Introduction to the Former Prophets Ch. 1
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The Expositor
THE EXPOSITOR. BALAAM: AN EXPOSITION AND STUDY. III. The Conclusion. WE have now studied all the Scriptures which relate to Balaam, and if our study has added but few new features to his character, it has served, I hope, to bring out his features more clearly, to cast higher lights and deeper shadows upon them, and to define and enlarge our conceptions both of the good and of the evil qualities of the man. The problem of his character-how a good man could be so. bad and a great man so base-has not yet been solved ; we are as far per haps from its solution as ever : but something-much has been gained if only we have the terms of that problem more distinctly and fully before our minds. To reach the solution of it, in so far as we can reach it, we must fall back on the second method of inquiry which, at the outset, I proposed to employ. We must apply the comparative method to the history and character of Balaam ; we must place him beside other prophets as faulty and sinful as himself, and in whom the elements were as strangely mixed as they were in him : we must endeavour to classify him, and to read the problem of his life in the light of that of men of his own order and type. Yet that is by no means easy to do without putting him to a grave disadvantage. For the only prophets with whom We can compare him are the Hebrew prophets ; and ·Balaam JULY, 1883. -
Prophets, Posters and Poetry Joshua Fallik
Prophets, Posters and Poetry Joshua Fallik Subject Area: Torah (Prophets) Multi-unit lesson plan Target age: 5th – 8th grades, 9th – 12th grades Objectives: • To acquaint students with prophets they may be unfamiliar with. • To familiarize the students with the social and moral message of selected prophets by engaging their analytical minds and visual senses. • To have students reflect in various media on the message of each of these prophets. • To introduce the students to contemporary examples of individuals who seem to live in the spirit of the prophets and their teachings. Materials: Descriptions of various forms of poetry including haiku, cinquain, acrostic, and free verse. Poster board, paper, markers, crayons, pencils, erasers. Quotations from the specific prophet being studied. Students may choose to use any of the materials available to create their sketches and posters. Class 1 through 3: Introduction to the prophets. The prophet Jonah. Teacher briefly talks about the role of the prophets. (See What is a Prophet, below) Teacher asks the students to relate the story of Jonah. Teacher briefly discusses the historical and social background of the prophet. Teacher asks if they can think of any fictional characters named Jonah. Why is the son in Sleepless in Seattle named Jonah? Teacher briefly talks about different forms of poetry. (see Poetry Forms, below) Students are asked to write a poem (any format) about the prophet Jonah. Students then draw a sketch that illustrates the Jonah story. Students create a poster based on the sketch and incorporating the poem they have written. Classes 4 through 8: The prophet Micah. -
Central Lyon Class List
Central Lyon Class List 1990 Albers, Kimberly Kuehl, Chad Altman, David Larsen, Shiloh Baatz, Joel Laurente, Myra Georgina Baldwin, Brian Lo, Chayra Boyle, Kathy Lutjens, Anita Bus, Michael Lupkes, Tracy Cunningham, Victoria Mantal, David De Beor, Jason Mellema, Duane, De Boer, Robert Mellema, Julie Driscoll, Heath Metzger, Craig Durst, Darren Milar, Jennifer Enersen, Erika Oliver, Amy Enguall, Lennart Pap, Michael Fegan, Andrew Rasmussem, Jeffery Gathman, Travis Roskam, Dawn Gerdees, Chad Roths, Craig Grafing, Krista Sambos, Keith Groen Shawn Schulte, Nathan Hauge, Ashley Scott, Chris Henry, Mark Scott, Sherry Herrmann, Tasha Skidmore, Melissa Thinner Hilbrands, Jason Spyksma, Jeff Hinsch, Sara Stientjes, Valerie Hoekstra, Christina Surma, Joe Hoogeveen, Kay Van Veldhuizen, Keri Hoppe, Lari Vande Kop, Holly Johnson, Lonette Vande Kop, Todd Kahl, Michael Venenga, Todd Kelderman, Jodi Vogl, Lissa Kix, Marla Vogl, Michelle Klinkenborg, Chris Warntjes, Wade Kooiker, Nolan Woodrow, Robert Central Lyon Class List 1991 Andy, Anderson Mantle, Mark Lewis, Anderson Matson, Sherry Rachel, Baatz McDonald, Chad Lyle, Bauer Miller, Bobby Darcy, Berg Miller, Penny Paul, Berg Moser, Jason Shane, Boeve Mowry, Lisa Borman, Zachary Mulder, Daniel Breuker, Theodore Olsen, Lisa Christians, Amy Popkes, Wade De Yong, Jana Rath, Todd Delfs, Rodney Rau, Gary Ellsworth, Jason Roths, June Fegan, Carrie Schillings, Roth Gardner, Sara Schubert, Traci Gingras, Cindy Scott, Chuck Goette, Holly Solheim, Bill Grafing, Jennifer Steenblock, Amy Grafing, Robin Stettnichs, -
Battle of Jericho and Rahab LESSON Joshua 1-4 10
