Who Was (And Is) Abraham?
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
L'équipe Des Scénaristes De Lost Comme Un Auteur Pluriel Ou Quelques Propositions Méthodologiques Pour Analyser L'auctorialité Des Séries Télévisées
Lost in serial television authorship : l’équipe des scénaristes de Lost comme un auteur pluriel ou quelques propositions méthodologiques pour analyser l’auctorialité des séries télévisées Quentin Fischer To cite this version: Quentin Fischer. Lost in serial television authorship : l’équipe des scénaristes de Lost comme un auteur pluriel ou quelques propositions méthodologiques pour analyser l’auctorialité des séries télévisées. Sciences de l’Homme et Société. 2017. dumas-02368575 HAL Id: dumas-02368575 https://dumas.ccsd.cnrs.fr/dumas-02368575 Submitted on 18 Nov 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Distributed under a Creative Commons Attribution - NonCommercial - NoDerivatives| 4.0 International License UNIVERSITÉ RENNES 2 Master Recherche ELECTRA – CELLAM Lost in serial television authorship : L'équipe des scénaristes de Lost comme un auteur pluriel ou quelques propositions méthodologiques pour analyser l'auctorialité des séries télévisées Mémoire de Recherche Discipline : Littératures comparées Présenté et soutenu par Quentin FISCHER en septembre 2017 Directeurs de recherche : Jean Cléder et Charline Pluvinet 1 « Créer une série, c'est d'abord imaginer son histoire, se réunir avec des auteurs, la coucher sur le papier. Puis accepter de lâcher prise, de la laisser vivre une deuxième vie. -
The Jewish People, the Gospel, and the Promises
The Jewish People, the Gospel, and the Promises A Declaration on the Relationship between the Church and the Jewish People and the Place of this People within God’s Salvation History By the Theological Commission of the Norwegian Church Ministry to Israel Edited by Reidar Hvalvik The Norwegian Church Ministry to Israel 2004 Norwegian and English editions © 2004 The Norwegian Church Ministry to Israel Holbergs plass 4 N-0166 Oslo Norway Translated from Norwegian by Reidar Hvalvik 2 Contents Editor’s Preface to the English Edition ……………………………………. 3 Introduction ………………………………………………………………… 6 1. The Jewish People and the Gospel ……………………………………… 6 2. The Jewish People and the Law ………………………………………… 10 3. The Jewish People and the Church ……………………………………… 13 4. The Jewish People and the Last Days …………………………………… 16 5. The Jewish People and the Land ………………………………………… 18 3 Editor’s Preface to the English Edition As Christians we have a special relationship to the Jewish people: Jesus was a Jew, the first Christian church comprised Jews, and those who first preached the gospel to Gentiles were Jews. They did so because they knew that the message concerning Jesus as Messiah was relevant not only for Jews, but for Gentiles as well. Many Gentiles came to faith and soon they became the majority among the believers. At a relatively early stage the Jews thus became more or less “invisible” as a part of the church, and the church’s relationship to the Jewish people soon became characterized by discrimination and persecution. Large parts of the history of the church’s relationship to the Jewish people are thus dark and painful. -
The Birth of John the Baptist and the Gospel to the Gentiles
Andrm University Semiwry Studies, Autumn 1993, Vd. 31, No. 3,195-197 Copyright Q 1993 by Andrews University Press. THE BIRTH OF JOHN THE BAPTIST AND THE GOSPEL TO THE GENTILES JAMESE. MILLER Madison, WI 53713 It is commonly accepted that the birth narratives in Luke supply an "Old Testament" prologue to the life and sayings of Jesus.' Zechariah, Elizabeth, Simeon, and Anna act as prophets of the coming Messiah and of the transformations he would make in salvation history. John appears in the role of a priest who would anoint the new Messiah and king? ~lthou~hthe narrative of John's miraculous birth has been recognized as a forerunner of the miracle story of Jesus' birth,) another function of the story bears investigation. John's birth narrative sets the stage for Luke's larger narrative goal, realized in Acts: the emergence of the gospel from the Jewish community to the Gentile world. In Luke's narrative, baptism becomes the new sign of the Christian church once the Jewish hegemony of blood lines is broken. The contribution of the story of John's birth to this larger narrative is the subject of this note. In Acts 10 and 11 the issue is whether the uncircumcised may receive baptism and become part of the Christian community without first becoming proper Jews. The answer is presented in 10:45-48 by a heavenly sign; the uncircumcised may indeed be baptized and received into the community. The decision is confirmed by the church authorities in Jerusalem in 11:17-18. Key terms in these chapters are the words Gentiles, circumcision and 'Raymond E. -
