God Is His Own Interpreter, and He Will Make It Plain
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Trinity Sunday, Year A
Trinity Sunday, Year A Reading Difficult Texts with the God of Love and Peace We all read Bible passages in the light of our own experiences, concerns and locations in society. It is not surprising that interpretations of the Bible which seem life-giving to some readers will be experienced by other readers as harmful or oppressive. What about these passages that are used to speak of the concept of the Trinity? This week's lectionary Bible passages: Genesis 1:1-2:4a; Psalm 8; 2 Corinthians 13:11-13; Matthew 28:16-20 Who's in the Conversation A conversation among the following scholars and pastors “Despite the desire of some Christians to marginalize those who are different, our faith calls us to embrace the diversity of our personhood created by God and celebrate it.” Bentley de Bardelaben “People often are unable to see „the goodness of all creation‟ because of our narrow view of what it means to be human and our doctrines of sin, God and humanity." Valerie Bridgeman Davis “By affirming that we, too, are part of God‟s „good creation,‟ lesbian, gay, bisexual and transgender people of faith begin to take responsibility for fostering love and peace throughout creation." Ken Stone “When we creep in the direction of believing that we absolutely know God, Christ, and the Holy Spirit, we have not only limited the Trinity, but also sown the seeds of hostility and elitism. We need to be reminded of the powerful, mysterious and surprising ways that the Trinity continues to work among all creation." Holly Toensing What's Out in the Conversation A conversation about this week's lectionary Bible passages LGBT people know that Scripture can be used for troubling purposes. -
The Archaeology of Time Travel Represents a Particularly Significant Way to Bring Experiencing the Past the Past Back to Life in the Present
This volume explores the relevance of time travel as a characteristic contemporary way to approach (Eds) & Holtorf Petersson the past. If reality is defined as the sum of human experiences and social practices, all reality is partly virtual, and all experienced and practised time travel is real. In that sense, time travel experiences are not necessarily purely imaginary. Time travel experiences and associated social practices have become ubiquitous and popular, increasingly Chapter 9 replacing more knowledge-orientated and critical The Archaeology approaches to the past. The papers in this book Waterworld explore various types and methods of time travel of Time Travel and seek to prove that time travel is a legitimate Bodil Petersson and timely object of study and critique because it The Archaeology of Time Travel The Archaeology represents a particularly significant way to bring Experiencing the Past the past back to life in the present. in the 21st Century Archaeopress Edited by Archaeopress Archaeology www.archaeopress.com Bodil Petersson Cornelius Holtorf Open Access Papers Cover.indd 1 24/05/2017 10:17:26 The Archaeology of Time Travel Experiencing the Past in the 21st Century Edited by Bodil Petersson Cornelius Holtorf Archaeopress Archaeology Archaeopress Publishing Ltd Gordon House 276 Banbury Road Oxford OX2 7ED www.archaeopress.com ISBN 978 1 78491 500 1 ISBN 978 1 78491 501 8 (e-Pdf) © Archaeopress and the individual authors 2017 Economic support for publishing this book has been received from The Krapperup Foundation The Hainska Foundation Cover illustrations are taken from the different texts of the book. See List of Figures for information. -
The Passage from Mark 10
The passage from Mark 10: 17 – 31 can throw up a lot of questions…questions relating to the passage; questions as a consequence to what Jesus said; questions that would influence our personal decisions as we reflect on those consequences… 1 No doubt many of you recognise the image and remember the TV game show that ran for 11 years…open the box the reveal the money or take the deal that the banker offered.. It relied on the contestants greed to want gamble for more and lose nothing… How did you answer the question if/when you played along? 2 What did you ever decide to do? The first questions from this passage lie within those of the young ruler coming to Jesus and subsequently for us (such as, is it right to have money, any money, and be a Christian etc etc…. 3 And what about the question of the camel and the eye of a needle?...let’s take a look at this one…and I quote.. ‘For the last two centuries it has been common teaching in Sunday School that there is a gate in Jerusalem called the eye of the needle through which a camel could not pass unless it stooped and first had all its baggage first removed. After dark, when the main gates were shut, travellers or merchants would have to use this smaller gate, through which the camel could only enter unencumbered and crawling on its knees 4 Great sermon material, with the parallels of coming to God on our knees without all our baggage. -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UNIVERSITY OF CINCINNATI 1 J93S. I hereby recommend that the thesis prepared under my supervision bu ___________________ entitled TVip Aphorisms of GeoTg Christoph Lichtenberg _______ with a Brief Life of Their Author. Materials for a _______ Biography of Lichtenberg. ______________________________________ be accepted as fulfilling this part of the requirements for the degree o f (p /fc -£^OQOTj o Approved by: <r , 6 ^ ^ FORM 660—G.S. ANO CO.—lM—7«33 Reproduced with permission of the copyright owner. -
