America and Britain in Prophecy
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A Landscape of Death: a Comparison of Non-Adult to Adult Burials at the Late Bronze Age Site of Tell El-Far'ah (South)
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2018 A Landscape of Death: A Comparison of Non-adult to Adult Burials at the Late Bronze Age Site of Tell el-Far'ah (South) Rebecca Reeves Part of the Archaeological Anthropology Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Reeves, Rebecca, "A Landscape of Death: A Comparison of Non-adult to Adult Burials at the Late Bronze Age Site of Tell el-Far'ah (South)" (2018). Electronic Theses and Dissertations, 2004-2019. 6184. https://stars.library.ucf.edu/etd/6184 A LANDSCAPE OF DEATH: A COMPARISON OF NON-ADULT TO ADULT BURIALS AT THE LATE BRONZE AGE SITE OF TELL EL-FAR’AH (SOUTH) by REBECCA N REEVES M.A. University of Central Florida, 2018 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Anthropology in the College of Sciences at the University of Central Florida Orlando, Florida Fall Term 2018 Copyright © 2018 Rebecca N Reeves ii ABSTRACT This study aims to determine whether there are any differences in the burial practices for non-adults and adults at the Late Bronze Age site of Tell el-Far’ah (South) in modern day Israel. -
Joseph Coleson Judges Lawson G
CORNERSTONE BIBLICAL COMMENTARY 01-Vol3-fm.indd 1 2/5/2016 1:53:43 PM General Editor Philip W. Comfort D. Litt. et Phil., University of South Africa; Tyndale House Publishers; Coastal Carolina University. Consulting Editor, Old Testament Tremper Longman III PhD, Yale University; Robert H. Gundry Professor of Biblical Studies, Westmont College. Consulting Editor, New Testament Grant Osborne PhD, University of Aberdeen; Professor of New Testament, Trinity Evangelical Divinity School. Associate Editors Jason Driesbach MA, Biblical Exegesis and Linguistics, Dallas Theological Seminary; Tyndale House Publishers. Mark R. Norton MA, Theological Studies, Wheaton Graduate School; Tyndale House Publishers. James A. Swanson MSM, Multnomah Biblical Seminary; MTh, University of South Africa; Tyndale House Publishers. 01-Vol3-fm.indd 2 2/5/2016 1:53:43 PM CORNERSTONE BIBLICAL COMMENTARY Joshua Joseph Coleson Judges Lawson G. Stone Ruth Jason Driesbach GENERAL EDITOR Philip W. Comfort featuring the text of the NEW LIVING TRANSLATION TYNDALE HOUSE PUBLISHERS, INC. CAROL STREAM, ILLINOIS 01-Vol3-fm.indd 3 2/5/2016 1:53:43 PM Cornerstone Biblical Commentary, Volume 3 Visit Tyndale online at www.tyndale.com. Joshua copyright © 2012 by Joseph Coleson. All rights reserved. Judges copyright © 2012 by Lawson G. Stone. All rights reserved. Ruth copyright © 2012 by Jason Driesbach. All rights reserved. Designed by Luke Daab and Timothy R. Botts. Unless otherwise indicated, all Scripture quotations are taken from the Holy Bible, New Living Translation, copyright © 1996, 2004, 2007 by Tyndale House Foundation. Used by permission of Tyndale House Publishers, Inc., Carol Stream, Illinois 60188. All rights reserved. TYNDALE, New Living Translation, NLT, Tyndale’s quill logo, and the New Living Translation logo are registered trademarks of Tyndale House Publishers, Inc. -
Was Hitler a Darwinian?
