn from James 1:22–25.

1. The Question of Duty: What Should I Do?
2. The Question of Character: Who Should I Be?
3. The Question of Goals: What Causes Should I Pursue?
4. The Question of Discernment: How Can I Distinguish Truth from Error?

Select 1 question and answer for each of the 2 real-life applications. You do not have to include your answers to all 4 questions in this assignment.

INTRODUCTION

In our society, criminals are seen as the enemy and fundamentally different from good people. Police are often seen as crime fighters in the army that fights the enemy. Good people accept and understand that police are in a war and
must be allowed deference in their decision making. Police perception
of their role as crime fighters will lead to certain decisions in their
use of force, definition of duty, use of deception and coercion, and
other decisions.

Police are also seen as public servants,
who serve all people, including criminals. In this context, criminals
are not a distinct group in that they shop, pay taxes, have kids and
parents, and often are one’s next-door neighbors.

Police
have limited ability to affect crime rates one way or the other since
crime is a complex social phenomenon. The public favors a police
approach that protects due process and equal protection over the use of
force.

INSTRUCTIONS

In
your main post, consider the historical development of police roles and
the different ethics systems in a criminal justice community context,
and respond to the following:

• Differentiate ethical viewpoints and models of police as crime fighters and public servants.
• Explain,
  as a criminal justice professional, how these opposing viewpoints may
  affect your perception of yourself and the public.
• Examine
  the effect self-perception has on a criminal justice professional’s
  ethical behavior in carrying out his or her assigned duties.

Correct claims processing is vital to the financial security of a healthcare facility. Errors in processing claims can lead to denial, underpayment, or overpayment of services rendered. All of these can have an immediate or future negative impact on healthcare providers and suppliers. We can see this happening in the example of Mosaic Internal Medicine in this week’s Introduction. There are many rules and regulations that make claims processing complex and susceptible to error.

In this Assignment, you examine a case study involving claims processing for services covered by Medicare. You will propose a plan of action that outlines how claims processing can be improved between Medicare contractors and healthcare organizations to avoid future claim errors.

To prepare for this Assignment:

• Read the document, “Case 3: Claims Processing,” found in this week’s Learning Resources.
• Consider how data shown on healthcare claims are used when issuing payment for services rendered.
• Imagine you are in the role of executive for Wisconsin Physician Service (WPS) Insurance Corporation.

The Assignment (2- to 3-page paper):

After reading the case study thoroughly from the perspective of the executive, respond to the following:

• Propose a plan of action to the Board of Directors outlining a response to the Office of the Inspector General (OIG).
• Recommend at least one suggestion for how the process between WPS and CMS (Centers for Medicare and Medicaid Services) could be improved.

Provide specific examples in your paper. Support your post with the Learning Resources and at least one outside scholarly source.

The primary purpose of the Concept Paper is to obtain instructor feedback to ensure that you are on track with the completion of your feasibility study. The complete instructions for the feasibility study can be found in Week Six of the online course.

The Concept Paper is a draft version of your Final Paper with the initial list of relevant scholarly sources. In this draft, be certain to include and (at least) briefly address the content of the headings listed in the Final Paper instructions for Week Six.

You must include a preliminary Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis for your chosen project. For further assistance, please view the Feasibility Study Template video and view the online article “Community Assessment,” both of which include specific information on elements of the SWOT analysis required for your final paper.

Remember, your concept paper is a draft, NOT the final product. Submit your Concept Paper with the required headings to your instructor by the end of this week. Be sure to review the article, “Assessing the Feasibility, Performance of Geriatric Clinics,” for further information as you complete your assignment. Be certain to include your list of references with your draft.

Writing the Feasibility Study Concept PaperThe Paper:

• Must be a minimum of three double-spaced pages in length, excluding title and reference pages, and formatted according to APA style.
• Must include a title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted

• Must begin with an introductory paragraph that has a succinct thesis statement.
• Must address the topic of the paper with critical thought.
• Must include the listed headings in the Week Six feasibility study instructions with the content required under each.
• Must end with a conclusion that reaffirms your thesis.
• Must list at least six scholarly sources that were published within the last five years, including a minimum of three peer-reviewed sources from the University Library.
• Must document all sources in APA style.
• Must include a separate reference page that is formatted according to APA style.

PROMPT:

YouTube.com and other sources on the Internet have videos depicting sexual harassment for training — to define, illustrate and explain it. Not all of these are good ones. For this Forum:

1. Browse YouTube (or other Internet source) and select a video that you believe is a good vehicle to use in workplace training about sexual harassment. Include its title and the URL link in your main post. (Please use the link icon in the menu to paste in the URL so that it can be easily clicked from your post to access your video choice.)

Then, in a minimum of 275 words:

2. Briefly summarize the video presentation.

3. Explain: (1) why you consider this a good, effective video for training; and (2) how you would use it as part of a workplace training presentation. Considerations you should include (but are not limited to): (a) clear definition and explanation of sexual harassment are provided; (b) illustration is instructive and effective for a training discussion because…..; and (c) how type(s) of harassment are clearly illustrated (quid pro quo, hostile environment, both?). Will use of this video assist the employer in meeting its responsibility as described in the Faragher case (see below)?

You must use other sources in addition to the video to support your discussion. As a part of your research, for an understanding of sexual harassment elements and considerations, see www.eeoc.gov and cases reported there. Additional source to review and research for this Forum: Faragher v. Boca Raton, 524 U.S. 775 (1998), U.S. Supreme Court Case. This was the seminal case in which the Court found an employer’s communication of a sexual harassment policy to employees to be inadequate. This case established the need for an employer having a policy and training, from which the law has developed since.