The Social Impact of the Revolution
THE SOCIAL IMPACT OF THE REVOLUTION AMERICAN ENTERPRISE INSTITUTE'S DISTINGUISHED LECTURE SERIES Robert Nisbet, historical sociologist and intellectual historian, is Albert Schweitzer professor-elect o[ the humanities at Columbia University. ROBERTA. NISBET THE SOCIAL IMPACT OF THE REVOLUTION Distinguished Lecture Series on the Bicentennial This lecture is one in a series sponsored by the American Enterprise Institute in celebration of the Bicentennial of the United States. The views expressed are those of the lecturers and do not necessarily reflect the views of the staff,officers or trustees of AEI. All of the lectures in this series will be collected later in a single volume. revolution · continuity · promise ROBERTA. NISBET THE SOCIAL IMPACT OF THE REVOLUTION Delivered in Gaston Hall, Georgetown University, Washington, D.C. on December 13, 1973 American Enterprise Institute for Public Policy Research Washington, D.C. © 1974 by American Enterprise Institute for Public Policy Research, Washington, D.C. ISBN 0-8447-1303-1 Library of Congress Catalog Card Number L.C. 74-77313 Printed in the United States of America as there in fact an American Revolution at the end of the eighteenth century? I mean a revolu tion involving sudden, decisive, and irreversible changes in social institutions, groups, and traditions, in addition to the war of libera tion from England that we are more likely to celebrate. Clearly, this is a question that generates much controversy. There are scholars whose answer to the question is strongly nega tive, and others whose affirmativeanswer is equally strong. Indeed, ever since Edmund Burke's time there have been students to de clare that revolution in any precise sense of the word did not take place-that in substance the American Revolution was no more than a group of Englishmen fighting on distant shores for tradi tionally English political rights against a government that had sought to exploit and tyrannize. -
A Qualitative Probe Into the Translations of Hyperbole in the Qur’Anic Verse 7:40
Turkish Journal of Computer and Mathematics Education Vol.12 No.14 (2021), 1898-1908 Research Article A Qualitative Probe Into the Translations of Hyperbole in the Qur’anic Verse 7:40 Mahsa Raeisi Sattraia*, Dr. Hojjat Modarresib, Dr. Mohammad Yazdanic a MA Student of English Translation, Imam Reza (pbuh) International University, Mashhad, Iran (Corresponding Author), [email protected] b Ph.D. of Islamic Mysticism, Researcher and Scholar of Islamic Sciences, [email protected] c Assistant Professor, Department of English Language and Literature, Imam Reza (pbuh) International University, Mashhad, Iran, [email protected] Article History: Received: 14 July 2020; Accepted: 2 January 2021; Published online: 5 February 2021 _____________________________________________________________________________________________________ Abstract: The language of the Qur’an is highly eloquent while being at the same time rich in rhetorical devices and figures of speech including exaggeration and hyper bole, metonyms, metaphors, similes and idioms. Presence of such aesthetic qualities has been considered to be one of the amazing aspects of this holy book of Muslims. Although throughout history, many knowledgeable Muslim scholars have accomplished prolific productions concerning the translation and equivalents of idioms in the Qur’an, still we face obscurities and conflicting views as to how to understand and convey the sheer message of the Qur’an. Through the study of the Qur’an, we recognize that on the one hand it includes a restricted range of vocabularies which makes it simple enough to read and understand while on the other hand its huge number of complex idioms demand close attention. When it comes to the translation of such figures of speech, different translators opt for various ways of translating and elaborating both the content and the form of the word. -
Ttu Stc001 000054.Pdf (11.39Mb)
