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Bachelor of Ministry
The Bachelor of Ministry (BMin) has specialised streams in Pastoral Ministry, Youth & Children's Ministries, Cross-Cultural Ministry, Leadership & Management and Worship Ministry. This allows you to choose the subject areas most suitable to prepare you for your unique calling in Ministry.
A lifetime career
Welcome future students…
…to the Bachelor of Ministry award (BMin), a Higher Education program that aims to prepare you for Christian ministry in today's world.
I believe that the 21st century is an exciting time to be in Christian ministry, thanks to vast innovation and church growth, especially within the Pentecostal and charismatic expression of Christianity. Ministry is no longer confined to one paid professional in a church setting – but instead, has burgeoned into a fresh array of contemporary opportunities, open for us all to participate in. An explosion of fresh creativity, worship styles, church models and plans for social justice and mission are being enacted, all with the purpose to proclaim the Good News.
However, in today's world there are also many challenges. At times, Christian ministry can seem at odds with the secular worldview. We find ourselves communicating to a society with little understanding of God. Further, we face uncertainties as environmental, social and technological issues previously unanticipated continue to unfold in astounding ways. All in all, education for Christian ministry must recognise today's unique complexities and be able to respond confidently with the message of Christ.
I believe that the BMin will prepare you to address these complexities and take an active role in shaping your world – no matter where your future lies. Specifically, the BMin will provide you with a thorough foundation in theology and biblical studies, shaping a Christian worldview that will directly connect to your vocation – and in addition you will find opportunities to gain the practical expertise required for contemporary ministry. You will develop creative thinking skills, so that you can provide innovative and flexible solutions to contemporary social and cultural questions. You will also become effective communicators and leaders who uphold and exhibit integrity and justice.
The BMin faculty, whom it is my pleasure to promote, are committed to your education and seeing lives changed. They will inspire you, but also facilitate your transformation into a competent and generous Christian minister (whatever the form), necessary for today's world. The faculty are all professionals respected in their disciplinary field of expertise. Many are forging new pathways for Pentecostal-charismatic scholarship, and are uniquely positioned in Australia to promote this. The interface that they bring between their own research pursuits, disciplinary fields and own ministry experiences naturally crosses over into the classrooms in a dynamic and relevant way. I am very proud to work alongside such dedicated people.
The BMin program is designed to allow you to choose the subject areas that are most suitable to prepare you for your unique calling in ministry. The BMin has specialised streams in Pastoral Ministry, Youth & Children's Ministries, Cross-Cultural Ministry, Leadership & Management, and Worship Minstry, with many more elective areas to choose from. For specific information about the choice of major specialisations within the BMin award, please see the Award description page above.
After graduation, BMin students choose to work in a variety of settings from churches to non-government organisations, to bible colleges, to the youth sector. They become pastors, church leaders, church planters, global mission leaders, youth pastors, worship pastors, pastoral educators, workplace pastors, and much more. In effect, our BMin graduates are as diverse as Christian ministry – the varieties are endless. Alternatively, some students continue to advance in their studies into a Masters or Honours program. At Alphacrucis College, the BMin can easily articulate into a double undergraduate degree Bachelor of Business/Bachelor of Ministry, or at the postgraduate level Masters of Teaching (Primary) or Masters of Theology program. It can also provide entry to Masters/Honours programs at other higher education providers.
Recognising the obligations of everyday life, the BMin is offered via multiple formats. These range from Face to Face classes at the Parramatta, Baulkham Hills or Brisbane Campuses to Online classes via the Global Online Campus. There are also a variety of ways our classes are presented – through weekly lectures, week-long lecture blocks (intensives), night time lectures, online audio/video podcasts, or a combination of modes. Such a flexible design will ensure that you are able to tailor the BMin to your own learning styles, as well as balance study with your other commitments.
It is with great anticipation that I welcome you into the BMin award. One of my aspirations is to be involved in training the next generation of Christian ministers – so whether you find yourself now or later in full-time work or in a volunteer capacity, in the church, market place or mission field, in Australia or overseas — I am sure the BMin will provide you with a solid foundation to thrive in all that God has called you to be.
Dr. Adam White
Program Director, Bachelor of Ministry
Download a course information flyer here.
Or for more information contact email@example.com
The Bachelor of Ministry (BMin) is designed to prepare graduates for ministry within Church and community settings. Featuring well developed core subjects in Christian Studies, the BMin also develops general skills in communication and problem solving alongside specialist ministry knowledge and expertise.
Course Structure
The Bachelor of Ministry is a degree comprised of 24 subjects (240 credit points). Every program for this award shall include:
Christian Studies Core Subjects (8 subjects/80 credit points)
The Christian Studies Core Subjects forms the foundation of BMin award. It is aimed at developing in students a solid understanding of the Christian faith (biblically, historically & theologically), with well-informed ethical principles and founded on disciplines of Christian spirituality.
All students are required to take the following subjects:
- Introduction to Academic Writing and Research [RES101]
- Introduction to the Bible [BIB101]
- Biblical Hermeneutics [BIB201]
- History of Christianity [HIS101]
- Christian Spirituality [MIN102]
- Communicating the Christian Faith [MIN202]
- Christian Worldview [THE101]
- Christian Ethics [THE201]
Major Specialisation (8 subjects/80 credit points)
There are five different Major Specialisations (8 subjects each) in the BMin that you can choose from. Students are to choose one Major Specialisation. This Major Specialisation is to provide you with the professional ministry skills and knowledge for your future. They include:
Pastoral Ministry
- The traditional core of Christian ministry education has been to train professional ministers and pastors. The BMin continues this core focus in serving churches by providing equipped ministers. The Pastoral Ministry Major specialises in providing students with a systematic and coherent approach to pastoral formation and practice. The specialization will include outlining approaches to the theory of pastoral ministry, as well as opportunities for developing pastoral ministry skills and workplace experience.
- Required Subjects:
- Introduction to Pastoral Ministry [MIN101]
- Leadership Principles [LEA201]
- Professional Practice [EXP201]
- Pastoral Administration and Management [MIN201]
- One of the following 200 level subjects: Preaching [MIN203] OR Healing Ministry [MIN204] OR Church and Society [MIN205]
- Two of the following 300 level subjects: Advanced Professional Practice [EXP301]; Discipleship [MIN302]; Church Planting [MIN304]; Relationships [MIN305]; Advanced Pastoral Ministry [MIN306]
- One 300 level subject from MIN, CCM or LEA coded subjects.
Cross-Cultural Ministry
- The Church exists for the sake of its mission to proclaim the Gospel of Christ to the entire world. By its very nature, this mission is cross cultural in orientation, recognising the multi-cultural context of society and the global world today. The Cross-Cultural Ministry Major seeks to equip students with the skills that are required to facilitate ministry and proclamation of the Gospel in cross-cultural contexts.
- Required Subjects:
- Introduction to Cross Cultural Ministry [CCM101]
- Four of the following 200 level subjects: Professional Practice [EXP201]; Foundations of Cross Cultural Field Ministry [CCM221]; Personal and Professional Skills for Cross Cultural Ministry [CCM222]; Methods and Strategies for Cross Cultural Ministry [CCM223]; History of Christian Expansion [HIS208]
- Three of the following 300 level subjects: Advanced Professional Practice [EXP301]; World Religions [CCM304]; Exploring Islam [CCM305]; Cross Cultural Ministry Field Study [CCM321]; Any 300 level SOC-coded subject
Leadership & Management
- In the contemporary church life there is an increased awareness of the role of leadership. In the church context, leadership entails directing, influencing and facilitating the ministry of others, and includes activities such as planning, decision making, personnel selection and vision setting. The Leadership Major aims to provide students with an understanding of the theory of leadership, as well as how to develop leadership and management skills, with opportunities for leadership growth and workplace experience.
- Leadership Principles [LEA201]
- Professional Practice [EXP201]
- Introduction to Management [MAN101]
- Organisational Behaviour [MAN201]
- Strategic Management [MAN311]
- Advanced Leadership [LEA301]
- Creativity and Entrepreneurship [LEA311]
- Financial Decision Making [BUS202]
Youth & Children's Ministries
- A major reason for churches that grow is that they have a keen focus on incorporating young people into the life and ministry of the church. A specialization in youth ministry aims to provide students with a broad and well-developed approach to the discipline of church based youth work formation and practice. The Youth Ministry Major will equip students with the underlying theories of youth ministry and youth development. As well as opportunities for reflection on their own praxis and workplace experience.
- Required Subjects:
- Introduction to Pastoral Ministry [MIN101]
- Youth Ministry [MIN220] OR Children's Ministry [MIN221]
- Childhood and Adolescent Development [MIN225]
- Advanced Children's and Youth Ministry [MIN326]
- Professional Practice [EXP201]
- One of the following 200 level subjects: Preaching [MIN203] OR Healing Ministry [MIN204] OR Church and Society [MIN205]
- One of the following 300 level subjects: Advanced Professional Practice [EXP301] OR Relationships [MIN305]
- One 300 level subject from MIN, CCM or LEA coded subjects.
Worship Ministry
- Musical worship is more prominent in the contemporary church than ever before. Where once it might have been enough to simply find someone willing and somewhat able, times have changed. For people to succeed in worship-related roles in church now requires training in music, pastoring, administration, technology, leadership and theology. The Worship Ministry Major covers all of these essential elements whilst also remaining extremely practical and passionately supernatural!