ENGLISH 2810: Television As Literature (V
ENGLISH 2810: Television as Literature (v. 1.0) 9:00 – 10:15 T/Th | EH 229 Dr. Scott Rogers | [email protected] | EH 448 http://faculty.weber.edu/srogers The Course The average American watches about 5 hours of television a day. We are told that this is bad. We are told that television is bad for us, that it is bad for our families, and that it is wasting our time. But not all television is that way. Some television shows have what we might call “literary pretensions.” Shows such as Twin Peaks, Homicide: Life on the Street, The Wire, Buffy the Vampire Slayer, Firefly, Veronica Mars, Battlestar Galactica, and LOST have been both critically acclaimed and the subject of much academic study. In this course, we shall examine a select few of these shows, watching complete seasons as if they were self-contained literary texts. In other words, in this course, you will watch TV and get credit for it. You will also learn to view television in an active and critical fashion, paying attention to the standard literary techniques (e.g. character, theme, symbol, plot) as well as televisual issues such as lighting, music, and camerawork. Texts Students will be expected to own, or have access to, the following: Firefly ($18 on amazon.com; free on hulu.com) and Serenity ($4 used on amazon.com) LOST season one ($25 on amazon.com; free on hulu.com or abc.com) Battlestar Galactica season one ($30 on amazon.com) It is in your best interest to buy or borrow these, if only to make it easier for you to go back and re-watch episodes for your assignments. -
JONAH: the Prophet Who Could Not Change
JONAH: The Prophet Who Could Not Change YK 2017-5778 One night a ship’s captain was on the open sea when he spotted a light straight ahead in the distance. He flashed his signal light telling the other ship to veer 10 degrees to the West so they could safely avoid a collision. There was a return signal telling the captain to veer 10 degrees to the East. The captain signaled “I am a captain and demand you change your course. Who are you?” The response was, “I am a seaman and I am telling you to change your course.” The captain then responded, “I command this large freighter with an important cargo.” The seaman answered, “I am a seaman who monitors this lighthouse.” 1 The questions that might be elicited, Are you the Captain who feels he should not change? Are you the lighthouse attendant who cannot change? Or are you one who can easily change? One of the questions that must be asked on this holiest of days is, “Do we truly have the ability to change?” Are we like the lighthouse or are we the captains of our own ships? Having come to this day searching for our better selves and hopefully having passed through a period of internal wrestling with ourselves, the goal should be that we enter this new year not only with hope but also with a plan for improvement. To begin the year without some ideas and aspirations for improvement is to ignore every one of the multiple lists of transgressions, denying any faults. -
God, Abraham, and the Abuse of Isaac
Word & World Volume XV, Number 1 Winter 1995 God, Abraham, and the Abuse of Isaac TERENCE E. FRETHEIM Luther Seminary St. Paul, Minnesota HIS IS A CLASSIC TEXT.1 IT HAS CAPTIVATED THE IMAGINATION OF MANY INTER- Tpreters, drawn both by its literary artistry and its religious depths. This is also a problem text. It has occasioned deep concern in this time when the abuse of chil- dren has screamed its way into the modern consciousness: Is God (and by virtue of his response, Abraham) guilty of child abuse in this text? There is no escaping the question, and it raises the issue as to the continuing value of this text. I. MODERN READINGS Psychoanalyst Alice Miller claims2 that Genesis 22 may have contributed to an atmosphere that makes it possible to justify the abuse of children. She grounds her reflections on some thirty artistic representations of this story. In two of Rem- brandt’s paintings, for example, Abraham faces the heavens rather than Isaac, as if in blind obedience to God and oblivious to what he is about to do to his son. His hands cover Isaac’s face, preventing him from seeing or crying out. Not only is Isaac silenced, she says (not actually true), one sees only his torso; his personal fea- tures are obscured. Isaac “has been turned into an object. He has been dehuman- ized by being made a sacrifice; he no longer has a right to ask questions and will 1This article is a reworking of sections of my commentary on Genesis 22 in the New Interpreters Bi- ble (Nashville: Abingdon, 1994) 494-501. -
Daniel Abraham David Elijah Esther Hannah John Moses
