...REVIEW FOR THEOLOGY IN THE CONTEXT OF WORLD CHRISTIANITY: HOW THE GLOBAL CHURCH IS INFLUENCING THE WAY WE THINK ABOUT AND DISCUSS THEOLOGY Name: Course: Professor’s Name: Date: Timothy C. Tennent, an American theologian, is Professor of World Missions and Indian Studies and the current president of Asbury Theological Seminary. Dr. Tennent and wife, Julie Myers, reside in Ipswich, Massachusetts, with their two children, Jonathan, and Bethany. Tennent (born on September 24, 1959) did his college education B.A. from Oral Roberts University, quickly followed by a Masters’ degree from Princeton Theological Seminary. He later did a Doctorate of Philosophy degree from the University of Edinburgh's in Scotland, where his dissertation was on Brahmabandhab Upadhyay, an Indian theologian. His teaching career started at Toccoa Falls College. At Gordon-Conwell Theological Seminary, Massachusetts, he served as professor of world missions and Indian studies. He was elected to his current office as president of Asbury Seminary in 2009. He still a visiting professor at the Luther New Jr. Theological College of Dehradun, India. He authored "Building Christianity on Indian Foundations" together with "Christianity at the Religious Roundtable". He has also published items in the series “Encountering Mission” and “Invitation to Theological Studies.” In November 2009, Tennent had signed an ecumenical statement differing categorically with rules and laws permitting abortion, same-sex marriage...
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...Kingdoms and Cultures Toni Romero Grand Canyon University Christian Worldview and Contextualization HTH 655 Professor Robert Prescott-Ezickson October 09, 2013 Kingdoms and Cultures Oscillatory has exercised vast inspiration by what method we abstract the link among Christianity and philosophy. The situation has converted several societies’ circumstances to vision their culture of resistance to foremost characteristics of the common philosophies as rather of which to be humiliated, as well as rather that desires to remain rejected with the intention to convert traditionally liable. Niebuhr debates that Yoder’s forceful analysis of his book has not been offered the extensive revelation it justifies, particularly his reason that Niebuhr's situation is vitiated with a fragile Christology plus an abuse of the policy of the Triad. Niebuhr has initiated vast misperception into the argument by considering the Christ against Culture method as principle imperfect, while the subject remains his personal situation that advances from “Nicene orthodoxy” (Carter, 2003). Culture comprises of the traditions, knowledge, ability, conducts and community relationships that a culture develops. Culture is the contextual in which all individual predictably their daily existence (Atkinson, 1995). The delinquent of “Oscillatory” is generally engaged to define the connection concerning Christians and the fundamental culture in which we reside (GCU, lecture). On the other hand, this disguises...
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...JOURNAL ARTICLE REVIEW 1 NAME LIBERTY UNIVERSITY USE OF PRAYER AND SCRIPTURE IN COGNITIVE-BEHAVIORAL THERAPY Summary This is an article review of Use of Prayer and Scripture in Cognitive-Behavioral Therapy, 2007. Within his academic journal, Tan explains the moral and suitable use of prayer and Scripture, interior mechanism of CBT in religious when hiring a CBT based Christian. It seems that, the usefulness of his move toward spans 25 living years of his performance, as fit as, its submission in a diversity of settings counting in Bible school psychotherapy, rural care, hospice surroundings and extra contexts of counsel. Tan states eight key gears of a principled and suitable Christian-based CBT focusing on prayers and Scriptures. These comprise the astonished love in customer counselor app-relationship, the well thought-out healing of reminiscences, use of investigate methodologies to create ultimate conclusion regarding CBT superiority and use of bible-corresponding way. This also goes for bearing in mind Scriptures revelations in the meaning of experiential, spiritual and religious aspects of faith and life, assessing how behavior and thought influence the underlying problem using biblical truth and develops scripture-based interventions. In addition, the author highlights that focus should also be on larger contextual factors, such as cultural influences, and use of relevant community resource such as churches in therapeutic interventions. Tan goes ahead to talk...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Vocabulary Terms Quiz #1 1. Scientific Revolution (p. 410) 2. heliocentrism (p. 410) 3. sacrament (p. 396) 4. Renaissance (p. 405) 5. bourgeoisie (p. 413) 6. republic (p. 422) 7. Protestant Reformation (p. 406) 8. Jesuit (p. 409) 9. joint-stock companies (p. 415) 10. mercantilism (p. 468) Quiz #2 1. caravel (p. 384) 2. conquistadors (p. 394) 3. Columbian Exchange (p. 431) 4. maritime (p. 402) 5. manumission . (p.467) 6. coerced labor systems (p.475) 7. plantation cash crop (p.470) 8. tariffs (p.469) 9. indigenous (p.393) 10. encomiendas (p. 439) 11. serfs (p.529) 12. mestizo (pp. 442 – 45) Historical Thinking Skills: Periodization, Causation, Contextualization Timeline Exercise: Annotate the timeline with two facts about the important effects of each event Unit 3: 1450–1750 (Early Modern) 1453 Ottomans captured Constantinople; end of Byzantine 1450s Gutenberg’s Printing Press; Portuguese expand trade in West Africa: Benin, Kongo 1483 Babur conquered northern India, and founded the Mughal Empire 1492 Reconquista completed; Columbus claimed Americas for Spain 1498 Vasco da Gama attacked Calicut 1517 Martin Luther posted 95 theses...