- Required Subjects:
- Introduction to Worship Ministry [WOR101]
- Introduction to Pastoral Ministry [MIN101]
- Leadership Principles [LEA201]
- Professional Practice [EXP201]
- Worship, Arts, Church History [WOR205]
- Ensemble [WOR235]
- Technology and Worship Ministry [WOR307]
- Worship in the Contemporary Context [WOR310]
For the specific subjects required in the Majors, please consult the Undergraduate Student Handbook.
Electives (8 subjects/80 credit points)
Students are to take eight elective subjects. These can be chosen from any of our undergraduate subjects for which you have met the pre-requisite requirements. A list of all our subjects can be found via the Units (aka subjects) link at the top of this page. Also see our timetables for availability.
Note: Students also need to make sure that they:
- Complete two subjects (20 credit points)in Professional Practice
- Have a maximum 80 credit points at 100 level
- Have a minimum 40 credit points at 300 level
Course Information
Length Of Program
- Full-Time: 3 Years (4 subjects per semester)
- Part-Time: Up to 10 Years (1 - 2 subjects per semester)
- Parramatta Campus
- Baulkham Hills Campus (Core Christian Studies plus Elective subjects only)
- Brisbane Campus
- Perth Campus
- Global Online Campus
Delivery Modes
- Face-to-Face (weekly 3 hour lectures)
- Intensive (5 days of lectures delivered within a one week period)
- Extensive (5 days lectures delivered across a term period)
- Online Delivery (weekly video/audio lectures provided to be viewed at own convenience)
Articulation Options
Upon completion, students can continue their studies with an additional Honours year or Masters degree provided their results are of a high enough standard. See the Awards Offered page for more information.
How To Apply
Complete an online Higher Education Application for Admission Form
On filling the application, please be prepared to upload the following digital documentation (PDF, jpeg):
- Certified copy of your birth certificate or passport (passport required for international student applicants).
- If born overseas, certified copy of your permanent residency status or Australian Citizenship Certificate
- Certified copy of your relevant academic transcripts or CV
- Your passport photo
AUSTUDY / ABSTUDY / Youth Allowance
Austudy, Abstudy and Youth Allowance are available for this course. To check your eligibility and to find out more information, please visit the Study Assist website.
Rev. Associate Professor Denise Austin (faculty profile)
Emma Austin (faculty profile)
Rev. Associate Professor Jacqueline Grey (faculty profile)
Graduating with a BA in 1994, Jacqui served as the AOG chaplain and campus director for Students For Christ at Sydney University until 1998. After studying at Southern Cross, she completed her honours and doctoral studies through CSU, graduating in 2006. Jacqui has served as the Student Dean (2002-2005), Dean of Christian Studies (2006-2008) and Academic Dean of the College (2009-2014). Currently, Jacqui is associate professor of Biblical Studies, specialising in Old Testament studies. Her publications include Them, Us and Me: How the Old Testament Speaks to People Today, Raising Women Leaders (edited volume with Shane Clifton), and Three's A Crowd: Pentecostalism, Hermeneutics and the Old Testament as well as various articles and book chapters. Jacqui is an ordained minister of the Australian Christian Churches, and speaks regularly at local and international events. She has also appeared on various national TV and radio programs in Australia, including the ABC TV's Q&A program. Jacqui is committed to the mission of higher education in the church, and provides assistance to Pentecostal colleges in developing their institutional goals. She currently serves on the executive of the Society of Pentecostal Studies, and is part of the steering committee for Biblical Ethics in the Society of Biblical Literature. Her research interests include pentecostal hermeneutics, prophetic literature and feminist readings of Scripture. Jacqui is a member of Mountains Church (a church plant of Hawkesbury Church). She loves travelling, photography, art and coffee with friends.
Jacqui is a member of the TEQSA Register of Experts.
Rev. Kevin Hovey (faculty profile)
Kevin's current role, Head of Department: Pastoral and Cross Cultural Ministry, is an interesting convergence of many experiences and roles covering more than 40 years as an ordained minister of the Australian Christian Churches.
Starting with 31 years as a missionary in Papua New Guinea, ministry was focused on developing and training local leaders. This ranged from informal mentoring in remote villages to developing Bible college structures and curriculum. Serving as consultant to the National Executive Council of Assemblies of God of Papua New Guinea provided opportunities for input – and for growth.
While still on field, the need for missionary training became evident, so the internationally recognized World Harvest Institute "missionary finishing program", as some have termed it. Post Papua New Guinea, missionary leadership, missionary strategy and missionary training roles have continued to keep a focus on task of mission, but with a greater focus on seeing that outworked through local churches.
Kevin's current PhD studies are focused on the missiology of the Australian missiologist, Dr Alan Tippett. The thesis particularly looks at the application of his insights to 21st century missions. Serving as the Oceania representative on the Pentecostal World Fellowship's World Missions Commission maintains a global edge, rubbing shoulders with key mission leaders from around the world.
Dr Ian Jagelman (faculty profile)
Celeste Kumar (faculty profile)
Mr Johnny Kumar (faculty profile)
Mrs Alison Lau (faculty profile)
Dr Jacqueline Mees (faculty profile)
Jacqueline started her management career as a graduate trainee with Unilever in her country of birth, the Netherlands. Since that time she has worked as a Senior Executive for large multinationals in Europe, Asia and Australia. Her areas of expertise are strategy, innovation, marketing, and corporate social responsibility. She was working as Strategic Marketing Services Director for the Goodman Fielder group when the company was taken over by Burns Philp in March 2003. Since then, she has worked as a marketing consultant and corporate trainer for a wide range of clients including Westpac, CBA, Dairy Farmers, and Colgate-Palmolive. She has been combining her consultancy with lecturing and is currently working on a PhD in International Business (The evolution of multinational corporations in the age of globalisation and social responsibility) at the University of Sydney. Not long after she and her family moved to Australia at the end of 1999 she – as well as her husband and two children – became Christians and she developed a keen interest in Christian ethics and Theology. At Alphacrucis Jacqueline teaches Strategy and Innovation, Marketing Management for Non-Profit Organisations, and Introduction to Management and contributes to a number of units in Leadership and Christian Ethics.
Mr Dean O'Keefe (faculty profile)
Dean is a devout Queenslander, the son of a preacher man, the husband of one wife (Lisa) and father of four children. In 1998 he taught Mathematics and Science for two and a half years before moving to Sydney in 2001 to commence a Bachelor of Theology. Dean was a youth pastor for two years before joining the team at Alphacrucis. He is the Director of VET, Family Pastor at Hawkesbury Church Windsor and the State Chaplain for Rangers Australia NSW. He is currently enrolled in a Doctor of Ministry with AGTS.
Teaching and Preaching:
Alphacrucis College - Christian Disciplines
Alphacrucis College Chapel - Stones or Signs
Hawkesbury Church - Ephesian 5:21-6:4
John Scott (faculty profile)
Ps Daniel Thornton (faculty profile)
Daniel Thornton: accomplished and awarded songwriter, musician and worship leader, sought-after minister and educator. He is the world's leading expert on contemporary congregational songs. He is the Head of Deparment, Music and Creative Arts at Alphacrucis College, and serves local churches and their worship teams around the globe as well as being engaged as a professional composer and performer.
From 2007 - 2010, Daniel served as the Music Pastor at Paradise Community Church (Adelaide, South Australia) and previously as the Worship and Associate Pastor at North Shore Christian Centre in Sydney Australia for over 8 years.
He regularly produces/records and releases Worship CDs/DVDs including Christmas Presence, For Worshipers, from Worshipers, Daniel|Piano|Worship Classics 2, It is Well - Instrumentals (2011), Worship Classics (2010), Above All Else (2010), One Heart (2009), Worship Always (2009), Paradise(2008), It is Well - Vol 2(2007), It is Well - Vol 1(2006), Beyond Words (2004), and many more. Some of these recordings/performances are featured weekly on the NSCC TV show LifeSource and the Paradise TV shows.
His songs are sung in churches around the world including "Father", "Come into the House" and "Presence Beautiful". Daniel's passion is to connect people with God and see the church rise to its fullest potential.
Daniel has performed a starring role on in an Off-Broadway premiere at the Duke Theatre on 42nd Street, New York of the new musical "Angels". His recent starring roles in musical theatre productions also include, Godspell, !Hero and The Prodigal.
Six years at the Sydney Conservatorium of Music and a music scholarship to London provided much of Daniel's formal training. During that time, the Sydney Symphony Orchestra and other prestigious ensembles performed his compositions. After completing his studies, Daniel was appointed Music Director for Penrith Christian Fellowship Centre, then Penrith City Church and later Worship Pastor at C3 Mt Annan.
Daniel is an ordained minister with the Australian Christian Churches. His formal qualifications encompass PhD (candidate), M.Music Technology (Distinction), A.Arts (Religious Studies), LMusA (Theory), Performers Certificate T.C.L. (Piano) and a Cert IV Training and Assessment.
He has owned and run two private music schools, and also lectured for many years at a number of colleges including Hillsong College and the Paradise College of Ministry.