BIBLE CHARACTER FLASH CARDS Print these cards front and back, so when you cut them out, the description of each person is printed on the back of the card. ABRAHAM DANIEL DAVID ELIJAH ESTHER HANNAH JOHN MOSES NOAH DAVID DANIEL ABRAHAM 1 Samuel 16-30, The book of Daniel Genesis 11-25 2 Samuel 1-24 • Very brave and stood up for His God Believed God’s • A person of prayer (prayed 3 • • A man after God’s heart times/day from his youth) promises • A great leader Called himself what • Had God’s protection • • A protector • Had God’s wisdom (10 times God called him • Worshiper more than anyone) • Rescued his entire • Was a great leader to his nation from evil friends HANNAH ESTHER ELIJAH 1 Samuel 1-2 Book of Esther 1 Kings 17-21, 2 Kings 1-3 • Prayers were answered • God put her before • Heard God’s voice • Kept her promises to kings • Defeated enemies of God • Saved her people God • Had a family who was • Great courage • Miracle worker used powerfully by God NOAH MOSES JOHN Genesis 6-9 Exodus 2-40 Gospels • Had favor with God • Rescued his entire • Knew how much Jesus • Trusted God country loved him. • Obeyed God • God sent him to talk to • Was faithful to Jesus • Wasn’t afraid of what the king when no one else was people thought about • Was a caring leader of • Had very powerful him his people encounters with God • Rescued the world SARAH GIDEON PETER JOSHUA NEHEMIAH MARY PETER GIDEON SARAH Gospels judges 6-7 Gensis 11-25 • Did impossible things • Saved his city • Knew God was faithful with Jesus • Destroyed idols to His promises • Raised dead people to • Defeated the enemy • Believed God even life without fighting when it seemed • God was so close to impossible him, his shadow healed • Faithful to her husband, people Abraham MARY NEHEMIAH JOSHUA Gospels Book Nehemiah Exodus 17-33, Joshua • Brought the future into • Rebuilt the wall for his • Took people out of her day city the wilderness into the • God gave her dreams to • Didn’t listen to the promised land. -
English II RELEASED
STAAR® State of Texas Assessments of Academic Readiness English II Administered April 2019 RELEASED Copyright © 2019, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. STAAR English II 09/17/2019 EN2SP19R_rev00 STAAR English II 09/17/2019 EN2SP19R_rev00 REVISING English II Page 3 STAAR English II 09/17/2019 EN2SP19R_rev00 Read the selection and choose the best answer to each question. Then fill in the answer on your answer document. J.T. wrote this paper about a unique Japanese activity. Read the paper and look for any revisions J.T. should make. Then answer the questions that follow. In Sync (1) Texas is known for its superb high school marching bands. (2) Each week during football season, thousands of students take to the field to display their musical and marching talents. (3) These same students also compete in local, state, and national competitions and exhibitions. (4) However, marching bands aren’t found in just this state or even just this country. (5) But in one country there are marchers who skip the music component all together. (6) Students at Japan’s Nippon Sports Science University, NSSU, participate in an intricate marching-like exhibition known as precision walking. (7) NSSU students have perfected the nearly 50-year-old tradition of shuudan koudou, which means “collective action.” (8) The collective action is a carefully choreographed display of synchronized walking. (9) Identically dressed students walk forward and backward to form lines and shapes, even crossing between one another at times. -
Micah at a Glance
Scholars Crossing The Owner's Manual File Theological Studies 11-2017 Article 33: Micah at a Glance Harold Willmington Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/owners_manual Part of the Biblical Studies Commons, Christianity Commons, Practical Theology Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Willmington, Harold, "Article 33: Micah at a Glance" (2017). The Owner's Manual File. 13. https://digitalcommons.liberty.edu/owners_manual/13 This Article is brought to you for free and open access by the Theological Studies at Scholars Crossing. It has been accepted for inclusion in The Owner's Manual File by an authorized administrator of Scholars Crossing. For more information, please contact [email protected]. MICAH AT A GLANCE This book records some bad news and good news as predicted by Micah. The bad news is the ten northern tribes of Israel would be captured by the Assyrians and the two southern tribes would suffer the same fate at the hands of the Babylonians. The good news foretold of the Messiah’s birth in Bethlehem and the ultimate establishment of the millennial kingdom of God. BOTTOM LINE INTRODUCTION QUESTION (ASKED 4 B.C.): WHERE IS HE THAT IS BORN KING OF THE JEWS? (MT. 2:2) ANSWER (GIVEN 740 B.C.): “BUT THOU, BETHLEHEM EPHRATAH, THOUGH THOU BE LITTLE AMONG THE THOUSANDS OF JUDAH, YET OUT OF THEE SHALL HE COME FORTH” (Micah 5:2). The author of this book, Micah, was a contemporary with Isaiah. Micah was a country preacher, while Isaiah was a court preacher. -
