the blog, the girl, the awesome.
I am going to focus on the Oikonomous (or the House hold rules) Oikonomous: official in charge of managing the estates and finances of an ecclesiastical foundation; steward of a monastery…And how they determine Christian Ecomonic decisions.
Corinne Salone
Abstract Proposal
Christian Ethic Final Paper
A.Van Wyk
I would like to propose my studying how worth is given to how people work in America in accordance to how much they are paid. How is one mans position in the economy is different from any others mans when they both work the same hours. I would like to answer how people place value in what issues they support with their money base off their Christian ethical beliefs. What are some Economic situations that people find themselves getting into on an average day? And why Christians are seen as less materialistic because of what the Bible says about being materialistic. I want to show how the United States economy though it is a predominantly Christian society isn’t following the Bibles beliefs in materialism. I will be studying the reading of Matthew, Isaiah and John and looking at the stories of Jesus and what he said to Zacheus. And others about stopping their materialism and following his teachings. I plan on looking at Ephesians 1:3-10; 3:8-10. In l: l0 and 3:9 into order to translate them using various words to see what is suggested as what is God’s plan/economy really is. I also would like to read Colossians 1:24-26; I Peter 4:7-11. To determine whether Paul was a steward, a minister or an economist? Are you an economist? A steward? A minister? Are they different? I would Like to look into the and study the oikonomos (household rules) to see how they affect Christian’s ideas on how they should be spending their money now. In order to determine Why Christians focus on certain decisions and not others. Why the church sides to buy and support some causes and not others.
This is harder than it looks! Use the first letter of your name to answer each of the following questions. They have to be real…nothing made up! Have fun!
What is your name: Corinne
A four letter word: Corn
A boy’s name: Corrigan
A girl’s name: Cameron
An occupation: Coach
7. Something you wear: Cloak
8. Celebrity name: Colton Tran
9. A food: Carrot
10. Something found in the bathroom: Clover imprinted Bathroom towels
11. A place: Cancun
12. A reason for being late: Carpool trouble
13. Something you shout: Craig!
14. A movie title: Casablanca
15. Something you drink: Cranberry juice
16. A musical group: Chemical Brothers
17. An animal: Cat
18. A street name: Calhoun
19. A type of car: cadillac
20. The title of a song: California Dreaming
Sunday Stealing – A High School Meme
1. Did you date someone from your school?
No surprising not ever. I’ve dated 3 but never anyone from my school
2. Did you marry someone from your high school?
No I’ve never been married
3. Did you car pool to school?
Nope my mommy drove me
4. What kind of car did you have?
I had a ford truck but I never drove it. And my mom had 2 cars a Status and A Subaru outback.
5. What kind of car do you have now?
None. ( My truck was taken by Jimmy)
6. Its Friday night…where are you now?
It’s not Friday, I’m in the basement of Bush Library on the computer while on skype with Craig
7. It is Friday night…where were you then?
It’s not a Friday…but i’m at home in my dorm room either on the phone with Craig or watching We Wedding shows. [or movies...alone :(]
8. What kind of job did you have in high school?
I worked at An internet cafe and at Bobby and Steve’s Auto World (Which is a chain of gas stations in MN where I live)
9. What kind of job do you do now?
I work a Few Jobs…I work in the Sorin Dining Hall in the Line, Dishroom and Salad bar…I make Pizzas and work the exibition station. I also work at Klas at the Cafe making coffee and sandwiches. And I work for McVay Youth Voice an after school program provided by Hamline University students.
10. Were you a party animal?
In High school…no in Uni…no :(
11. Were you considered a flirt?
Yes…I won my orchestra’s biggest flirt award…I think it was because all my friends just happened to be guys so I looked like I was flirting a lot but I never was…because most of them are gay.
12. Were you in band, orchestra, or choir?
I was in Orchestra and Choir, I was the only girl who did them both all through High school that I know of…Ashley Thayer did both her Senior year but I did it every year.
13. Were you a nerd?
I think I was more of a geek.
14. Did you get suspended from school?
no, never in High school once in Elementary school
15. Can you sing the fight song?
Yes A lot of Fight songs from Edina and even some from my elementary school days at Breck.
Go hornets down the field, Hornets are we! Fight, fight for victory, Hornets are Un-def-eated Bring out that mighty flag united are WEEEEE shoulder to shoulder we will Fight Edina! Fight Edina! FIGHT!
16. Who was/were your favorite teacher?
I never had a favorite teacher but I had a lot of favorites…Dan Slanger wasn’t a teacher but I’d consider him one of my friends in 9th grade. I really liked all my orchestra teachers and I had some great times in Klob’s film classes. Mohs was super nice and pretty and I didn’t mind MR.Matthes’s classes.