Daniel and his wife Kris have been married for 18yrs and have 3 beautiful children.
Greta Wells (faculty profile)
Rev Dr Adam White (faculty profile)
Adam began his working career as a spraypainter and from there moved into ministry as a youth pastor then an associate pastor at Riverlands Christian Church in Penrith. Then at the age of 25 he felt called to study theology at Southern Cross College (now AC); this continued through an honours degree up to a Doctorate of Ancient History at Macquarie University. He is married to Rachel and has a daughter named Sophia.
Dr Robyn Wrigley-Carr (faculty profile)
Robyn's love for theology and spirituality began when she was working in the Religious Books Department of Hodder & Stoughton Publishers in London. She subsequently went to Vancouver, Canada, to study her Masters in Spiritual Theology at Regent College. As part of her Regent degree, Robyn studied theology for a term at Oxford University, on a student exchange program. Robyn met her Kiwi husband at Regent, then they both returned to Sydney to live. Robyn worked as a lecturer in Spirituality for 8 years at the Australian College of Ministries (ACOM), and has lectured at MCSI (Macquarie University), Christian Heritage College, and tutored at the Broken Bay Institute. Robyn received an ORS scholarship and additional funding from the University of St Andrews to pursue her PhD full-time at the University of St Andrews, Scotland, and also tutored in Theology at the University. Since graduating in 2013, Robyn has been a sessional lecturer at both ACOM and AC. Robyn started as a permanent faculty member at AC in 2015. She has three gorgeous children.
Dr Yong-Sun Yang (faculty profile)
Yong-Sun Yang has an academic training in Mathematics, Economics, Philosophy, and Theology. He was born in South Korea and came to Australia in 1993 after 2 years of study in Japan. He lives in Sydney with his wife, Mi-Hea, three daughters, So-Ra, So-Ri, and Ha-Neul, and one son, Jeong-Hun.
Mr Andrew Youd (faculty profile)
Andrew Youd is married to Nicola, and they both live with their dog in the north western suburbs of Sydney. Andrew graduated with a BTh through Southern Cross College in 2009. He has just recently finished his MaCS and will be graduating May 2014. Andrew is an active member of Hillsong Church, serving with his wife at the Macquarie extension service. Andrew works with Dr. Shane Clifton in the Faculty of Theology.
Entry Requirements
IELTS for overseas students is 6.5 with no band lower than 6.0 (overseas students must maintain a full-time enrolment at all times).
Academic Entry Requirements
Completion of NSW Higher School Certificate with an ATAR of no less than 65, or the completion of the interstate or overseas equivalent qualification and result, or equivalent;
Completion of a Certificate IV or higher qualification awarded under the Australian Qualification Framework by an authorized institution or registered training organization.
Professional Entry Requirements
Mature age entry (21 years and over) can apply for provisional entry. They will need to successfully complete their first 4 subjects to be permitted to continue without this restriction.
Complete Fee Schedules and FEE-HELP information (where appropriate) for all Alphacrucis courses can be found in our Documents section, under the Fees and FEE-HELP Information link.
Units offered as part of this Award:
- BIB101 - Introduction to the Bible
Description: Understanding the Bible is foundational for the Christian life. Whilst many of us have read the Bible, there are many sections that are seemingly foreign and strange, or that we just plain avoid. This unit aims to introduce you to the Old and New Testaments, and its big-picture message. We will explore the historical and thematic developments of the Bible, assisting you to understand how the different biblical books and message all fit together. Further, we will discuss how the message of Scripture, which was set in a very different context to us, can be applied to today's context. There are two textbooks for this unit: Grey, J., Them Us & Me: How the Old Testament Speaks to People Today, (Sydney: SCD/ APSS, 2008) AND Witherington, B, III., The New Testament Story, (Grand Rapids, Michigan: Eerdmans, 2004). Unit detail page >>
- BIB201 - Biblical Hermeneutics
Description: Many people think that the way they understand the Bible is the way anyone would: its meaning is always unambiguous to us all, isn't it? But in reality, we cannot avoid interpreting the bible as we read it, for the way you read the bible may not be the way I read it or even how your ancestors did. So how can we effectively read and interpret the Bible? This is the key question of this unit. To explore this question we will consider a whole range of interpretive issues, including the different genres of biblical literature and the process(es) by which come to apply the biblical message to our current context. This subject will therefore provide you with the necessary foundation from which you will be able to interpret and apply the message of the Bible more thoughtfully. Unit detail page >>
- CCM101 - Introduction to Cross Cultural Ministry
Students should be able to:
- Define cross cultural ministry and identify the significance of this understanding for local churches and their community and global responsibility;
- Describe a viable philosophy and strategy for cross cultural ministry in local church and mission organisation contexts;
- Outline available methods for actively promoting the cause of global mission perspectives;
- Identify the breadth of activities comprising the Church's cross cultural ministry;
- Analyse the challenge and opportunities of cross cultural ministry to people in Australasia and beyond;
- Recognise personal and corporate responsibility for cross cultural ministry in the fulfilment of the great commission.
- CCM102 - Biblical Foundations of Mission
Description: This Biblical Foundations of Mission unit is designed to demonstrate the responsibility that God has charged his people with to bring his Kingdom to earth. From Israel to the birth of the Christian church through the ministry of Jesus Christ, the task of God's people was, and still is, to be a light to the nations and to make disciples that reflect the character of God. This unit will trace this mandate through the biblical narrative and give special attention to Jesus' own ministry and the spread of the early Christian church. For those wishing to broaden their understanding of a biblical theology of mission, then sign up now! Unit detail page >>
- CCM201 - Cross Cultural Communication
Description: This subject provides students with an opportunity to study the principles and processes of communication theory and how to apply that in the process of the contextualization of the Christian message. These tools are important for ministry anywhere in the world including in cross-cultural mission. It will also introduce students to the communication prototypes inherent in the Scriptures as well as preparing students for Christian witness in their own ministry context. Unit detail page >>
- CCM202 - Anthropology in Christian Ministry
Students should be able to:
- Examine the major theories and methodologies used in cultural anthropology;
- Construct a theological foundation for cultural anthropology which includes a range of worldviews;
- Develop a knowledge of the cultural commonalities and diversities in various cultures, including one's own;
- Examine the validity of other cultures and the value of cultural engagement;
- Explain the significance of understanding culture and the process of cultural change from an anthropological perspective within culturally appropriate Christian ministry;
- Utilise various disciplines of missiology and develop an integrated strategy which facilitate effective Christian mission.
- CCM203 - Ministry in Animistic Contexts
Students should be able to:
- Identify the key concepts and practices of animism, both as experienced in the world today and as evidenced in the Bible;
- Analyse the reasons for the pervasiveness and persistence of animism despite contact with other major religions including Christianity;
- Explain important principles involved in discipling Animists;
- Distinguish the key ways animism interacts with other aspects of social and religious experience;
- Analyse Christian ministry concepts, including power encounter, functional substitutes, ministry to fear, tendency to nominalism, tendency to ritual rather than relationship;
- Examine the challenges of animism for current missionary strategy.
- CCM221 - Foundations of Cross Cultural Ministry
Students should be able to:
- Develop a biblical basis for cross cultural ministry, including the missionary 'call' and responsibility;
- Outline the issues involved in living a missionary lifestyle;
- Identify the stress factors in missionary work and describe tools to manage that stress;
- Apply the tools of anthropology to appreciate the need to understand various cultural issues relating to missions;
- Critically analyse the ways to use contemporary communication theory in relation to missional challenges;
- Demonstrate a detailed understanding of the breadth of activities comprising the Church's mission;
- Critically analyse the roles and responsibilities of a missionary within a missions agency.
- CCM222 - Personal and Professional Skills for Cross Cultural Ministry
Students should be able to:
- Apply the techniques and features of language learning;
- Critically analyse the potential role differences that arise in the missionary contexts;
- Identify the stages of personal growth in cross cultural life and ministry;
- Describe the potential challenges to personal spirituality that are part of cross cultural ministry;
- Critically examine the role of strategic administration in international field contexts;
- Demonstrate a detailed understanding of the challenges of Christian ministry in the context of the major world religions and the endemic animism in many such situations.
- CCM223 - Methods and Strategies for Cross Cultural Ministry
Students should be able to:
- Demonstrate a detailed understanding of 'mission,' including Christian perspectives and common misconceptions;
- Critically examine the missionary's role and place within the church at home and abroad;
- Apply basic leadership development theory to mission work;
- Apply developmental theory to mission work;
- Apply basic organisational theory to mission work;
- Examine various approaches to mission and develop a basic mission philosophy and strategy for use in the field;
- Critically analyse the challenges and opportunities of an effective indigenous model for contemporary missionary ministry.
- CCM304 - World Religions
Description: In the context of our increasingly multicultural world, an understanding of the contemporary spiritual supermarket on offer today is vital. This unit begins with an introduction to religious studies and God's design of people as spiritual beings. It then explores the historical, cultural and theological foundations of religions of antiquity, indigenous religions, major global religions and minority religious groups. The significant rise of new religious movements is also discussed. This study reveals the uniqueness of Christianity in a pluralistic world and provides practical guidance for ministry to people of other faiths. Unit detail page >>
- CCM305 - Exploring Islam
Students should be able to:
- Summarise the religious history of Islam, including key figures and events;
- Explain the central elements of Islamic faith and practice;
- Describe and analyse the changing face of Islam in the modern world;
- Contrast key areas of similarity and difference between Christianity and Islam;
- Critique typical misconceptions about Islam;
- Appraise the various Christian approaches to effective interaction with Muslims;
- Compare opportunities for engaging in positive communication and developing relationship with Muslims.
