everything needed is in the document make sure you have no spelling mistakes , no grammatical errors and the format is right , format MLA or CHIcago should include page number / time period / year /

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everything needed is in the document make sure you have no spelling mistakes , no grammatical errors and the format is right , format MLA or CHIcago  should include page number / time period / year / a sample with mistakes have been made and added to have an idea with the marked rubric so you can refer to that for this . topic is colonization , decolonization and post colonization in terms of how women , how they were treated , threats , adapting , survival etc

only two or two and half  pages excluding the reference page .

everything needed is in the document make sure you have no spelling mistakes , no grammatical errors and the format is right , format MLA or CHIcago should include page number / time period / year /
Course Catalogue Description: It will address, through contemporary interpretive models, topics of current and ongoing interest in relation to the understanding and role of women in the world’s religious traditions. In this course, we will learn about women in communities, groups, and/or social movements. In particular, we will look at how groups of women seek to change their own lives and societies by embracing or challenging religion. Topics to be covered: various women’s movements as understood in the context of conservative traditions, colonialism/postcolonialism, and social justice. Topics include, but are not limited to: women in conservative traditions such as Roman Catholicism, Theravada Buddhism, and Salafism; postcolonial and diasporic traditions including Candomblé, Hinduism, and trans-African Christianity; and social justice movements as related to Indigenous spiritualities and 2SLGBTQIA+ communities. Aims of the course: to enable students to critically engage in ideas about constructions of gender and gendered religious practices. Referencing Preferences: All written work must be cited in MLA or Chicago formatting. Please see the following web pages for guidelines: Chicago: https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html MLA: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html COURSE REQUIREMENTS: All assignments will be graded for content, structure, style, grammar and punctuation. It is your responsibility to retain a copy of all assignments. Reading Responses are brief written responses to our readings and/or class discussions. Each submission should be 2-3 pages in length, double-spaced, 12 font, in Times New Roman and should be cited using MLA or Chicago formatting (see links provided above).Each Reading Response should address content that correlates with the schedule below. This means that your first Reading Response must address content related to readings and course lectures between September 7-22. You may use our discussion prompts as a basis for your Reading Responses or explore other facets of our content that interest you. You may link more than one reading/lecture together in your response or address only one. You may link our readings/discussions to your lived experiences or respond strictly to the text. The important thing here is that you show engagement with our materials and critically think about that content. Your grade for each Reading Response will be based on the following: Was your response to the reading substantive? That is, did you show evidence of working with our content material and think about it in a meaningful or new way? (8 pts) Did you meet the length requirement? (1 pt) Was your response relatively free of grammatical and spelling mistakes? (2 pts) Did you address materials that correlate with our schedule below? (1.5 pts) Feel free to email me with questions (or ask them in class) if you are unsure of how to proceed with your Reading Responses. 2
everything needed is in the document make sure you have no spelling mistakes , no grammatical errors and the format is right , format MLA or CHIcago should include page number / time period / year /
Course Catalogue Description: It will address, through contemporary interpretive models, topics of current and ongoing interest in relation to the understanding and role of women in the world’s religious traditions. In this course, we will learn about women in communities, groups, and/or social movements. In particular, we will look at how groups of women seek to change their own lives and societies by embracing or challenging religion. Topics to be covered: various women’s movements as understood in the context of conservative traditions, colonialism/postcolonialism, and social justice. Topics include, but are not limited to: women in conservative traditions such as Roman Catholicism, Theravada Buddhism, and Salafism; postcolonial and diasporic traditions including Candomblé, Hinduism, and trans-African Christianity; and social justice movements as related to Indigenous spiritualities and 2SLGBTQIA+ communities. Aims of the course: to enable students to critically engage in ideas about constructions of gender and gendered religious practices. Referencing Preferences: All written work must be cited in MLA or Chicago formatting. Please see the following web pages for guidelines: Chicago: https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html MLA: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html COURSE REQUIREMENTS: All assignments will be graded for content, structure, style, grammar and punctuation. It is your responsibility to retain a copy of all assignments. Reading Responses are brief written responses to our readings and/or class discussions. Each submission should be 2-3 pages in length, double-spaced, 12 font, in Times New Roman and should be cited using MLA or Chicago formatting (see links provided above).Each Reading Response should address content that correlates with the schedule below. This means that your first Reading Response must address content related