The Battle of Jericho and Rahab LESSON Joshua 1-4 10 Old Testament 4 Part 2: Joshua Leads God’s People SUNDAY MORNING Old Testament 4 Class Attendance Sheet provided in activity sheets (NOTE: The document is interactive, allowing the teacher to type in the Class, Teacher, and the children’s names.) SCRIPTURE REFERENCES: Joshua 1-4; 6; Hebrews 11:30-31; James 2:25 MEMORY WORK: YOUNGER CHILDREN: “…[D]o not be afraid…for the Lord your God is with you wherever you go” (Joshua 1:9). OLDER CHILDREN: “Be strong and of good courage; do not be afraid, nor be dismayed, for the Lord your God is with you wherever you go” (Joshua 1:9). SONGS AND FINGERPLAYS (SEE END OF LESSON FOR WORDS): A song book and audio recordings of many of the curriculum songs are available on the curriculum Web site. • “Rahab and the Spies” • “Walls of Jericho” • “Israel Crosses Jordan into Canaan” • “Jericho’s Falling” • “Fall of Jericho” LESSON VISUALS AND TEACHING AIDS (NOTE ANY DISCLAIMERS): • See AP’s Pinterest page for ideas on bulletin boards, visuals, crafts, etc. [DISCLAIMER: Pins may sometimes need to be adjusted to be Scriptural.] • God’s People and Joshua Bible fact cards (provided under “O.T. 4 Bible Facts” on curriculum Web site) • “Summary of the Bible” from “Kids Prep” CD by Jeff Miller • Betty Lukens’ felt pieces • Joshua A Beka Flash-A-Card Series (DISCLAIMER: use the cards, not the lesson book) • Map of the Conquest of Canaan (provided in map section of curriculum Web site) 3/1/18 www.apologeticspress.org Page 75 O.T. -
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British Journal for Military History Volume 7, Issue 1, March 2021 What’s in a name? Identifying military engagements in Egypt and the Levant, 1915-1918 Roslyn Shepherd King Pike ISSN: 2057-0422 Date of Publication: 19 March 2021 Citation: Roslyn Shepherd King Pike, ‘What’s in a name? Identifying military engagements in Egypt and the Levant, 1915-1918’, British Journal for Military History, 7.1 (2021), pp. 87-112. www.bjmh.org.uk This work is licensed under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International License. The BJMH is produced with the support of IDENTIFYING MILITARY ENGAGEMENTS IN EGYPT & THE LEVANT 1915-1918 What’s in a name? Identifying military engagements in Egypt and the Levant, 1915- 1918 Roslyn Shepherd King Pike* Independent Scholar Email: [email protected] ABSTRACT This article examines the official names listed in the 'Egypt and Palestine' section of the 1922 report by the British Army’s Battles Nomenclature Committee and compares them with descriptions of military engagements in the Official History to establish if they clearly identify the events. The Committee’s application of their own definitions and guidelines during the process of naming these conflicts is evaluated together with examples of more recent usages in selected secondary sources. The articles concludes that the Committee’s failure to accurately identify the events of this campaign have had a negative impacted on subsequent historiography. Introduction While the perennial rose would still smell the same if called a lily, any discussion of military engagements relies on accurate and generally agreed on enduring names, so historians, veterans, and the wider community, can talk with some degree of confidence about particular events, and they can be meaningfully written into history. -
The Conquest of the Promised Land: Joshua
TABLE OF CONTENTS Brief Explanation of the Technical Resources Used in the “You Can Understand the Bible” Commentary Series .............................................i Brief Definitions of Hebrew Grammatical Forms Which Impact Exegesis.............. iii Abbreviations Used in This Commentary........................................ix A Word From the Author: How This Commentary Can Help You.....................xi A Guide to Good Bible Reading: A Personal Search for Verifiable Truth ............. xiii Geographical Locations in Joshua.............................................xxi The Old Testament as History............................................... xxii OT Historiography Compared with Contemporary Near Eastern Cultures.............xxvi Genre and Interpretation: Old Testament Narrative............................. xxviii Introduction to Joshua ................................................... 1 Joshua 1.............................................................. 7 Joshua 2............................................................. 22 Joshua 3............................................................. 31 Joshua 4............................................................. 41 Joshua 5............................................................. 51 Joshua 6............................................................. 57 Joshua 7............................................................. 65 Joshua 8............................................................. 77 Joshua 9............................................................ -