17. Where did you sit during lunch?
With my Guy lunch group and Ainsley Freshman Year, With the guys without Ainsley Junior year and with various orchestra and theatre and others…Senior year…when I didn’t really ‘have a lunch group’ I sat where I wanted.
18. What was your school’s full name?
Edina Senior High School
19. Where did you party the most?
At Home on the computer …wait…Adam’s place, at his Christmas parties.
20. What was your school mascot?
The Hornet
21. Would you do it again?
Definately!
22. Did you have fun at Prom?
Yes I didn’t have a date but I danced with Eric Lundstrom and my guy friends the whole time…till the very end!
23. Do you still talk to the person you went to Prom with?
Yes The group of people!
24. Are you planning on going to your next reunion?
Definately…and hopefully I’d have made a name for myself
25. Do you still talk to people from school?
yes…but I’ve lost touch with a lot of people already
26. What are/were your school’s colors?
Green and White…(black and sometime silver and gold)
I saw this application on Craig’s portal: It’s an application to make yourself into a super hero…and it’s really cool.
It’s called th Hero Factory: http://www.cpbintegrated.com/theherofactory/
Check it out and look at my looks as a superhero:
My favorite!
Me as Super hero With: exotic looks
So I’m doing what I do best and I’m think ahead and trying to determine where I’m going with my education at Hamline University.
I’ve decided to declare a Religion Minor First because its really easily accomplished:
Religion Minor
Students minoring in religion shall take a minimum of five (5) courses, at least two (2) of which must be at the 3000 level.
REL 1400 – Christian Ethics
Goals: To provoke reflection on, and understanding of, the basis, nature, content, and consequences of Christian moral thinking. To appreciate the variety of viewpoints of moral issues within the Christian tradition and their relation to the larger society.
Content: Close reading and discussion of various approaches to Christian ethics followed by analysis of selected moral issues such as war, euthanasia, abortion, homosexuality, and racism.
Taught: Annually.
Credits: 4 credits
REL 1200 – Survey of the Old Testament/ Hebrew Bible
Goals: To survey the Jewish Scriptures/Christian Old Testament in historical context, exploring both the material’s literary characteristics—such as narrative plot and theme, poetic form and rhetoric—and its key theological emphases—such as the concept of God and the mission and destiny of Israel.
Content: Samples from the three main portions of the Old Testament: Pentateuch, Prophets, and Writings (Psalms and wisdom literature).
Taught: Annually.
Credits: 4 credits
REL 1220 – The New Testament
Goals: To develop an acquaintance with the literary and theological characteristics of the New Testament, and to understand the process of its formation. A student should develop skill as an interpreter (exegete) of the biblical text.
Content: The literature of the New Testament, using the methods of historical-critical analysis, answering questions such as: By whom written? To whom written? When written? Meaning to authors and to the Christian community to whom they were/are addressed?
Taught: Annually.
Credits: 4 credits
REL 1520 – The World of Jesus
Goals: To understand the social, cultural, and political realities that comprised the world of Jesus, and to see him as an embodiment of that milieu.
Content: Movements in contemporary Judaism—Sadducees, Pharisees, Zealots, Essenes—as well as institutions like Temple, Torah, and Synagogue will be studied, along with the opportunities they presented to Jesus. Special emphasis will be placed on Jewish responses to Greek and Roman imperialism and culture, and to the ways in which these responses shaped Jesus’ environment.
Credits: 4 credits
REL 3220 – The Gospels
Goals: To understand the process by which the Gospels were formed, the intentions of the Gospel writers in recording the tradition from their perspectives, and the appropriate interpretation of these texts for today.
Content: The four Gospels of the New Testament using a “parallel” of the texts by which the student can see the “variations on the theme” of the message and ministry of Jesus presented through the Gospels.
Taught: Alternate years.
Prerequisite: One of the following: REL 1200 or REL 1220, or permission of instructor.
Credits: 4 credits
REL 3230 – The Letters of Paul
Goals: To explore the mind, method, and impact of the first Christian writer. To develop students’ abilities to read and interpret religious literature with critical appreciation.
Content: The Pauline Epistles, both those of Paul’s direct authorship and those of associates and later followers in the Pauline tradition. The letters will be analyzed and interpreted in their historical, social, and theological contexts. Secondary readings assessing Paul’s impact on the shape of Christianity and his contribution to the intellectual and social development of Western civilization will be included.
Taught: Alternate years.
Prerequisite: One of the following: REL 1200 or REL 1220; or permission of the instructor.
Credits: 4 credits
REL 3400 – Contemporary Issues in Christian Ethics
Goals: To achieve a greater appreciation of the major approaches and sources utilized by contemporary Christian ethicists, and to apply that knowledge to in-depth research into one current ethical dilemma.