- CCM321 - Cross Cultural Ministry Field Study
- Demonstrate a detailed knowledge of the historical, cultural and religious background of the Field Study location
- Critically assess key individuals and movements significant in the development of Christian faith in that location
- Explain the importance of the location for the spread of the various religions represented there
- Display an advanced understanding of the culture and non-Christian religions of the area, assessing the value of interfaith dialogue
- Discuss the ideologies that are at play in the locality, e.g. government policies, social movements, etc.
- Integrate academic studies with vocational interests and the strategic aspects of what is needed for the advancement of Christian faith in that area
- EXP201 - Professional Practice
Description: Itching to connect the realm of the classroom with some real-life experience? Professional Practice is designed with just this aim in mind. Students will have the have the chance to engage academically with issues pertaining to their Major Specialisation (whether ministry or business) plus experience a hands-on placement. Working with an experienced supervisory mentor (no family members or close friends!), students will complete a 100 hour placement over the course of semester, with a variety of formats to choose from. For instance, do you have a heart for pastoral ministry? You could complete 8 hours a week at your local church, working with a department pastor. Or perhaps you have visions of becoming the next CEO of World Vision? A block placement at a Christian organisation, working with a field specialist, could be the kick start needed. Alternatively, have you been wanting to make a difference while experiencing cross cultural ministry overseas? Your 100 hours could be served with an overseas mentor in a concentrated three or so weeks of professional practice. The sky is the limit! Want to know more specifics? Go to 'Professional Practice' on moodle (login: Profexp1 ) Unit detail page >>
- EXP301 - Advanced Professional Practice
Description: Advanced Professional Practice builds on Professional Practice. It provides a chance for students to continue the challenging but rewarding combination of academic reflection upon contemporary ministerial issues and hands-on experience. Like Professional Practice, you will work with an experienced supervisory mentor (no family members or close friends!), complete a 100 hour placement over the course of semester, with a variety of formats to choose from. Want to know more specifics? Go to 'Professional Practice' on moodle (login: Profexp1 ) Unit detail page >>
- HIS101 - History of Christianity
Description: This subject is an introduction to the rich and inspiring heritage of Christian tradition, examined within social and cultural contexts. It explores early church formation, the challenges of the medieval era, the repercussions of the renaissance and the reasons for the reformation. Major revivals are analysed as well as the effectiveness of modern missionary movements. The struggles and strengths of the 20th century are also revealed, as well as various issues facing the 21st century church. By exploring such historical shifts in spirituality and society, students will gain understanding of both contingency and continuity in Christian history, in order to deepen their understanding of gospel ministry today. Unit detail page >>
- LEA201 - Leadership Principles
Description: Why do we need leaders? What do they do? Are they born or made? This unit will help students to find answers to these questions in the light of contemporary leadership theory and a Christian worldview. We will explore theory on leadership skills, traits and behaviours and consider the important question of what makes a leader great or...what would make you a great leader. Unit detail page >>
- LEA220 - Developing Women Leaders
Description: The church-at-large is still divided about the question whether women should lead. Despite the ongoing debate, many female leaders have made significant contributions to the church and to their communities. This unit explores the background of the debate as well as the journeys of these women leaders–some in the midst of controversy. How did they become leaders, what was their leadership style and how did they contribute to their context? Learning from the past we will then explore how to raise and develop women leaders for the future. Unit detail page >>
- LEA301 - Advanced Leadership and Decision Making
Description: Organisations are groups of people working together for a purpose. Despite the pervasiveness of organisations in our modern society, effective group behaviour does not always come naturally. In fact, many goals are never achieved due to poor group dynamics rather than a lack of skills, vision or strategy. This unit will help students to develop an understanding of how an organisation can encourage effective, efficient, social and ethical behaviour; how leadership styles, organisational structure and value systems influence behaviour and how ultimately the group dynamics impact the effectiveness of the organisation in its pursuit of its purpose. Unit detail page >>
- LEA302 - Strategic Thinking and Planning
Description: A few years ago Bill Hybels, Senior Pastor of Willow Creek church, confronted his church team with the question: "Are we making a difference?" Hybels leads a mega-church, has written multiple best-selling books and is a sought after speaker…yet he asks himself and his team this question: "Are we making a difference?" Hybels is a strategic thinker. Strategic thinkers constantly remind themselves and their team of the purpose of their organisation and ask in the light of this purpose: Where are we now (are we making a difference), where do we want to be and how are we going to get there? In 'Strategic Thinking and Planning' we unpack these questions and look at what the Bible as well as contemporary management texts offer to help us in our quest to turn our visions into reality and make a difference. Unit detail page >>
- LEA303 - Strategic Challenges, Innovation and Change
Description: Just when organisations think they have found the formula for success, they start to fall behind. In today's constantly changing environment standing still is the fastest way of moving backwards. This unit will address the need for change, the challenges of change and introduces students to theories and processes for innovation. This unit also looks at how innovative and entrepreneurial thinking can be used to expand God's kingdom. Unit detail page >>
- LEA311 - Creativity and Entrepreneurship
- Evaluate creative entrepreneurial ventures orenterprises that have exerted influence for systemic and social change. This includes consideration of intrapreneurship;
- Describe the special challenges for the 21st Century and how to create services and businesses that offer sustainable solutions;
- Evaluate different business models and their application to new business ventures, particularly non-profit organisations or Christian services. This includes consideration of issues of ethics, social impact and sustainablility;
- Describe processes and strategies to build a team of partners, customers, complementors and suppliers;
- Create a business plan for a small business or new venture that reflects personal purpose and values into a profitable business proposition. This should include a researched plan of an appropriate legal form, raising funds, set up administration, evaluating risks, appropriate insurances, etc;
- Describe and reflect on the personal challenges related to running a small business or new enterprise.
- MAN101 - Introduction to Management
Description: Most people like a job that is motivating and rewarding; a job that allows them to make a meaningful contribution; a job that allows them to learn and grow and to earn a fair salary. Not many people know how to design such jobs. Certainly as Christians we should ask ourselves the question: How can we create jobs and work environments that treat people as 'made in the image of God'? This unit introduces the student to the key skills of management which includes the design of jobs, recruiting the right person for the job, team training, structuring the organisation, and designing fair compensation schemes, in order to equip them to create better jobs and job environments. Unit detail page >>
- MAN201 - Organisational Behaviour
- Identify and demonstrate the major drivers of individual and group behaviour in organizations
- Describe and discuss contemporary perspectives of organizational behaviour
- Critically evaluate and demonstrate how external factors may influence organizational behaviour
- Identify, describe and distinguish the key theories used to explain the behaviour of individuals within an organizational context.
- MAN311 - Strategic Management
- Demonstrate an understanding of the impact of external forces and how they can affect an organization's competitive advantage.
- Developing a framework of analysis to be able to describe and apply the strategic management tools utilized to implement organizational strategic directions.
- Integrate the different contemporary approaches to strategic management and demonstrate strategic fit.
- Identify, describe and distinguish the key theories and concepts of strategic management
- MAN351 - International Management
- Evaluate complex interpersonal and cultural challenges that arise when managers operate in a cross-cultural context;
- Demonstrate and examine the operational issues that arise when managing in a cross-cultural context;
- Interpret and appraise the strengths and weaknesses of national culture assessment tools;
- Summarize and argue the importance and role of culture when managing in a cross-cultural context;
- Explain and assess the application of key management concepts and theories across a global context.
- MIN101 - Introduction to Pastoral Ministry
Description: In this introductory unit, students will explore a broad variety of topics that form the very basis of pastoral ministry. Primarily, students will consider contemporary pastoral models that connect academic reflection with the real world. Topics discussed will range from defining ministry, calling and ordination to conflict resolution, and being effective in caring for others. Students will also be provided with ample opportunity to engage creatively with these topics to make connections with their own contexts. Unit detail page >>
- MIN102 - Christian Spirituality
Description: Ever wondered if there were other ways to express faith, apart from lifting your hands during worship? Would you like to deepen the spirituality of your local Christian community, but find yourself hesitating, uncertain of the appropriate boundaries? Students with these questions and more will find themselves challenged as they partake in this foundational unit, designed specifically to introduce charismatic and Pentecostal Christians to the broader history of Christian spiritual approaches. In doing so, students will have a chance to connect with their heritage and participate in a broad range of spiritual exercises practiced by the wider body of Christ throughout history. Unit detail page >>
- MIN201 - Pastoral Administration and Management
Students should be able to:
- Demonstrate a knowledge of the needs of different ministry contexts, e.g. preaching, worship, youth, etc.;
- Explain and compare various models and structures of church management;
- Identify compliance issues needing to be considered in regard to children's work, insurances, staff, WHS, etc.;
- Illustrate how pastoral skills developed can assist the local church to relate to the broader community;
- Demonstrate an awareness of the roots—cultural, biblical, denominational —of the church growth and health phenomenon. This includes consideration of other Christian perspectives and understandings;
- Demonstrate the ability to prepare strategies to enhance church growth and health within specific contexts;
- Identify, develop and demonstrate personal skill sets required for pastoral ministry.