SOCIAL THEORY THE LIBRARY OF SOCIAL STUDIES Edited by G. D. H. COLE SOCIAL THEORY By G. D. H. COLE, Author of "Self-Government in Industry," " Labour in the Commonwealth," etc. THE INDUSTRIAL REVOLUTION By J. L. and B. E. HAMMOND, Authors of "The Village Labourer," " The Town Labourer," etc. THE INDUSTRIAL HISTORY OP^ MODERN BRITAIN (1830-1919). By J. R. TAVI.OR, Joint-Author of "The Industrial Outlook," etc. THE FALL OF FEUDALISM IN FRANCE By SYDNEY HERBERT, Author of " Modern Europe," etc. THE FRENCH REVOLUTION IN POLITICAL THOUGHT By M. B, RECKITT, Author of "The Meaning of National Guilds," etc. THE BRITISH LABOUR MOVEMENT By C. M. LLOYD, Author of "Trade Unionism," "The Reorganisa tion of Local Government," etc. INDUSTRY IN THE MIDDLE AGES By G. D. H. and M. I. COLE SOCIAL THEORY BY G. D. H. COLE FELLOW OF MAGDALEN COLLEGE, OXFORD AUTHOR OF "SELF-GOVERNMENT IN INDUSTRY" "LABOUR IN THE COMMONWEALTH" ETC. METHUEN & GO. LTD. 36 ESSEX STREET W.G. LONDON First Published in ig20 CONTENTS CHAP. PAGE I. THE FORMS OF SOCIAL THEORY . I IL SOME NAMES AND THEIR MEANING . 25 III. THE PRINCIPLE OF FUNCTION . .47 IV. THE FORMS AND MOTIVES OF ASSOCIATION . 63 V. THE STATE . .81 VI. DEMOCRACY AND REPRESENTATION . 103 VII. GOVERNMENT AND LEGISLATION . .^ 117 VIII. COERCION AND CO-ORDINATION . .128 IX. THE ECONOMIC STRUCTURE OF SOCIETY . 144 X. REGIONALISM AND LOCAL GOVERNMENT . 158 XI. CHURCHES . .172 XII. LIBERTY . .180 XIII. THE ATROPHY OF INSTITUTIONS . 193 XIV. CONCLUSION . .201 INDEX -215 SOCIAL THEORY CHAPTER I THE FORMS OF SOCIAL THEORY. -
Researching Memory in Early Modern Studies’
Kate Chedgzoy, Elspeth Graham, Katharine Hodgkin, and Ramona Wray ‘Researching memory in early modern studies’. Memory Studies 11:1, 2018, 5-20 Introduction ‘Memory’, long a significant object of study for early modern scholars, has more recently become an important conceptual and interpretative tool used to explore a diverse range of sixteenth- and seventeenth-century texts, artefacts, remains and imaginations. In literary studies, critics have used memory to illuminate authorial recollections, representations of memorial acts and the relation of memory to performance practices (Hiscock, 2011; Holland, 2006). For historians, memory has offered a means of thinking about the complex processes of change and resistance that shaped early modern Britain and Ireland (Walsham, 2011; Wood, 2013). Frequently deployed to illuminate the social and affective dimensions of religious and political transformations and conflicts from the era, theorizations of memory have also been productively taken up to track the responsive formation of cultures of remembering and forgetting (Baldo, 2012; Ivic and Williams, 2004). Conversely, many of the core concerns of the cross-disciplinary field of memory studies find an echo in key themes explored in recent work on early modern cultures of memory. These include the commemoration of suffering, material objects and memory practices, memory and subjectivity, the politics of memory and the ways in which memory both makes and unmakes community identity. Scholars working on early modern memory are alert to these intellectual continuities, but adopt very different positions as to the similarities and differences between early modern and contemporary practices and concepts of memory. William E. Engel, Rory Loughnane and Grant Williams (2016), for instance, insist on the unfamiliarity of early modern memory culture in that it frames memory as orderly rather than disruptive, tied to the rational soul rather than the irrational unconscious (pp. -
Jamming As a Curriculum of Resistance: Popular Music, Shared Intuitive Headspaces, and Rocking in the "Free" World
Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2015 Jamming as a Curriculum of Resistance: Popular Music, Shared Intuitive Headspaces, and Rocking in the "Free" World Mike Czech Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Art Education Commons, and the Curriculum and Instruction Commons Recommended Citation Czech, Mike, "Jamming as a Curriculum of Resistance: Popular Music, Shared Intuitive Headspaces, and Rocking in the "Free" World" (2015). Electronic Theses and Dissertations. 1270. https://digitalcommons.georgiasouthern.edu/etd/1270 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. JAMMING AS A CURRICULUM OF RESISTANCE: POPULAR MUSIC, SHARED INTUITIVE HEADSPACES, AND ROCKING IN THE “FREE” WORLD by MICHAEL R. CZECH (Under the Direction of John Weaver) ABSTRACT This project opens space for looking at the world in a musical way where “jamming” with music through playing and listening to it helps one resist a more standardized and dualistic way of seeing the world. Instead of having a traditional dissertation, this project is organized like a record album where each chapter is a Track that contains an original song that parallels and plays off the subject matter being discussed to make a more encompassing, multidimensional, holistic, improvisational, and critical statement as the songs and riffs move along together to tell why an arts-based musical way of being can be a choice and alternative in our lives. -
“Threading the Needle” Lake Street Church August 18, 2013 Donna Techau