Was Hitler a Darwinian? Robert J. Richards The University of Chicago The Darwinian underpinnings of Nazi racial ideology are patently obvious. Hitler's chapter on "Nation and Race" in Mein Kampf discusses the racial struggle for existence in clear Darwinian terms. Richard Weikart, Historian, Cal. State, Stanislaus1 Hamlet: Do you see yonder cloud that's almost in shape of a camel? Shakespeare, Hamlet, III, 2. 1. Introduction . 1 2. The Issues regarding a Supposed Conceptually Causal Connection . 4 3. Darwinian Theory and Racial Hierarchy . 10 4. The Racial Ideology of Gobineau and Chamberlain . 16 5. Chamberlain and Hitler . 27 6. Mein Kampf . 29 7. Struggle for Existence . 37 8. The Political Sources of Hitler’s Anti-Semitism . 41 9. Ethics and Social Darwinism . 44 10. Was the Biological Community under Hitler Darwinian? . 46 11. Conclusion . 52 1. Introduction Several scholars and many religiously conservative thinkers have recently charged that Hitler’s ideas about race and racial struggle derived from the theories of Charles Darwin (1809-1882), either directly or through intermediate sources. So, for example, the historian Richard Weikart, in his book From Darwin to Hitler (2004), maintains: “No matter how crooked the road was from Darwin to Hitler, clearly Darwinism and eugenics smoothed the path for Nazi ideology, especially for the Nazi 1 Richard Weikart, “Was It Immoral for "Expelled" to Connect Darwinism and Nazi Racism?” (http://www.discovery.org/a/5069.) 1 stress on expansion, war, racial struggle, and racial extermination.”2 In a subsequent book, Hitler’s Ethic: The Nazi Pursuit of Evolutionary Progress (2009), Weikart argues that Darwin’s “evolutionary ethics drove him [Hitler] to engage in behavior that the rest of us consider abominable.”3 Other critics have also attempted to forge a strong link between Darwin’s theory and Hitler’s biological notions. -
Unit 7 Major Races of Mankind*
Classification of Human Populations UNIT 7 MAJOR RACES OF MANKIND* Contents 7.0 Introduction 7.1 Concept of Race 7.1.1 Racial Classification 7.2 Major Races of the World 7.2.1 Caucasoid 7.2.2 Negroid 7.2.3 Mongoloid 7.2.4 A Comparative Account of Three Major Races 7.3 UNESCO Statement on Race 7.4 Summary 7.5 References 7.6 Answers to Check Your Progress Learning Objectives After reading this Unit, you would be able to: Understand the concept of race; Explain the biological basis of race; Discuss the salient features of major races of the world; Analyze the negative impact of Racism; and Appreciate the UNESCO Statement on Racial Discrimination. 7.0 INTRODUCTION It is already accepted fact that there are no two completely identical humans in any form even among the twins. Variation has been an important feature of living species including humans. Understanding human variation is one of the important interests of anthropologists, biologists and geneticists. Gene- environment interaction could manifest in bringing the variation that exists between the human inter and intra population groups. These variations can be in terms of physical characters be like height, skin colour, hair form, eye colour, fold, etc., or physiological characters like body metabolism rate, blood pressure, etc., or in the extent of genetic polymorphisms like blood groups, nuclear and mtDNA variant, etc. Such variations enable humans to cope with the selective pressure, to adapt and undergo reproductive fitness, which is important for continuity of species. Moreover, the knowledge of human variation can be applied in different areas such as forensic, health assessment, etc. -
World History--Part 1. Teacher's Guide [And Student Guide]