- MIN202 - Communicating the Christian Faith
Description: The 'E' word: Evangelism – is a concept that can equally incite 'excitement' and 'excruciation'. In this unit, extroverts and introverts alike will find themselves engaging with the historical, biblical and theological roots for communicating the Gospel and gaining the skills (along with the empowering of the Spirit) to communicate effectively. In doing so, students will explore ways to engage with a world where the acceptance of the Christian story is counter-cultural, as well as ways to connect the good news of the kingdom to contemporary social concerns.H Unit detail page >>
- MIN203 - Preaching
Description: Have you ever wished that you could bottle the persuasiveness and power of your favourite preacher in order to supercharge your own sermons and see your congregation transformed? When it comes to sermons, the bridge between the first century text and twenty-first century context can often seem longer than 2000-odd years. If you want to discover what turns effective preaching into life-changing preaching, and bring revelation to postmodern people that struggle with the Christian story, then look no further. Get ready to be equipped with the rhetorical tools in this unit to craft a message so powerful that it will be impossible for your audience to leave the pews unchanged. Unit detail page >>
- MIN204 - Healing Ministry
Description: Why don't people always get healed when we pray for them? What is our responsibility in partnering with God for healing? What does it even mean to be well? What does it mean to be sick? Students undertaking this unit will have the opportunity to investigate the various perspectives on healing throughout the life of the church. Some of the big questions surrounding the 'why' of sickness, suffering, and death will also be grappled with. Further, practical skills will be discussed to care for people at these inevitable times of sickness, grief and death. Unit detail page >>
- MIN205 - Church and Society
Description: Why do we act the way we act? Why do we gather in certain social groups and not others? Have you ever wondered how our faith connects with society? Sociologists are those who study human social behaviour and propose these questions. Students undertaking this unit will be introduced to the field of sociology with the aim to explore the trends and megatrends that have formed the Christian community and its practice. Unit detail page >>
- MIN220 - Youth Ministry
Description: Generation Y? Why? Effective ministry must always be grounded in love and understanding. The objective of this unit is to explore ways to build a deep and compassionate understanding of young people; their needs, pressures and concerns. To do so, we must understand the context in which they grow up and the social norms that surround and form them. If you have a heart to minister more effectively to the next generation, this unique course will empower you to engage and make a dramatic difference with Gen Y and beyond. Unit detail page >>
- MIN221 - Children's Ministry
Description: One of my heroes is called Horton. He is a real hero, in that he stood up against the whole community to save a group of little people. In his endeavour to protect this small community he cried a phrase which echoes throughout the world today, 'A person's a person, no matter how small.' Yes, Horton the elephant saved Whoville from annihilation. In the end he not only saved a whole village he influenced others to do the same. Horton Hears a Who is a modern day parable of God's heart for the little people. The Introduction to Children Ministry unit will encourage you to be like Horton. Our purpose is to protect, train and release our little people. We will be looking at the why, the what and the how for children's ministry. The world needs more "Horton's". Will you be someone's Horton? Unit detail page >>
- MIN225 - Childhood and Adolescent Development
Description: Are you brave enough to explore the complex and often moody workings of the teenage psyche? Or the developmental stages of childhood? If so, this is the unit for you! In this unit, students will engage with the forefront theories of childhood and adolescent development in relation to ministry – perfect for the frazzled parent, youth or children's pastor! Unit detail page >>
- MIN230 - Women and Christian Ministry
Description: Helen Reddy made headlines when her feminist anthem hit #1 on the Billboard Charts in 1972. Do you want to have the same empowering impact for women in your ministry context? This unit seeks to explore the place of women in Australasian society, both past and present, inside and outside of the church. Particularly it will examine what is the place of women in ministry by drawing on key examples, to provide tools for women (and their supporters) to be released and successful in their ministry today. Unit detail page >>
- MIN302 - Discipleship
Students should be able to:
- Demonstrate an advanced knowledge of the biblical, historical and theological foundations of discipleship;
- Explain the importance of discipleship in the practice of Christian ministry;
- Analyse the process of growth in Christian maturity to identify key factors that can assist or impede;
- Critique models that show the phases involved in the process of growth in Christian maturity;
- Explain the spiritual, interpersonal and social dynamics of discipleship within an Australian context;
- Critique various strategies of discipleship in contemporary congregations.
- MIN304 - Church Planting
Description: If you had the opportunity to plant a brand new church, what would it look like? What are the personnel and resources required? How does a new church meet the needs of its community? What characteristics and personal stamina are required? Students undertaking this unit will explore the essential need for new churches. It will assist students to develop a church-planting toolkit, by standing on the shoulders of key church planting practitioners, proven principles in the academic literature on entrepreneurship as well as wider historical-biblical-theological foundations of why we should plant churches. Unit detail page >>
- MIN305 - Relationships
Description: How do I develop strong relationships, whether friendships, marriage or family? Should I get married or remain single? How do I deal with the changing dynamics of family and relationships through the life stages? If ever a unit was needed to clarify the confusion found in the 'relationships' section of the local Christian bookstore, this is it. Whether young, old, single, betrothed, married or unspecified, all are invited to come and explore the inner workings of relationships, marriage and the family, as it has unfolded throughout history and wider society. Specifically this unit aims to develop skills to strengthen your relationships and assist those you minister to in everyday life. Unit detail page >>
- MIN306 - Advanced Pastoral Ministry
Description: This advanced-level unit gives students an opportunity to explore the theological, historical and cultural issues pertaining to pastoral ministry. It specifically provides students with the opportunity to integrate in-depth academic reflections from their previously units with their own ministry and Christian engagement. Unit detail page >>
- MIN326 - Advanced Children's and Youth Ministry
Description: Do you want to expand your toolbox in ministering to children and youth? Well, you're in good stead! This unit will deepen your knowledge and skill base to specifically explore issues related to building viable communities of young people, which acknowledges and addresses relevant developmental stages. Further, it seeks to affirm the role and contribution of young people, plus children and youth workers within the local church and beyond. Unit detail page >>
- RES101 - Introduction to Academic Writing and Research
Description: New to university studies & it all seems too hard? Worried about writing essay papers? Or where to begin researching? Or you feel confident in writing, but want to learn the skills of evaluating the masses of information we are bombarded with? This unit is for you! It will give you the tools of how to succeed in your undergraduate academic studies. It will examine how you learn, plus challenge you to think deeper, wider and more creatively. It will also encourage you in how to critically evaluate and reflect on information. Plus develop your skills in how to put it all together in an essay paper or oral presentation. Unit detail page >>
- SOC201 - Theology of Social Justice
Description: This unit provides a biblical theology of holistic mission that takes seriously the responsibility of the church to address issues of justice and poverty. It argues that the good news of the Kingdom of God has vital implications for social and cultural values. Too often in our western society we see political ideology claiming these values. As Christians we need to reclaim them as expressions of our faith, not our politics, and as the reflection of God's Kingdom on earth. Unit detail page >>
- SOC202 - Global Poverty
Description: Poverty is more than living on less than a dollar a day. Why does the national health and prosperity of some nations continue to decline whilst neighbouring countries grow? Why does the gap between the rich and the poor countries continue to widen? This unit examines the concept of globalization and the nature and causes of global poverty. The unit involves practical exercises that invite students to reflect on what it means to live in poverty, and explores real world strategies for empowering the poor. Unit detail page >>
- SOC301 - Public Theology and Political Engagement
Description: The relationship between the church and state is fraught with challenges. This unit explores the history of church and state. It describes and analyses strategies used by Christians to engage civic leaders at all levels in order to bring about social change consistent with God's character and mission in the world. Unit detail page >>
- SOC302 - Social Entrepreneurship
Description: This unit offers an introduction to the emerging field of social entrepreneurship in a Christian context. It explores how entrepreneurial enterprises can exert influence for systemic and sustainable social change. Students will be challenged to identify a real opportunity and to design a business plan for a potential social enterprise. Practical skills will be developed to build creative and profitable business models for positive change and the basic skills needed to run such an enterprise. Unit detail page >>
- THE101 - Christian Worldview
Description: Do you have questions about God that you have been unable to answer? Do you sometimes wonder whether Christian beliefs about things like the Trinity and the divinity of Jesus make any sense? This unit provides you with the opportunity to explore those beliefs that are foundational to Christianity. It argues that what we believe about God (our theology) has a practical impact upon our life and ethics and, therefore, provides an overview of Christian faith, and reflects on the ways in which this faith informs our everyday life and calling. The topics addressed range from the doctrine of God, creation and sin, to discussion on the person and work of Christ, and the nature of the coming kingdom of God. Unit detail page >>
- THE201 - Christian Ethics