Content: The influence of scripture, philosophy, social, and natural science on the shape of Christian ethics in relationship to specific ethical issues such as sexuality, health care, politics, environment, economics.
Taught: Alternate years.
Credits: 4 credits
The Second thing I’d like to declare and Focus on is my music Major:
Music Major
Performance Emphasis
· Seven semesters of performance studies at the 3000 level (Seven Semesters of Orchestra)
· Seven semesters of ensemble participation
· One 4-credit elective course in music
· One 4-credit music history elective
· Pass Piano proficiency exam or four semesters of piano
· MUS 3350 – Music History I
· MUS 3360 – Music History II
· MUS 3410 – Theory of Music I
· MUS 3420 – Theory of Music II
· MUS 3430 – Theory of Music III
· MUS 5940 – Senior Recital
MUS 3160 – Hamline Orchestra (Seven Semesters)
Content: Students study and perform orchestral repertoire from the 18th century to the present. In string and wind sectionals, students explore orchestral excerpts, conducting, and repertoires for single families of instruments.
Prerequisite: Consent of instructor.
Credits: 1 credit
MUS 3450 – Arranging, Orchestration, and Computer Notation
Goals: Develop skills in arranging and orchestrating music through the use of the latest computer notation software.
Content: Techniques of arranging music for various combinations of instruments and voices using computer notation.
Prerequisite: MUS 3420.
Credits: 4 credits
MUS 5120 – Renaissance
Content: Advanced a cappella choral repertory from Renaissance, Baroque, and Contemporary literature, designed for vocal majors to rehearse and perform at an intense level with emphasis on individual preparation.
Prerequisites: Annual audition and consent of instructor.
Credits: 1 credit
MUS 3330 – Topics in Classical and Romantic Music
Goals: Designed for non-majors and majors, the course will explore issues in 18th and 19th century music. The impact of the enlightenment and the American and French Revolutions, the differentiation of concepts of Classicism and Romanticism, the import of late 19th century thought (Darwin, Marx, Freud); these and others will be studied in their relationship to specific musical works of the period.
Content: Music of Haydn, Mozart, Beethoven, Chopin, Billings, Brahms, Wagner, and others.
Taught: Alternate years.
Credits: 4 credits
MUS 3350 – Music History I
Goals: Provide students with a rigorous knowledge of the chronology of music history. Ability to read music required.
Content: A detailed survey from the time of the Greeks to the early 18th century.
Taught: Alternate years, fall term.
Credits: 4 credits
MUS 3360 – Music History II
Goals: Provide students with a rigorous knowledge of the chronology of music history. Ability to read music required.
Content: A detailed survey from the early 18th century to the mid-19th century.
Taught: Alternate years, spring term.
Credits: 4 credits
MUS 3370 – Music History III
Goals: Provide students with a rigorous knowledge of the chronology of music history. Ability to read music required.
Content: A detailed survey from the mid-19th century to the present.
Taught: Alternate years, fall term.
Credits: 4 credits
MUS 3410 – Theory of Music I
Goals: Develop a basic knowledge of tonal harmony.
Content: Musical analysis, basic harmonic progression, principles of voice leading, elements of composition, sight-singing, and aural training including computer-based instruction. Taught: Annually, fall term.
Prerequisites: MUS 1210 and 1230. MUS 1230 may be taken concurrently.
Credits: 4 credits
MUS 3420 – Theory of Music II
Goals: Intermediate development of written and aural skills.
Content: Harmonic progression, seventh chords, modulation, composition in small forms, and aural training including harmonic dictation. Elements of style analysis.
Taught: Annually, spring term.
Prerequisite: MUS 3410, 1220.
Credits: 4 credits
MUS 3430 – Theory of Music III
Goals: To develop advanced skills in theory for music majors.
Content: Chromatic harmony, analysis of musical forms, style analysis, and aural analysis and composition.
Taught: Alternate years, fall term.
Prerequisite: MUS 3420.
Credits: 4 credits
The Third thing I’d like to accomplish with my education is a Global Studies Major or Minor:
Global Studies Major
Major Program
A student graduating with a global studies major should have:
1. A working knowledge of one language or exposure to two languages other than his/her first language.
2. Some in-depth knowledge of a region of the world or a cultural group.
3. The ability to make use of concepts and methodological approaches from more than a single discipline.
4. The ability to use technology as a resource for research and communication.
5. Explored and discussed several transnational/transcultural issues in an interdisciplinary context.
6. Had a study abroad or other appropriate off-campus studies experience.
7. Demonstrated the ability to do research on a transnational/ transcultural topic, making use of 1-6 above.
Major Requirements and Expectations
Language
One of the following in a language other than student’s first language:
a. Certificate of proficiency in languages where offered (Spanish, French, German, Chinese); or
b. Four courses, or equivalent, in one language or two courses, or equivalent, in two languages (in languages where certificate of proficiency is not offered). These courses can be counted toward breadth of study; or
c. A Hamline-qualifying TOEFL score (in English)
Introductory Courses
These courses should ideally be taken in the sophomore year.