DOCUMENT RESUME ED 462 784 EC 308 847 AUTHOR Schaap, Eileen, Ed.; Fresen, Sue, Ed. TITLE World History--Part 1. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS). INSTITUTION Leon County Schools, Tallahassee, FL. Exceptibnal Student Education. SPONS AGENCY Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services. PUB DATE 2000-00-00 NOTE 841p.; Course No. 2109310. Part of the Curriculum Improvement Project funded under the Individuals with Disabilities Education Act (IDEA), Part B. AVAILABLE FROM Florida State Dept. of Education, Div. of Public Schools and Community Education, Bureau of Instructional Support and Community Services, Turlington Bldg., Room 628, 325 West Gaines St., Tallahassee, FL 32399-0400. Tel: 850-488-1879; Fax: 850-487-2679; e-mail: cicbisca.mail.doe.state.fl.us; Web site: http://www.leon.k12.fl.us/public/pass. PUB TYPE Guides - Classroom - Learner (051) Guides Classroom Teacher (052) EDRS PRICE MF05/PC34 Plus Postage. DESCRIPTORS *Academic Accommodations (Disabilities); *Academic Standards; Curriculum; *Disabilities; Educational Strategies; Enrichment Activities; European History; Greek Civilization; Inclusive Schools; Instructional Materials; Latin American History; Non Western Civilization; Secondary Education; Social Studies; Teaching Guides; *Teaching Methods; Textbooks; Units of Study; World Affairs; *World History IDENTIFIERS *Florida ABSTRACT This teacher's guide and student guide unit contains supplemental readings, activities, -
Ancient Civilizations
DDCE/M.A Hist./Paper-1 Ancient Civilizations By Dr. Binod Bihari Satpathy 0 CONTENT Ancient Civilizations Unit. No Chapter Name Page. No. 1. Stages of Human Evolution. 02 -23 Unit-I 2. Origin and growth Human culture and Civilisation-Pre- 24-48 historic culture: Characteristic features of Palaeolithic, Mesolithic, Neolithic and Chalcolithic cultures. 3. Mesopotamian Civilization: Sumerian, Babylonian and 49-84 Assyrian: Society, Art & Architecture, Religion, Law Codes, Administration, Religion and Education. Unit-II 4. Egyptian Civilization: Political Developments, Art & 85-114 Architecture, Religion. 5. Chinese Civilization: Polity, Society, Science & 115-159 Technological Developments 6. The Aztecs- The Origin, Society, Religion, Cosmology, 160-180 Economy and Decline. Unit-III 7. Maya Civilization: Polity, Society, Art, Religion, decline. 181-206 8. The Incas: Origin, Polity, Religion, Society and Economy, 207-227 Art and Architecture, Decline. 9. Greek Civilization: Athenian Democracy, Society and 228-250 Culture. Unit-IV 10. Roman Civilization: Establishment of Republic, Society and 251-282 Cultures. 11. Persian civilization: Political, Social and Economic 283-318 Conditions. 1 ACKNOWLEDGEMENT It is pleasure to be able to complete this compilation work. containing various aspects of ancient history of humanity. This material is prepared with an objective to familiarize the students of M.A History, DDCE Utkal University on the various aspects of world ancient Civilizations. This work would not have been possible without the support of the Directorate of Distance and Continuing Education, Utkal University. I would especially like to thank Prof. Susmita Prasad Pani, the Director, DDCE, Utkal University. As my teacher and mentor, he has taught me more than I could ever give him credit for here. -
Ancient Egypt and Kush (4500 BC–AD 400)
FLORIDA . The Story Continues CHAPTER 4, Ancient Egypt and Kush (4500 BC–AD 400) PEOPLE 2500 BC–AD 100: The Deptford culture emerges in the northern and northwestern regions of Florida. Regional cultures developed as Florida’s people became more settled. Styles of pottery were an important regional di erence. Archaeologists use pottery to organize archaeological sites into cultural groups. e Deptford culture developed in what is now North and Northwest Florida. e culture’s pottery was charac- terized by a checked design stamped into coiled clay. Most of the people in the northwestern region lived along the coast near salt marshes and streams. e people in the northern region lived along rivers and streams. ey all shed and hunted for food. Around 100 BC the Deptford culture began burying their dead in sand mounds. e dead were buried with special items such as copper panpipes, ear spools, and decorative pottery. Copper is not native to Florida. is leads archaeologists to believe that the Deptford people engaged in trade with other cultures of the Southeast. PEOPLE c. 1000 BC: The Belle Glades culture emerges around Lake Okeechobee. e Belle Glades culture devel- oped in the grasslands around the Kissimmee River basin and Florida. .The Story Continues Lake Okeechobee in southern Florida. By about 500 BC the people were constructing mounds, circular ditches, canals, and other earthworks. Archaeologists believe that many of the See Chapter 1 earthworks were constructed to control seasonal ooding in the increasingly wet environment. e people appear to have grown corn as early as 400 BC, but the practice stopped around Photo credits: AD 500, most likely because the land became too wet. -