The Torah: a Women's Commentary
STUDY GUIDE The Torah: A Women’s Commentary Parashat Balak NUMBERS 22:2-25:9 Study Guide written by Rabbi Stephanie Bernstein Dr. Tamara Cohn Eskenazi, Dr. Lisa D. Grant, and Rabbi Andrea L. Weiss, Ph.D., editors Rabbi Hara E. Person, series editor Parashat Balak Study Guide Themes Theme 1: The Seer Balaam—Have Vision Will Travel Theme 2: It’s a Slippery Slope—the Dangers of Foreign Women INTRODUCTION n Parashat Balak the Israelites are camped on the plains of Moab, ready Ito enter Canaan. In the midst of their final preparations to enter the land God promised to their ancestors, yet another obstacle emerges. Balak, king of Moab, grows concerned about the fierce reputation of the Israelites, which he observed in the Israelites’ encounter with the Amorites (Numbers 21:21–32). Balak’s subjects worry that the Israelites, due to their large numbers, will devour the resources of Moab. In response, Balak hires a well-known seer named Balaam to curse the Israelites, thus reflecting the widely held belief in the ancient world that putting a curse on someone was an effective means of subduing an enemy. The standoff between the powers of the God of Israel and those of a foreign seer proves to be no contest. Even Balaam’s talking female donkey, who represents the biblical ideal of wisdom, recognizes the efficacy of God’s power—unlike her human master, the professional seer. Although hired to curse the Israelites, Balaam ends up blessing them instead. In a series of four oracles, Balaam ultimately does the opposite of what Balak desires and establishes that the power of Israel’s God is greater than even the most skilled human seers. -
The Zeal of Pinchas (Phinehas)
Kehilat Kol Simcha July 27, 2019 Gainesville, Florida Shabbat Teaching The Zeal of Pinchas (Phinehas) 10 Then Adonai spoke to Moses saying, 11 “Phinehas son of Eleazar son of Aaron the kohen has turned away My anger from Bnei-Yisrael because he was very zealous for Me among them, so that I did not put an end to Bnei-Yisrael in My zeal. 12 So now say: See, I am making with him a covenant of shalom! 13 It will be for him and his descendants a cove- nant of an everlasting priesthood—because he was zealous for his God and atoned for Bnei-Yisrael” (Nu. 25:10-13). It is advantageous to read/review the context of the beginning Parashat Pinchas when the Torah celebrates Pinchas’ zeal. Israel falls prey to the sin of immorality and idolatry. In last week’s Torah Reading (Balak) the gentile prophet Balaam was unable to curse Israel even though Moabite King Balak offered him a great reward. After blessing Israel in Numbers 24 Balaam and Balak depart from each other without Balaam getting any reward: “25 Then Balaam got up and went and returned to his own place, and Balak went on his way” (Numbers 24:25). That was not the end of Balaam’s influence and evil doings. Yeshua elucidates on the doctrine/teaching of Balaam to the Messianic Congregation at Pergamum: “14 But I have a few things against you. You have some there who hold to the teaching of Balaam, who was teaching Balak to put a stumbling block before Bnei-Yisrael, to eat food sacrificed to idols and to commit sexual immorality” (Rev. -
Matot-Masei – July 10, 2021
Stollen Moments – Matot-Masei – July 10, 2021 PARASHA SUMMARY FROM WWW. REFORMJUDAISM.ORG • Moses explains to the Israelites the laws concerning vows made by men and women. (30:2—17) • Israel wages war against the Midianites. (31:1—18) • The laws regarding the spoils of war are outlined. (31:19—54) • The tribes of Reuben and Gad are granted permission to stay on the east bank of the Jordan River. (32:1—42) • The itinerary of the Israelites through the wilderness from Egypt to Jordan is delineated. (33:1-49) • Moses tells Israel to remove the current inhabitants of the land that God will give them and to destroy their gods. (33:50-56) • The boundaries of the Land of Israel are defined, along with those of the Levitical cities and the cities of refuge. (34:1-35:15) • God makes a precise distinction between murder and manslaughter. (35:16-34) • The laws of inheritance as they apply to Israelite women are delineated. (36:1-13) Numbers Chapter 31 1 The Lord spoke to Moses, saying, 2 "Avenge the Israelite people on the Midianites; then you shall be gathered to your kin." 3 Moses spoke to the people, saying, "Let men be picked out from among you for a campaign, and let them fall upon Midian to wreak the Lord's vengeance on Midian. 4 You shall dispatch on the campaign a thousand from every one of the tribes of Israel." 5 So a thousand from each tribe were furnished from the divisions of Israel, twelve thousand picked for the campaign. -
THE RAIDS ACROSS the JORDAN Thecapture of Jericho and the West Bank of the Jordan Was Only the First Stage of Operations of the Utmost Importance