“Threading the Needle” Lake Street Church August 18, 2013 Donna Techau Call to worship: (from Jeremiah 6:16) Leader: “Stand at the crossroads and look; Congregation: ask for the ancient paths, Leader: ask where the good way is, and walk in it, All: and you will find rest for your souls.” Ancient Witness: Mark 10:17-26 As Jesus was setting out on a journey, a man ran up and knelt before him, and asked him, "Good Teacher, what must I do to inherit eternal life?" Jesus said to him, "Why do you call me good? No one is good but God alone. You know the commandments: 'You shall not murder; You shall not commit adultery; You shall not steal; You shall not bear false witness; You shall not defraud; Honor your father and mother.'" He said to him, "Teacher, I have kept all these since my youth." Jesus, looking at him, loved him and said, "You lack one thing; go, sell what you own, and give the money to the poor, and you will have treasure in heaven; then come, follow me." When he heard this, he was shocked and went away grieving, for he had many possessions. Then Jesus looked around and said to his disciples, "How hard it will be for those who have wealth to enter the kingdom of God!" And the disciples were perplexed at these words. But Jesus said to them again, "Children, how hard it is to enter the kingdom of God! It is easier for a camel to go through the eye of a needle than for someone who is rich to enter the kingdom of God." They were greatly astounded and said to one another, "Then who can be saved?" She was one of my heroes as a child: LaWanda Krumery was one of the kindest people I ever knew. -
Local Industrial Strategy
Greater Manchester Local Industrial Strategy June 2019 1 Industrial Strategy Good Work Plan Contents Foreword 04 Executive summary 07 Introduction 18 Greater Manchester’s Industrial Strategy 20 The Independent Prosperity Review 24 Strengths and opportunities 31 The five foundations of productivity Ideas 59 People 62 Infrastructure 68 Business environment 76 Places 84 Implementation 92 2 3 Industrial Strategy Greater Manchester Local Industrial Strategy Foreword “ We can see only a short distance ahead but we can see plenty that And it seeks to raise productivity And digital transformation has needs to be done”. - Alan Turing, Manchester, 1950. and pay in the foundational sectors the potential to create better of the economy - including in large quality, future-facing jobs in all Alan Turing’s words have as much Greater Manchester has a proud history sectors such as retail, hospitality sectors of the economy. relevance today as they did then. of innovation, from the world’s first and tourism, and social care. Written in Manchester when he passenger railway, to the world’s first Led by a partnership including the was pioneering work that led to the stored program electronic computer, Crucially, the strategy builds on Greater Greater Manchester Mayor, the Greater modern computing revolution, he to the Nobel Prize winning isolation Manchester’s best asset - its people - to Manchester Combined Authority, the inspired technologies across the of graphene in our own time. Greater continue to drive social progress. It sets Greater Manchester Local Enterprise world which are transforming the way Manchester’s economic leadership out a plan for communities across the Partnership, and national government, we live our lives as workers, citizens has gone hand in hand with social cities and towns of Greater Manchester the Greater Manchester Local and consumers. -
Human Rights and the Rule of Law in Renaissance England Sir John Baker
Northwestern Journal of International Human Rights Volume 2 | Issue 1 Article 3 Spring 2004 Human Rights and the Rule of Law in Renaissance England Sir John Baker Follow this and additional works at: http://scholarlycommons.law.northwestern.edu/njihr Recommended Citation Sir John Baker, Human Rights and the Rule of Law in Renaissance England, 2 Nw. J. Int'l Hum. Rts. 1 (2004). http://scholarlycommons.law.northwestern.edu/njihr/vol2/iss1/3 This Article is brought to you for free and open access by Northwestern University School of Law Scholarly Commons. It has been accepted for inclusion in Northwestern Journal of International Human Rights by an authorized administrator of Northwestern University School of Law Scholarly Commons. Copyright 2004 by Northwestern University School of Law Volume 2 (Spring 2004) Northwestern Journal of International Human Rights HUMAN RIGHTS AND THE RULE OF LAW IN RENAISSANCE ENGLAND * Sir John Baker ¶ 1 The topic of human rights may seem fa r removed from the territory of the early- modern legal historian. Everyone knows that the United Kingdom did not formally subscribe to human rights until 2001, and the general reaction to the title of this paper has been one of incredulity. Surely there were no human rights in the time of Henry VIII or Bloody Mary? Could anyone in their right mind reconcile the “Henrician despotism” with the rule of law? Your topic, Professor Baker, should not occupy us for many minutes. Well, it depends on whether we regard such concepts as descriptive or normative. It is perfectly possible to find early-modern assertions of many, perhaps most, of the standards or aspirations which have been relabelled in our own time using the terminology of universal human rights.