Ahura Mazda, 184 Alans, 49, 115 Alarodians, 105–106, 115
INDEX Ahura Mazda, 184 Ban (viceroy), 24–25, 105, 116, 134, 184 Alans, 49, 115 Benzon, Branko, 198 Alarodians, 105–106, 115 Berger, Gottlob, 199 Albanians, 59, 61, 65, 84, 91, 96, 106, 136, black race (Africans), 50, 68, 85, 89, 106, 152, 192 151–152, 156 Alpine race, 10, 11n, 50, 77, 80–81, 83, 85, Blaškov, Vjekoslav, 218 88–89, 94, 99–100, 102, 151, 169–170, Blumenbach, Johann Friedrich, 21 172–174, 176–177, 179–180, 197, 200, 206n Bogdan, Ivo, 163, 183, 189, 208 Altaians, 45–46 Bogomils, 60–61, 87, 110, 136, 164 Ural-Altaic, 121 Bolshevism See communism Andrić, Ivo, 73 Bonifačić, Antun, 220 Antes, 99, 115, 117, 181, 186 Bošković, Ruđer Josip, 163, 221 Arachosia (Harahvatiš), 184 Bosnia-Herzegovina, 1, 25, 30, 36–38, 41, Aristotle, 34 51–56, 58–59, 61, 67, 76, 78, 96, 99, 102, Armenians, 56, 86, 122, 131, 152–153 109, 117, 133, 135, 141, 145, 154, 170–173, Armenoid race, 94, 170, 172–177, 201–202, 179–180, 190, 203, 206, 212, 216–217, 226 206 medieval Bosnia, 60, 164 Also see Near Eastern race Bosnian Muslims, 4, 6, 37–38, 41, 64, 73, Artuković, Andrija, 220 95–97, 120–124, 132, 136–137, 171, 180, Aryans 190–194, 197, 211 Aryan descent (arijsko porijetlo), 18, Buć, Stjepan, 117–120, 123 148–155 Budak, Mile, 129–133, 138, 143, 146, 158, 167, culture, 114 191, 205, 207 Iranians, 115, 184–185, 201 Bulgars/Bulgarians, 36, 59, 66–67, 74, language, 20–21, 40, 86, 88, 90, 100 95–96, 100, 108, 122, 196, 204–205, 215n, race, 6–9, 11–12, 14, 16, 22, 29, 42, 45, 217–218 49–51, 57–60, 62–63, 69–70, 78, 100, Bulić, Frane, 175 106, 109–110, 115, -
08 Human Population Genetics Module : 20 Concept of Race
Paper No. : 08 Human Population Genetics Module : 20 Concept of Race Development Team Prof. Anup Kumar Kapoor Principal Investigator Department of Anthropology, University of Delhi Paper Coordinator Prof. Gautam K. Kshatriya Department of Anthropology, University of Delhi Content Writer Ms. Shalini Singh and Prof. GK Kshatriya Department of Anthropology, University of Delhi Content Reviewer Prof. A.Paparao Sri Venkateswara University, Tirupati, Andhra Pradesh 1 Human Population Genetics Anthropology Concept of Race Description of Module Subject Name Anthropology Paper Name 08 Human Population Genetics Module Name/Title Concept of Race Module Id 20 2 Human Population Genetics Anthropology Concept of Race Learning objectives: a. It aims to understand the social and biological concept of Race. b. It aims to understand the various physical and biological criteria of racial classification c. It aims to understand the primary races of man with a greater emphasis on the racial elements present in Indian Population. TABLE OF CONTENTS 1. Introduction I. Overview II. Definition III. Biological concept IV. Social concept 2. Criteria of Race 2.1 Physical Criteria of Race I. Skin colour II. Hair III. Stature IV. Head form V. Face form VI. Nose form VII. Eye VIII. Ears IX. Lips X. Finger, Palm and Sole prints 2.2 Biological Criteria of Race I. Blood group II. Colour blindness III. Response to Drugs IV. Growth 3. Primary races of Man 4. Classification of Human Races I. Risley II. Haddon III. Hutton IV. Guha 3 Human Population Genetics Anthropology Concept of Race 5. Summary Introduction In a lay man’s language race refers to the classification of human being’s, ancestry, its origins and ethnicity. -
Transcending the Western Paradigm of the Idea of Race