• GLOB 1910 – Introduction to Global Studies I
• GLOB 1920 – Introduction to Global Studies II
Regional/Cultural Concentration
Three (3) courses focused on a specific global region or culture (e.g., where majors, minors, or concentrations exist at Hamline or within the ACTC)
Disciplinary Breadth/Depth
Students will be held accountable for Hamline Plan designations earned and brought into upper-level interdisciplinary courses; students are strongly encouraged to pursue at least a minor in a discipline (and a disciplinary major if they are considering graduate work).
Off-Campus Study
Semester program is required—ideally during spring of junior year. In addition, students must take the following courses in the semesters immediately preceding and following off campus study.
• GLOB 3950 – Crossing Borders I
• GLOB 3960 – Crossing Borders II
Upper-Level Elective Courses
• Three (3) interdisciplinary, thematic, transnational courses from designated list of cross-listed offerings. These are normally taken in junior and senior years (see program Web site or Piperline schedule for current offerings).
Capstone Seminar
One of the following:
• GLOB 5900 – Senior Research Seminar
• GLOB 5910 – Honors Research Seminar
Summary of Course Requirements
· Language (2-6 courses)—requirement can be met in whole or part at matriculation; can be met in part through off-campus study.
· Introductory courses (2 courses)
· Regional/Cultural Concentration (3 courses)—requirement can be met in part through off-campus study
· Upper-Level Electives (3 courses)
· Crossing Borders courses (1/2 course + 1/2 course)
· Capstone Seminar (1 course)
Global Studies (Major)
Language (2-6 courses)—requirement can be met in whole or part at matriculation; can be met in part through off-campus study.
Introductory courses (2 courses)
Regional/Cultural Concentration (3 courses)—requirement can be met in part through off-campus study
Upper-Level Electives (3 courses)
Crossing Borders courses (1/2 course + 1/2 course)
Capstone Seminar (1 course)
GLOB 3950 – Crossing Borders I
Goals: To support and strengthen the academic integration of semester- and year-long study abroad/off-campus study experiences into the student’s course of study and career plans. Content: A focus on preparing students for international/ intercultural experiences by introducing students to challenges and opportunities they might encounter, by developing student capacities for successful cross-cultural interaction, and by preparing students to make transnational comparisons and to identify transnational connections (through mediated conversations with the instructor and other students) while abroad.
Taught: Annually, each semester.
Prerequisite: Acceptance into a semester- or year-long study-abroad program. This course is to be taken the semester immediately before study abroad.
Credits: 2 credits
GLOB 1910 – Introduction to Global Studies I
Goals: To introduce students to the interdisciplinary field of global studies.
Content: A focus on the history and theoretical approaches that have created global studies as a field of study. Student “consumption” of key texts introduces themes to be encountered in upper-level courses. Presentations by faculty with different disciplinary, regional/cultural, and theoretical backgrounds illustrate the interdisciplinary and global nature of the field. Co-instructors facilitate integration of material presented.
Taught: Annually, in the fall semester.
Prerequisites: Open to first-year students in their second semester and open to sophomores. Juniors and seniors may register by permission of instructor or Global Studies chair.
Credits: 4 credits
GLOB 1920 – Introduction to Global Studies II
Goals: To introduce students to the interdisciplinary field of global studies.
Content: Primary focus on student “production” of a satisfactory interdisciplinary research proposal in the field of global studies. Secondary focus on student “consumption” of exemplary texts. Presentations by faculty with different disciplinary, regional/cultural, and theoretical backgrounds illustrate and/or teach different possible methodological approaches.
Taught: Annually, in the spring semester.
Prerequisite: GLOB 1910 or consent of instructor.
Credits: 4 credits
International Journalism: Global studies (Minor)
ENG 3320: Fundamentals of Journalism or
ENG 3330: Journalism: Special Topics
COMM 1320: Introduction to Critical Media Studies
COMM 3320: Mass Communication
COMM 3420: Media in Global Perspective
GLOB 5900: Senior Research Seminar or
GLOB 5910: Senior Honors Seminar*
IJRN 5960: Internship Seminar in International Public Journalism*
IJRN 5970: Independent Study (for preparation of capstone media project)
Last but not Least I’d like to see myself going into a Minor in Education:
Promote Equity in Schools and Society
Who?Corinne Salone is "My ex boyfriend used to call me "the girl of awesome", but I'm just a 22 year old living in Minnesota who tries to live life to the fullest. I'm always thinking toward the future while life in the present is whirling away from me!
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