Description: In an era of moral relativism, Christians should stand out as moral beacons. In fact, however, it is increasingly the case that Church is seen not as a community of love but, rather, as a legalistic, dogmatic, mean-spirited and hypocritical institution. This unit helps students to think through how they go about making ethical decisions. It argues against legalism, and sets up a theological method of approaching ethics that prioritises grace and the power of the Spirit. It also facilitates guided reflection on personal morality and societal ethical issues. Unit detail page >>
- THE311 - Ecclesiology
Description: Ecclesiology is the study of the church. Contemporary churches are often focused on "doing church", but this unit reflects critically on the nature and mission of the church. It puts in place biblical and theological foundations for understanding the church, and then reflects theologically upon contemporary developments. These include discussion of Church leadership structures and contemporary trends, such as the so-called emerging church and multi-centred mega-churches. It also considers the relationship between Church Mission and evangelistic and social work activities, as well as engaging with the contemporary ecumenical movement. Unit detail page >>
- WOR101 - Introduction to Worship Ministry
Description: "Worship Ministry", a phrase that doesn't show up in Scripture, yet most Christians would have a context for it and their personal understanding of what it means and what it involves. For some, it might be the role of the musicians and singers at the start of a Sunday service. For some, it might be anything musical related to church. For some, it would represent the involvement in anything that happens during a church gathering. For some, they would consider all of Christendom to be in Worship Ministry whether gathered together, or living their own lives. So... with such a diversity of views, where do we start? RIGHT HERE! With the introduction to Worship Ministry. We'll look at its origins, its expressions, its relationship to music and the Arts, its role within the individual Christian's life and the wider body of Christ. We'll explore the theology as well as the contemporary practicalities of "Worship Ministry". Unit detail page >>
- WOR130 - Independent Study in Specific Creative Arts 1
Description: Everyone has their area of passion and preference. This unit is all about you being able to pursue your musical or artistic passion. Dance, Drama, Lighting, Multimedia, Sound, Instrument, Voice, Recording, whatever it is, this unit can adapt to help you set and acheive your goals. Learn new knowledge and skills. Master your craft. Challenge your capacity. Grow as an artist. Unit detail page >>
- WOR205 - Worship, Arts and Church History
Description: The Christian church has had a fascinating link to the Creative Arts throughout history. On occasion it has been the Arts greatest promoter and supporter. At other times it has been the greatest stifler and constrainer of the Arts. As human beings our tendency is to make vessels sacred the moment they appear to be used by God. A worship style, an architectural style, an instrument, a liturgy, an artistic approach can all be tools that help people make a meaningful connection with God. Yet, these very things can be traps into religious ritualism, nostalgia or even idolatry! So, what can we learn from the long legacy of the Arts and the church? Unit detail page >>
- WOR215 - Worship in Comparative Religious Contexts
Description: As compelling, engaging and consuming as our local church world is... we don't live in a bubble! All humans worship. What does that worship look like for other religions? What impact does that have on the way we worship? This unit explores these questions and many more, from our judeo-christian heritage to the comparative worship of Islam, Hinduism, Buddhism and other world religions. These insights will both challenge the students' preconceptions as well as inspire a critical look at the way in which we worship as Christians. Unit detail page >>
- WOR220 - Lyrics and Theology
Description: Words we sing are extraordinarily powerful. They become our confession. Music reinforces and empowers those words. They stick in our head, which means they become our meditation. Many authors have had things to say about the lyrics of songs sung in church, but the arguments are particularly partisan and heated in our present day. Contemporary congregational songs, with their popular musical influences are a hot topic. Are their lyrics inferior to traditional hymns? How should we approach their analysis and assessment? What would Jesus sing? Unit detail page >>
- WOR230 - Independent Study in Specific Creative Arts 2
Description: This unit is a follow on from Independent Study in Specific Creative Arts 1. Everyone has their area of passion and preference. This unit is all about you being able to pursue your musical or artistic passion. Dance, Drama, Lighting, Multimedia, Sound, Instrument, Voice, Recording, whatever it is, this unit can adapt to help you set and acheive your goals. Learn new knowledge and skills. Master your craft. Challenge your capacity. Grow as an artist. Unit detail page >>
- WOR235 - Ensemble
Description: Thinking about worship, writing about worship, analysing worship are all valuable activities... but of course, when talking about worship ministry, we are especially addressing praxis. This unit is all about developing the knowledge and skills required to effectively play your part in a worship team as a singer or an instrumentalist. It is highly practical, but also highly spiritual as we foster your God-given gifts and the call and anointing upon your life in the context of worship music. Unit detail page >>
- WOR301 - Practicum in Worship Ministry
Description: On the job training... there's nothing like it! This practicum is not just about free help to your church's worship team; it is about encountering the on-the-ground issues that daily arise in building, managing and leading a worship team. Not only will you actively engage with the worship ministry, you will analyse and assess its strengths and weaknesses and contribute to the improvement of the department. What you learn here, will put everything else in context and give you the invaluable practical experiences to set you up for pursuing your call. Unit detail page >>
- WOR307 - Technology and Worship Ministry
Description: These days, where does technology not intersect with worship ministry!? It's used to organise and communicate wtih volunteers. It's used to create and distribute recorded and written music. It's used in administration. It's used in services; words projected on a screen, sound reinforcement, lighting, video, audio playback. It is not enough to just know that technology exists that relates to worship ministry, we must understand it's strengths and weaknesses. We must know how to apply it given the size of our team, the culture of the church and the direction of leadership. This course is all about maximising the benefits and reducing the detriment of those intersections. Unit detail page >>
- WOR310 - Worship in Contemporary Context
Description: The unique nature and prominance of contemporary worship music in today's churches (especially Pentecostal/Charismatic denominations) is worthy of study. It is a phenomenon that has accompanied the emergence of megachurches, created a substantial sub-genre of the popular music industry, crossed cultural and language barriers, as well as impacting the global Christian church. It is certainly necessary to understand what is going on, but equally important, to assess its theological, historical, sociological, ecclesial and musical implications. Unit detail page >>
- WOR340 - Songwriting
Description: Exactly as it sounds. This unit develops students' poetic and musical skills to create meaningful, moving and excellently crafted songs. Unit detail page >>
- XXX390 - Independent Guided Study
Description: This course unit enables students with initiative and creativity to pursue ideas and areas of interest in the subject area. It affords the student an opportunity to develop independent research and study skills. Unit detail page >>
- XXX391 - Research Project
Description: This course unit enables a bachelor level student to research in greater depth a particular topic relating to material in the subject area. Unit detail page >>
- XXX392 - Advanced Seminar
Description: This course subject enables students to engage in reflection and research relating to a particular topic, chosen from the various disciplines undergraduate awards. Unit detail page >>


text:
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I designed Minglecity.com and Baisdenlive.com to bring progressive minded people together to socialize and network. As more adults are growing frustrated with the night club and bar experience, social networks have become the number one destination to connect with like minded people and share music, films, and literary ideas. You're only one click away from a new friend or business contact! Welcome to The Baisden Media Experience!
You can join in the conversation by logging onto Baisdenlive on Facebook and Twitter, or Baisdenlive.com. The radio show may be over (For Now) but we stay in touch everyday on Baisden Live on Facebook.
Michael Baisden
i saw your profile i decided to write you i love
making friends now you hit me back on this email below
Yours sincerely,
Miss linda
Hey stranger! I just wanted to wish you a Happy New Year. I hope all is well with you and the fam.
Hello i saw your profile here and i liked it i will like to
know more about you please write me back via(email@example.com)
so i can send you my pictures and tell you more about myself i will
be waiting to hear from you soones
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Hello Bro. Baisden:
Sorry I missed your birthday... Hope u had a great time celebrating. Also, I meant to congratulate you on the program you mentioned starting for young men and boys!
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Jason Segel's Mom "Cried" After Unwittingly Watching His Full-Frontal Scene (VIDEO)
There comes a time when a mother is done changing her son's diapers and bathing him — after which point she neither needs nor wants to see her son's private parts. Unfortunately for Jillian Segel — the mother of How I Met Your Mother star Jason Segel — she accidentally saw her son's full-grown man parts when she watched his 2008 movie, Forgetting Sarah Marshall. It all went down at the very beginning of the movie, when Sarah (played by Kristen Bell) breaks up with Jason's character, who drops his towel in shock, revealing the full monty. But the 34-year-old actor only has himself to blame for his mother bearing witness to his bare-nakedness. He wrote the movie, for one, and he also forgot tell his dear mom about his nudity. "She cried," Jason tells Vanity Fair. Then, once she had composed herself, she composed an email to give family members the "member" warning she never herself received. "I would like to inform you all that Jason has chosen to do full-frontal nudity," the email read. But Mama Segel did respect the artistic decision: "However, it is not gratuitous and is essential to the plot." Props for that, Jillian! (You poor, poor woman.)
Source: Vanity Fair


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John Henry Johnstone as Sir Callaghan in 'Love a la mode'
1 of 5 portraits of John Henry Johnstone
John Henry Johnstone as Sir Callaghan in 'Love a la mode'
by William Ward, after Sir Martin Archer Shee
mezzotint, published 1803
Reference Collection
Click on the links below to find out more:
Artistsback to top
- Sir Martin Archer Shee (1769-1850), Portrait painter and President of the Royal Academy. Artist associated with 85 portraits, Sitter in 3 portraits.
- William Ward (1766-1826), Engraver; father of William James Ward. Artist associated with 167 portraits.