to readings and course lectures between September 7-22. You may use our discussion prompts as a basis for your Reading Responses or explore other facets of our content that interest you. You may link more than one reading/lecture together in your response or address only one. You may link our readings/discussions to your lived experiences or respond strictly to the text. The important thing here is that you show engagement with our materials and critically think about that content. Your grade for each Reading Response will be based on the following: Was your response to the reading substantive? That is, did you show evidence of working with our content material and think about it in a meaningful or new way? (8 pts) Did you meet the length requirement? (1 pt) Was your response relatively free of grammatical and spelling mistakes? (2 pts) Did you address materials that correlate with our schedule below? (1.5 pts) Feel free to email me with questions (or ask them in class) if you are unsure of how to proceed with your Reading Responses. Submission Feedback for a1 attached in the attchments Overall Feedback I think this is a great start, and I liked how you incorporated other sources to perhaps elucidate our assigned materials.  I did find that more context was needed though.  That’s because I was sometimes confused by the examples you used to show the equality of men and women in religion.  So more information was needed so that I could better understand your points.  I also think a mass edit was needed for clarity.  Attention was needed for citations (specific page numbers were needed) and paragraph structure.  But overall, this is a solid first written response.   3
everything needed is in the document make sure you have no spelling mistakes , no grammatical errors and the format is right , format MLA or CHIcago should include page number / time period / year /
Maira Asim(asim) RLGN2680 Roles of Women in Religions Movements Religion has existed since the creation of man, requiring both men and women to participate to gain higher power. Different traditional movements led to various religions, allowing men and women to carry out various activities. Despite contributions from both men and women, men have been considered superior to women, giving them more authoritarian roles than women. Despite women being considered inferior, they were essential in carrying out various roles in the development of the movements. This article will focus on how women changed their lives and society by embracing the challenging religion. (Tomalin, 2006) In most traditional religious movements, men and women were not considered equal as women were required to carry out little tasks. Furthermore, few statements existed on activities that were to be carried out by women, which did not facilitate equality. Buddhism religion considered both men and women to be equal. Furthermore, religious leaders such as Visuddhi Magga, a monk, facilitated equality by describing the death of both men and women as a set of bones traveling upon the road. This reduced discrimination between men and women, thus allowing women to be awarded various roles in religious facilities. Based on Hinduism religion, both men and women are equal, as the scripture points out that the difference between men and women is the flesh. Since the soul has no gender, the difference is just the flesh, and both men and women have to be treated equally. Furthermore, the Vendas from Hindu holds women in high esteem, which addresses them as dharma Patni where they deserve much respect as they are considered mothers, and disrespecting a person’s mother is 2 considered disrespectable. This influenced the development of women in the Hinduism religion, and there is a need for respect for women. This allowed women to be entitled to prominent roles in the Hinduism religion. (Sophia, 2021) The Christianity religion allowed men and women to be considered equal as from the book of creation, and God said, “let us make mankind in our image, in our likeness, so that they may rule…” this allowed equality to be facilitated between men and women as they have to follow God by behaving modestly to show the non-believers that there is faith. Furthermore, women were allowed to share similar rights to respect one another and follow the deeds of God. Equality allowed both men and women to respect one another, and play similar Christianity roles, thus allowing them to engage positively with the community. Christianity has allowed women to gain a better living status as they were not traditionally allowed to participate in religious activities. Though women were required to participate in traditional activities, they were required to submit theirs believes to God as they were peaceful. Traditionally, women were just required to teach the faith to their children and other women who did not believe in Christianity, thus encouraging them to attend religious events. Christianity allowed women to progress positively as they participated as church leaders. (Melnyk, 2013) Inconclusively, traditional movements and religious groups have helped contribute to women’s societal recognition. Traditionally, women were never provided similar value compared to men as they were compared to be inferior, and they would not handle specific roles they were entitled to. This made them less considered by the society and they were to stay quiet when participating in particular events. With the development of the religious movements, women gained new status, allowing them to be recognized and respected due to their religious activities. 3 4 Reference Melnyk, Julie. “Emma Jane Worboise and” The Christian World Magazine”: Christian Publishing and Women’s Empowerment.” Victorian Periodicals Review 29.2 (2013) Sophia, Arambam. “Women’s Empowerment in Manipur.” Journal of Social and Political Sciences 4.1 (2021). Tomalin, Emma. “The Thai bhikkhuni movement and women’s empowerment.” Gender & Development 14.3 (2006): 385-397. 5

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