1-Yasuko Takezawa(p5) 6/9 05.7.12 6:40 PM ページ 5 The Japanese Journal of American Studies, No. 16 (2005) Transcending the Western Paradigm of the Idea of Race Yasuko TAKEZAWA* IINTRODUCTION Did the idea of race originate in the United States, or is it a universal idea?1 There is a long-standing debate on the origin of the idea of race, particularly in regard to the question of whether the idea has been con- structed in the modern West, or whether it has been found from ancient times across different regions of the world. One dominant view is that the idea of race spread from the United States to the rest of the world. This paper argues that the idea of race is not of American origin. It also claims that it is neither a modern Western product, nor universal. Due to the limited space, I will not review the literature nor discuss the pitfalls of previous studies in this paper. However, I propose an alterna- tive understanding of race by taking into account non-Western experi- ences, including, among others, the Asian and the Pacific experiences. One of its ultimate goals is to promote dialogue among scholars spe- cializing in race studies in different regions of the world, particularly, between those working in the United States and in Japan. There is a huge accumulation of research on race. Nevertheless, in the course of proceeding with my research by going through the literature on race and exchanging views with researchers inside and outside Japan, Copyright © 2005 Yasuko Takezawa. -
Chapter Two Western Asia and Egypt 3500-500 BC
Chapter Two Western Asia and Egypt 3500-500 BC http://www.bing.com/images/s earch?q=fertile+crescent+and+a ncient+egypt&view=detail&id=B 8464002DB14588969A8A95BFF B1988652A4BB42&first=0&FOR M=IDFRIR Civilization Begins in Mesopotamia • Mesopotamia = “the land between the rivers” • Tigris-Euphrates River Valley • Little rain, but rivers provided silt and irrigation capability • Three general empires – Sumer – Akkad – Babylon http://www.bing.com/images/search?q=mesopotamia&view=detail&id=F698E4F1AE58 CD8EF24325FAF2D6AAB2496702B1&first=0&FORM=IDFRIR Polytheism Grows in Mesopotamia • Polytheism = “many gods” • Harsh climate, famine led people to call on help from gods in nature • Ziggurats (temples) built to honor the god of a city http://www.bing.com/images/search?q=mesopotamian+ziggurat&vi ew=detail&id=6C292732BF1D7193F29B00FC0C7B9DD141210F4D&f irst=0&FORM=IDFRIR The Sumerians • Walled cities like Ur featured buildings of clay bricks • Theocracy develops— government by divine rulers • Farming was supported by trade and industry • Copper, gold, and silver all in use for jewelry and tools • Traded as far away as India and the Mediterranean Sea • Invented the wheel for work purposes • Three groups of people – Nobles – Commoners – Slaves http://www.bing.com/images/search?q=Ur&view=detail&id=C4FE0C0 6EF96887B52FB3ABB0053A53D63F90A09&first=0&FORM=IDFRIR Sumerian Creativity • Developed cuneiform writing – Pointed stylus marked on clay tablets – Dried tablets became permanent records • Scribes became powerful people as the record-keepers • Wagon -
St John's Church, Blackheath Isaiah the Two Cities Reading Plan
St John’s Church, Blackheath Isaiah The Two Cities Reading Plan: September to December 2019 “Come now, let us settle the matter”, says the LORD. “Though your sins are like scarlet, they shall be as white as snow; though they are red as crimson, they shall be like wool. If you are willing and obedient, you will eat the good things of the land; but if you resist and rebel, you will be devoured by the sword” (Isaiah 1:18-20, NIV) Introduction Between the beginning of September and the beginning of December this year, our Sunday morning sermons will be looking at the book of Isaiah. This reading plan is designed to accompany the sermon series. Parts of Isaiah are familiar to most Christians: for example, the prophecy of the birth of Immanuel (Ch.7 v.14); the prophecy beginning “For to us a child is born” (Ch.9 v.6); and the suffering servant prophecy (Ch.52 v.13ff). Many songs are drawn from Isaiah: for example, “Everlasting God” (“Strength will rise as we wait upon the Lord”), which is based on Ch.40 vv.29-31; the Battle Hymn of the Republic (“Mine eyes have seen the glory of the coming of the Lord”) which is based on Ch.63 vv.1-6; and over a third of Handel’s Messiah, which is drawn from many different parts of the book. And many ideas that we associate with other parts of the Bible come originally from Isaiah (notably the idea of a new heaven and earth, which is in Ch.65 v.17).