text:
Brandywine Militaria
By Appointment
Kennett Square, Pennsylvania
About Us
Sales Policy
Japanese Navy Full Dress Tunic - WWII IJN Uniform Top
click for more pictures
for item
Very high quality full dress tunic for Japanese naval captain. Lovely dark blue shell with bullion work around the color that is just out of this world. There is one small snag in the bullion but almost impossible to see with all the activity. None of the buttons look to be reattached nor does there seem to be any repairs. The inside is made of a high quality quilted fabric that is very clean and pleasantly pliable. There a couple of tine rub holes on the inside lining but truly not a big deal at all and nothing a dime wouldn't cover up. Color label for manufacturer and the other two labels shown are in the two inside pockets. Lovely example of full dress that navies of all countries seem to take very seriously with extreme quality throughout, right down to the tails in the back.


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1960 Dodge Dart Phoenix Convertible - Over 10,000 Classic, Collector and Current Cars and Trucks at RemarkableCars.com.
1960 Dodge Dart Phoenix Convertible
225 cid overhead valve in-line Slant six-cylinder engine rated at 125 horsepower, Torque-Flite three-speed automatic transmission, four-wheel hydraulic drum brakes; wheelbase: 118.0"
When Dodge introduced its new smaller size Dart line in 1960, all body styles were offered including a convertible in the Phoenix series. While most customers for this particular model wanted the pep and performance of a V8, the economical six was also offered, but what a six it was! The famous "Slant Six" named for the way it was installed in a car with the cylinders running at about a 45-degree angle to the ground, it is in many car people's mind, the best such engine ever produced. Finished in its original Satin White with a mauve interior, it is also fitted with factory heater-defroster and parking brake warning light. While the original Music Master AM radio is still mounted in the dash, a modern stereo is concealed behind the glove-box door. This convertible appears to have had a light cosmetic restoration in the mid to late 1980s, and shows just over 46,600 miles, but this could be on its second time around. While 8,817 of the Phoenix convertibles were produced, it would be doubtful that more 10% came with this highly dependable engine.
Worldwide Group Auctions
The Old Car Heaven Museum Auction
June 19 - 20, 2009
Website: www.wwgauctions.com
Auction Results: $19,800
Lot #207
1960 Dodge Dart Phoenix Convertible - Over 10,000 Classic, Collector and Current Cars and Trucks at RemarkableCars.com


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"Randall Churchill's Daughter"
Ronda Noonae yesCarrington MacDuffie never
The general ignorance and recalcitrance of the court officials.
Almost anybody elsrmance.e! Her accent seemed true enought, but the WHINE was nearly unbearable. The story was compelling enough to carry the perfo
"Concept good, but very repititious"
Someone who is very slow to understand that he has been told the same idea six or eight times.
Its first 1.5 hours.
no, i have not, but i probably will not seek others
None,I wioujdl just stop repeating the same concept. Having more detailed examples of the "actual walk" would have prevented the story from getting old.
"A refresioning "Real Life""
Yes, I probably will. The narrator spoke very good Spanish.
I, too, grew up in similar circumstances. With great dedication I obtained my M.D. Truly inspiring to note the results of continuing to follow her dream. I did not give marriage first place, as she did.
Ms Moreno speaks flawless Spanish and English. This was a perfect match for the author.
The section that dealt with her feelings and experiences associated with enrolling in an Ivy League School.
Wholesome, real. Her zest for life is contagious. Created near perfect ambience.


text:
Pluck Boing Sound Effect - Free Download
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Cartoon Pluck and Boing Sound
Pluck Boing, 4.1 out of 5 based on 18 ratings
Want more sounds like this one? Do a quick search!
Low-Quality mono .MP3 FileDownload Pluck Boing Sound Effect- To Download: (Right Click > Save link as)
High-Quality Stereo .WAV (Only in the "Complete Collection")Download High-Quality Stereo .WAV


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byRick Whiting on
Emerging Networking And VoIP Vendors Are Connecting With The Channel
CRN's annual Emerging Vendors list examines the hottest tech startups in multiple disciplines throughout the IT industry. That includes companies with leading-edge networking and VoIP technologies that make all this other hardware and software stuff work together. Here are some emerging vendors with key networking and VoIP products, ranging from software-defined networking and networking virtualization, to video conferencing and unified communications.
RSA Conference 2015 is under way at the Moscone Center in San Francisco, mixing conversations about cybersecurity with celebrity appearances.
Here are 10 recent searches by CRN visitors.
RSA Conference


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I would edit but not sure how...
Actually, that is a lot. No, it all would boil down to:
I have an element with fixed width. When viewport is wider than it, I want everything else to be right...
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1. Re: Editing default text on placeholder objects
nsukumar Aug 6, 2012 9:25 PM (in response to eLearner22)Hi,
Thanks for your valuable feedback. Presently there is no option present in Captivate 6 to change the default placeholder Text. Please file an enhancement request in captivate wish forum (http://www.adobe.com/cfusion/mmform/index.cfm?name=wishform&product=5) so that we can consider this for the future releases of captivate.
Nimmy Sukumaran.
2. Re: Editing default text on placeholder objects
Lilybiri Aug 7, 2012 2:52 AM (in response to eLearner22)Hello,
Even for templates, I will rarely use placeholders, why not replace them by a simple text caption, with the proper formatting and styles? Then you are able to type whatever you want. And since in CP6 there is already an applied Theme (with master slides, skin and object styles)...
3. Re: Editing default text on placeholder objects
eLearner22 Aug 7, 2012 7:13 AM (in response to Lilybiri)Hi Lilybiri,
Thanks for your suggestions. I am adding this as a wish list item. I love the themes and templates and set them all up with notes to the Instructional Designer (ID) in text captions but when we insert a new slide from the master, those notes to the ID are not editable and come across as a picture. This is great for logos that won't change but not for blank slides of instructional "how to" information for the end user that change on each and every slide.
Now, we have the master slides set up with placeholders so the positioning is correct and the text styles and sizes and colors are all correct. But in addition, we also have in the filmstrip view one of each of the master slides with the notes to the instructional designers as well so it feels like we set the master slides up twice -- once in the master view and once again in the filmstrip view. It would be awesome if we could just click a button in the properties to say whether or not the text or other object is editable in the filmstrip view.
4. Re: Editing default text on placeholder objects
Lilybiri Aug 7, 2012 9:23 AM (in response to eLearner22)I do not understand your work flow very well: text captions are never inserted as images? Even when you insert them on the master slides, the user can still edit them on the master slide view.
BTW: perhaps you are not aware of the fact that you can put instructions in the scratch area (outside of the stage) as well. I use that area a lot and it is crowded with text captions, some of them set to display for the rest of the project. Or you can put instructions on a slide that is hidden, which means that it will not appear in the published version.
5. Re: Editing default text on placeholder objects
grantmfisher Mar 20, 2014 12:44 PM (in response to Lilybiri)I know that this is a very old thread, but I am having the same issue as eLearner22. I believe what he/she was referring to with "text captions as images" was referring to their editability within the Filmstrip. If you place a text caption in a master slide, you cannot edit that text caption unless you go back to the master slide, and essentially, it feels like an image. For most use cases that I can think of, that wouldn't be useful. The option to make custom placeholder text would be very useful.
The idea that you could use a text caption in your master slides here simply would not work for most uses. Lilybiri, you are correct in saying that you can edit that text caption on the master slides, but what if you needed to use the same master slide for multiple slides in your project? Different content each time that master slide is used would mess up that workflow.
I'll give my example: I have a master slide I use as a Chapter transition slide. That master slide has a text caption that simply has the word "Chapter." Beside that text caption, i'm forced to add a placeholder text caption. I would love to simply put a "#" in the placeholder caption, but instead, i have the full blown "Type the caption text here." This makes my slide look very strange, and misleading to the end user. So, I am forced to do as you suggested Lilybiri, I utilize the scratch area on the outside of my stage to instruct the users on how to fill in the placeholders. The downside of this, of course, is that the user might miss those notes if they have their stage filling up their screen. For clarity, below is a screenshot of what I mean. On the left is what I currently have in place, the text box starting with "Type" is a placeholder caption. The slide on the right, the "#" is a text caption on a master slide. I cannot edit that text caption in my filmstrip.
If anyone has a better idea for how to accomplish this cleanly and efficiently, please share!! This seems like a no-brainer update for Captivate 8! Fingers crossed.
6. Re: Editing default text on placeholder objects
RodWard Mar 20, 2014 6:07 PM (in response to grantmfisher)Captivate has placeholder objects for text images etc. Make sure you have a Master Slide selected, then from the Insert menu, choose Placeholder objects and pick one.
These placeholder objects are what you should be using on the Master Slides for any situation where you want to be able to edit the default objects on each new slide. When you insert a new slide and edit the placeholder text, the object turns into a caption or whatever from then on.
7. Re: Editing default text on placeholder objects
grantmfisher Mar 20, 2014 7:30 PM (in response to RodWard)RodWard, thanks for your response on this. I am aware that you can add placeholder objects onto a master slide. However, my dilemma is that I wanted to change the default text that is added to that placeholder object on the master slide to something more relevant to that slide(like simply a '#' to indicate that a number belongs in that placeholder object). That is something that I have not found to be possible inside of Captivate. From what I can tell, when you insert a placeholder text caption, you're stuck with the default text that reads 'Type the Caption Text here' until you insert that slide into your Filmstrip. Hope that helps clarify the point I was aiming for. :)
8. Re: Editing default text on placeholder objects
RodWard Mar 20, 2014 8:05 PM (in response to grantmfisher)OK. Then in your situation I would normally create a CPTL template file that has all my slides set up with whatever starter text I want to see, and then spawn new CPTX project files from that template. Effectively, the slides you set up in your template are just placeholders that you intend to edit anyway, but the text will be whatever you want.