The Expression of Orientations in Time and Space With
The Expression of Orientations in Time and Space with Flashbacks and Flash-forwards in the Series "Lost" Promotor: Auteur: Prof. Dr. S. Slembrouck Olga Berendeeva Master in de Taal- en Letterkunde Afstudeerrichting: Master Engels Academiejaar 2008-2009 2e examenperiode For My Parents Who are so far But always so close to me Мои родителям, Которые так далеко, Но всегда рядом ii Acknowledgments First of all, I would like to thank Professor Dr. Stefaan Slembrouck for his interest in my work. I am grateful for all the encouragement, help and ideas he gave me throughout the writing. He was the one who helped me to figure out the subject of my work which I am especially thankful for as it has been such a pleasure working on it! Secondly, I want to thank my boyfriend Patrick who shared enthusiasm for my subject, inspired me, and always encouraged me to keep up even when my mood was down. Also my friend Sarah who gave me a feedback on my thesis was a very big help and I am grateful. A special thank you goes to my parents who always believed in me and supported me. Thanks to all the teachers and professors who provided me with the necessary baggage of knowledge which I will now proudly carry through life. iii Foreword In my previous research paper I wrote about film discourse, thus, this time I wanted to continue with it but have something new, some kind of challenge which would interest me. After a conversation with my thesis guide, Professor Slembrouck, we decided to stick on to film discourse but to expand it. -
Notes on Amos 202 1 Edition Dr
Notes on Amos 202 1 Edition Dr. Thomas L. Constable TITLE AND WRITER The title of the book comes from its writer. The prophet's name means "burden-bearer" or "load-carrier." Of all the 16 Old Testament writing prophets, only Amos recorded what his occupation was before God called him to become a prophet. Amos was a "sheepherder" (Heb. noqed; cf. 2 Kings 3:4) or "sheep breeder," and he described himself as a "herdsman" (Heb. boqer; 7:14). He was more than a shepherd (Heb. ro'ah), though some scholars deny this.1 He evidently owned or managed large herds of sheep, and or goats, and was probably in charge of shepherds. Amos also described himself as a "grower of sycamore figs" (7:14). Sycamore fig trees are not true fig trees, but a variety of the mulberry family, which produces fig-like fruit. Each fruit had to be scratched or pierced to let the juice flow out so the "fig" could ripen. These trees grew in the tropical Jordan Valley, and around the Dead Sea, to a height of 25 to 50 feet, and bore fruit three or four times a year. They did not grow as well in the higher elevations such as Tekoa, Amos' hometown, so the prophet appears to have farmed at a distance from his home, in addition to tending herds. "Tekoa" stood 10 miles south of Jerusalem in Judah. Thus, Amos seems to have been a prosperous and influential Judahite. However, an older view is that Amos was poor, based on Palestinian practices in the nineteenth century. -
Abraham Fr. Justin Mcnamara St. Michael the Archangel in Grand Prairie 2Nd Sunday in Lent February 25, 2018 Gn 22:1-2, 9A, 10-13, 15-18; Rom 8:31B-34; Mk 9:2-10
Abraham Fr. Justin McNamara St. Michael the Archangel in Grand Prairie 2nd Sunday in Lent February 25, 2018 Gn 22:1-2, 9a, 10-13, 15-18; Rom 8:31b-34; Mk 9:2-10 “Brothers and sisters: If God is for us, who can be against us?” Nobody, of course! This rhetorical question from St. Paul ought to bring us boundless encouragement, fortitude and hope. It’s a statement that takes God at His Word and never wavers in faith, unlike the one who, as St. James says, is of two minds, troubled by the waves of doubt, believing at one time but not at another. God Himself has created us out of sheer love and a desire that we share His Life with Him, so much so that when we turned away from Him in sin, questioning His Love, or worse, rejecting it, He identified Himself with our situation in the Person of His own Divine Son, Jesus. His Love is now manifestly on display for all to see, for all to accept and for all to embrace. Such a gift of Love was foreshadowed to a stunning degree in the Old Testament, however. Before the Law and the ten commandments were given to the people of Israel through the person of Moses; and before the prophets were sent out to warn, instruct, and console the Lord’s people, the Book of Genesis tells us that “God put Abraham to the test.” Abraham is our father in faith, an exemplar to imitate when life’s demands and strains weigh heavy upon us and confusion, darkness, insecurity and doubt begin to test our faith.