CHAPTER IX THE RAIDS ACROSS THE JORDAN THEcapture of Jericho and the west bank of the Jordan was only the first stage of operations of the utmost importance. The Jordan position was more than a good defensive flank; it offered an opening for attack, with good prospects of success, against the Turkish communications along the Hejaz railway. The Sherifian Arabs were still raiding the enemy south of El Kutrani, and in early March were present in some force about Et Tafile. Turkish columns from Kerak, to the north, and from the railway, on the east, drove them out of Et Tafile on March rrth, but a week later had withdrawn again to their camps on the railway. It was deemed to be of the highest importance to interrupt the communications of these Turkish troops by cutting the railway about Amman, and especially by destroying a railway viaduct at the south of that town. Moreover, the Bedouin tribes about Madeba were inclined to hostility against the Turks, and it was held that any successful operations against Amman might count to some extent on their co-operation. Hence the great raids of March and April against Amman, Es Salt, and the Turkish garrisons east of the Jordan had a direct importance, evidenced in the event by the enemy’s sensitiveness. They had also an indirect result of the greatest possible value. as subsequently appeared. In these spring operations Allenby probably builded better than he knew. When the time came for the final assault which destroyed the Turkish armies, the enemy was still inclined to suspect that the British intended to attack across the Jordan rather than along the Mediterranean coast. -
You Can Download the Booklet Researching Your Relatives Military
SEMINAR NOTES Organisers 3rd Auckland (Countess of Ranfurly’s Own) & Northland Battalion Group 3rd Auckland & Northland Regimental Association Auckland War Memorial Museum Passchendaele Society Returned & Services Association - Auckland Branch 2 INDEX Acknowledgement .………………………………………………….……..….. 2 The Boer War (1899 — 1902) ………………………………….………….. 3 NZ Army 1907 — 1911 Infantry Units …………………………………………………….……… 5 Mounted Rifles Units ……………………………….…….………… 6 World War I (The Great War) ………………………….…….…………… 7 1 NZEF Samoa 1914 — 1918 Gallipoli 1915 Belgium & France 1916 — 1918 Mounted Rifles 1914 — 1919 World War II ………………………………………………………………………... 8 2 NZEF (2 (NZ) Division) Greece and Crete 1940 North Africa 1940 — 1943 Italy 1943 — 1945 2 NZEF (IP) (3 (NZ) Division) The Pacific 1940 — 1944………………….…………….. 10 Jargon and Abbreviations …..……………………….…………….. 11 Other Data Sources …………………………………………………….……… 12 Medals Description …………………………………………….…………….... 14 Illustrations ………………………………………….…………………… 16 ACKNOWLEDGEMENT The organizers of these seminars say thanks, on behalf of all who use this Data, to our Financial Donors and the Printer who made this booklet possible. 3 Boer War Contingents 1899 — 1902 Contingent Strength Units Departed Date Ship 1st 215 1st Mounted Rifles Wellington 21/10/99 SS Waiwera 1 and 2 Company 2nd 266 Wellington 20/01/00 SS Waiwera Hotchkiss Machine Gun Canterbury Company 3rd 262 Hawkes Bay Wanganui Lyttleton 17/02/00 SS Knight Templar Taranaki & Manawatu Company 9 and 10 Company Port Chalmers 25/03/00 SS Gymeric 4th 462 7 and 8 -
No. 149 ISSN 1832-9803 November 2018
No. 149 ISSN 1832-9803 November 2018 LIFE MEMBERS Terry Browne, Kay Browne, Nora Kevan, Frank Maskill EXECUTIVE COMMITTEE President: .... Diane Gillespie ....... 0416 311 680 ..... [email protected] Vice-Pres: .... Rex Toomey ........... 0447 543 323 ..... [email protected] Treasurer: .... Clive Smith ........... 0418 206 330 ..... [email protected] Secretary: .... Jennifer Mullin ....... 0475 132 804 ..... [email protected] SUPPORT COMMITTEE Pauline Every ......... 0466 988 300 ..... [email protected] Jennifer Mullin ....... 6584 5355………[email protected] Sue Brindley ........... 0407 292 395 ..... [email protected] Pauline Hincksman. 0409 395 130. .... [email protected] Margaret Blight ...... 6583 1093 .......... [email protected] Yvonne Toomey ..... 6582 7702……[email protected] AREAS OF RESPONSIBILITY ~ 2017–2018 Acquisitions/Archives……………………… .. ……Clive Smith Footsteps Magazine………………………….. ……Margaret Blight General Meetings Roster…………………… .. ……Gwen Grimmond Journals……………………………………………..Pauline Hincksman/Sue Brindley Library Roster………………………………………Sue Brindley Membership . ………………………………… ……Jennifer Mullin Minutes ........ ………………………………… ……Jennifer Mullin/Bob Hincksman Museum Heritage Group .................................. ……Diane Gillespie InfoEmail ..... ………………………………… ……Diane Gillespie NSW & ACT Association – Delegate .............. ……Clive Smith Publicity/Website/Facebook ............................ ……Pauline Every Public Officer ................................................... ……Clive