9. Re: Editing default text on placeholder objects
IDarin Mar 11, 2015 6:55 AM (in response to RodWard)So are you saying there is no way to change the default text in an object such as a Text Caption Placeholder [in Captivate 8]? I realize you can double click on the placeholder text in Filmstrip View and type whatever you want, but I was just hoping to edit the default text so I could place it in a master slide and have it be uniform across all the slides.


text:
How to find other home educators
(132 Posts)We keep posting this information, so I thought I'd make a topic that we can bump up when it falls down the list (but not every half hour, please).
If you join Education Otherwise (£25pa), you will receive a national contact list, divided by county. On the web they have lists of:
- local groups
- Internet lists
Home Education UK has similar but not identical information:
- local groups
- Internet lists
EHEers here will provide advice but these threads often get hijacked. We recommend that you try to meet local EHEers. They know about meetings in your area and can give more specific advice on your LA. They will also help you to see that EHEers are normal people doing their best, for their kids, just like you. You'll also see that people are successfully EHEing kids right across the range from SEN to prodigy and with all sorts or issues.
HI there
Let us know if you'd like us to remove your post SalisburyMum2
Salisburymum2, I've just reported your post as you have given your email address. The usual thing is to ask people to PM you, in order to keep some privacy.
There are definitely groups in Salisbury.
Hi, to Remind me, I'm in Salisbury and also want to find a home education group. Did you have any luck finding a group in town? I'm not too sure about how these postings work. But if you do see this, could you please e-mail me at firstname.lastname@example.com. Thanks so much
I'm in the North East (washington) but also spend time in the North West (preston) with a three yo and a six month old. Is anyone on her from round me (either NE or NW)
Hi, have looked on EO etc and can't find a HE group in Chester. Is there anyone in Chester home educating? Would love to chat if there is...
There seems to be a lot of new people about, who are thinking of home educating.
I'm dashing out now but bumping this and other hopefully useful threads
at some point I'll redo this thread so the information is more concise......but until life slows down a little, this one will have to do.
bump again for newbies to home ed
bumping for thesunshinesbrightly and lovingtherain and anyone else new to home ed who may find it useful.
Is anyone in the Ealing area or know of any groups etc, am considering home education for my 5yr old but it would be a huge benefit if I knew she could still socialise with her age group.
Bump for CheesedOfsted
bump for newbies
bumping for AramiteCane and any other newbies interested in HE
bumping up useful threads
bumping for queenrollo
Grumblestiltskin, I live in Enfield if you want to contact me.
Just a quick note to let you know a couple of us have started a new social network on Ning for UK Home Educators... http://ukhefriends.ning.com/ ... and we'd love you all to join us!
We felt there was a desperate need for home-educators to be able to get together and socialise in a friendly, private, yet inclusive environment. On this network we hope that people will be able to make friends, either in their local area or anywhere they're interested in, and organise meet-ups relevent to their family's needs.
The group is private, so non-members will not be able to view or participate in any way.
Hope to see you there!
I will get round to updating this thread, but in the meantime am bumping for TerrieB and other new to home ed families
Have you tried asking that question on the HELM email support list which covers the whole of the West Mids hordergirl?
I'm looking for HE groups/HEers from Cannock B'hills area-I have 3 boys 6, nearly 4 and 1. HI Heartsmum2jamie you're from the same neck of the woods and have boys-did you have any luck finding local groups? I know the nearest I've found is SUtton but it'd be great to have something closer.
No. I am in the West Midlands but and am on the East Mids HE list to keep in touch and answer any queries about the West Mids for the occasional locals who turn up there.
So when you join I'll 'see' you there.
I do also met with some of the Derby lot when we go to home ed camps and gatherings-especially 'Peak Camp' which is right in that corner of the world, and that's how I know what a friendly bunch they all are.
There really are an increasing number of people who home educate their children because of SEN.
I know you'll find lots of encouragement on the HE-Special Needs support list.
That page has a blog, where folks have posted a month in the life of, describing how home ed works for their families with children who have SEN, I am 'Ann from Worcestershire' there.
There is also a book written for families who home educate children who are on the Autistic Spectrum Home Educating our Autistic Spectrum Children :Paths are made by walking Edited by Terri Dowty and Kit Cowlishaw.
Now whilst this may not be your child's SEN, it could be insightful never the less.
Product Description
Mainstream educational provision for children on the autistic spectrum can be inadequate or inappropriate. An increasing number of parents dissatisfied with the education system are looking elsewhere for an approach that will suit their children's needs. In "Home Educating Our Autistic Spectrum Children", parents who have chosen to home educate their children with autism or Asperger's syndrome candidly relate their experiences: how they reached the decision to educate at home, how they set about the task, and how it has affected their lives. Following these personal accounts, the final chapters offer practical advice on getting started with home education, legal advice from an expert in education law, and contact details of support organisations
You should be able to get it from the library.
Hope that helps
Thank you so much julienoshoes, I have been struggling to find anything to do with SEN and home ed. I shall look into it. Much appreciated. Are you in the Derby area?
Oh yes
Plenty of us home educate children with SEN.
I know a few who home educate children with physical disabilities.
There is a website for families who home educate children with SEN and they have an email support group I can't rate that group highly enough. You'll get advice and encouragement from the real experts, the families who are actually doing it.
There are home educators in and around Derby, they have quite an active friendly group, you can find out more from the East Midlands Home Education Support group
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Dr. Meredith R. Baker, MD
Urological Surgery
- 333 NW Larch Ave
Redmond, OR 97756 - 3 Locations
- (541) 548-4017
Dr. Meredith R. Baker graduated from the University of Texas Southwestern Medical Center at Dallas in 2002. She works in Redmond, OR and 2 other locations and specializes in Urological Surgery. Dr. Baker is affiliated with Saint Charles Redmond Medical Center and St Charles Bend. She speaks English and Spanish.
Gender: Female
Languages Spoken: English, Spanish
Urological Surgery
Medical School: University of Texas Southwestern Medical Center at Dallas; Graduated 2002
*This physician has multiple office locations. See Office Information for details.


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Files | Description | Format |
application/pdf 9026190.pdf (8Mb) | (no description provided) |
Title: | An experimental investigation of compressible, turbulent mixing layers |
Author(s): | Goebel, Steven George |
Doctoral Committee Chair(s): | Dutton, J. Craig |
Department / Program: | Mechanical Science and Engineering |
Discipline: | Mechanical Science and Engineering |
Degree Granting Institution: | University of Illinois at Urbana-Champaign |
Degree: | Ph.D. |
Genre: | Dissertation |
Subject(s): | Engineering, Aerospace
Engineering, Mechanical |
Abstract: | An investigation of compressible, turbulent mixing layers has been completed. The experiments were conducted using pressure measurements, schlieren photography and velocity measurements with a two-component laser Doppler velocimeter system. These diagnostic systems were developed for use with the mixing layer wind-tunnel facility. Many conditions were evaluated, and seven mixing layer cases were fully examined, with relative Mach numbers ranging from 0.40 to 1.97, which spans the region of significant compressibility effects. The spatial development and similarity of the mixing layers were examined, as well as the entrainment process and the effects of particle dynamics. Analyses to predict the mean density profiles, mean transverse velocity profiles, shape of the kinematic Reynolds stress profiles and entrainment mass fraction of a fully developed, compressible mixing layer were also developed. From the schlieren photographs, no organized, large-scale structures were observed to dominate the mixing layers under the conditions of this study. The development of the mixing layers required a Reynolds number (based on the freestream velocity difference and local mixing layer thickness) on the order of 1 $\cdot$ 10$\sp5$. In the fully developed regions of the mixing layers, it was found that transverse turbulence intensities and normalized kinematic Reynolds stresses decreased with increasing relative Mach number like the decreases measured in normalized growth rate, while the streamwise turbulence intensities and kinematic Reynolds stress correlation coefficients remained approximately constant. By examining the LDV velocity measurements from particles with different response characteristics, it was shown that particle dynamics effects were not a problem with these measurements. Also, by measuring velocity profiles on both sides of the wind-tunnel midplane, it was found that the flow fields were reasonably two-dimensional. |
Issue Date: | 1990 |
Type: | Text |
Language: | English |
URI: | http://hdl.handle.net/2142/22200 |
Rights Information: | Copyright 1990 Goebel, Steven George |
Date Available in IDEALS: | 2011-05-07 |
Identifier in Online Catalog: | AAI9026190 |
OCLC Identifier: | (UMI)AAI9026190 |
This item appears in the following Collection(s)
Dissertations and Theses - Mechanical Science and Engineering
Graduate Dissertations and Theses at Illinois
Graduate Theses and Dissertations at Illinois
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Girly spends her last moments with Benny, with the hopes of him promising his love for her is forever.