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...Myth and Scripture resources for Biblical Study Susan ackerman, Old testament/hebrew Bible editor number 78 Myth and Scripture conteMporary perSpectiveS on religion, language, and iMagination Edited by dexter e. callender Jr. SBl press atlanta copyright © 2014 by SBl press all rights reserved. no part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by means of any information storage or retrieval system, except as may be expressly permitted by the 1976 copyright act or in writing from the publisher. requests for permission should be addressed in writing to the rights and permissions office, Society of Biblical literature, 825 houston Mill road, atlanta, ga 30329 uSa. library of congress cataloging-in-publication data Myth and scripture : contemporary perspectives on religion, language, and imagination / Dexter E. Callender, Jr., editor. p. cm. — (Society of Biblical literature resources for biblical study ; number 78) includes bibliographical references and index. iSBn 978-1-58983-961-8 (paper binding : alk. paper) — iSBn 978-1-58983-962-5 (electronic format) — iSBn 978-1-58983-963-2 (hardcover binding : alk. paper) 1. Myth in the Bible. 2. Bible. old testament—criticism, interpretation, etc. i. callender, dexter e., 1962– editor of compilation. ii. callender, dexter e., 1962– author. Myth and Scripture : dissonance and convergence.. BS520.5.M98 2014 220.6'8—dc23 2014002897...
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...Roman Catholic Church does not have a very long history in Ethiopia and constitutes a small minority of the society, her social significance is great in part due to the structural development programs she runs through out the country. The main aim of this paper is to identify how much the Church1 has made use of traditional systems and values in reflecting and communicating pastorally particularly in regard the Social of the Church (henceforth CST). By analyzing four selected pastoral letters, this article tries to spell out the strengths and shortcomings of the Church in employing traditional systems and values in giving form to the CST. Keywords Catholic social teaching, human dignity, common good, solidarity, reconciliation and peace, contextualization, Ethiopian traditional values Introduction Most of the current national boundaries of Africa were drawn during the colonial period and do not reflect the socio-cultural, ethno-linguistic and religious compositions of the colonies. Although Ethiopia has successfully overcome European colonial power and survived as an independent state with the exception of a five year Italian occupation (1936-41), its contemporary national boarder is a result of the scramble for Africa. Moreover, with the introduction of modern education and the process of modernization, European ideas have taken the upper-hand in political and economic matters.2 In many ways, churches are no exceptions. 1 Throughout this article, where I write about Church and bishops...
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...Anthropological and Accounting Knowledge in Islamic Banking and Finance: Rethinking Critical Accounts Author(s): Bill Maurer Reviewed work(s): Source: The Journal of the Royal Anthropological Institute, Vol. 8, No. 4 (Dec., 2002), pp. 645667 Published by: Royal Anthropological Institute of Great Britain and Ireland Stable URL: http://www.jstor.org/stable/3134937 . Accessed: 27/02/2012 02:27 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. Royal Anthropological Institute of Great Britain and Ireland is collaborating with JSTOR to digitize, preserve and extend access to The Journal of the Royal Anthropological Institute. http://www.jstor.org ANTHROPOLOGICAL AND ACCOUNTING KNOWLEDGE IN ISLAMIC BANKING AND FINANCE: RETHINKING CRITICAL ACCOUNTS BILL MAURER Universityof Californiaat Irvine Accounting for accounting demands renewed attention to the knowledge practices of the accounting profession and anthropological analysis. Using data and theory from Islamic accountancy in Indonesia and the global network...
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...LORD MACAULAY THE MAN WHO STARTED IT ALL, AND HIS MINUTE M. S. Thirumalai, Ph. D. This article may be read in three parts: the first part deals with the life and times of Lord Macaulay, and the second part presents Macaulay's Minute on Indian Education. The third part presents the objections raised against Macaulay's Minute by Prinsep, a Secretary who dealt with matters of education in the government then. This third part presents also the orders issued by William Bentinck, the then Governor General, that upheld Macaulay's Minute, and a discussion on the identity of views held by Ram Mohun Roy and Macaulay. I believe that Macaulay's Minute is better understood and appreciated if we have some understaning of the man who wrote it. Macaulay was an extra-ordinary administrator, master of English prose, and statesman. Remember Macaulay was writing his Minute nearly 175 years ago. 1. A BRIEF SOJOURN, AN ENDURING IMPACT Lord Macaulay (Thomas Babington Macaulay) was born on October 25, 1800, and died on December 28, 1859. He arrived in India (Madras) on 10th June 1834 as a member of the Supreme Council of India. William Bentinck was the then Governor General. He returned to England early 1838, and resumed his writing career there. Macaulay was in India, thus, only for nearly four years, but he was destined to impact the lives of millions of Indians forever. 2. MACAULAY'S FAMILY Lord Macaulay's father Zachary Macaulay himself had seen overseas service in the West Indies and Sierra Leone...
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...BELHAVEN UNIVERSITY Jackson, Mississippi A CHRISTIAN UNIVERSITY OF LIBERAL ARTS AND SCIENCES FOUNDED IN 1883 CATALOGUE 2014-2015 EFFECTIVE JUNE 1, 2014 Directory of Communication Mailing Address: Belhaven University 1500 Peachtree St. Jackson, MS 39202 Belhaven University 535 Chestnut St. Suite 100 Chattanooga, TN 37402 Belhaven University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row Suite 175 Houston, TX 77084 Belhaven University Online 1500 Peachtree St. Box 279 Jackson, MS 39202 Belhaven University 1790 Kirby Parkway Suite 100 Memphis, TN 38138 Belhaven University 4151 Ashford Dunwoody Rd. Suite 130 Atlanta, GA 30319 Belhaven University 5200 Vineland Rd. Suite 100 Orlando, FL 32811 Traditional Admission Adult and Graduate Studies Admission – Jackson Atlanta Chattanooga Desoto Houston Memphis Orlando Alumni Relations/Development Belhaven Fax Business Office Campus Operations Integrated Marketing Registrar Student Life Security Student Financial Planning Student Development Online Admission Online Student Services (601) 968-5940 or (800) 960-5940 (601) 968-5988 or Fax (601) 352-7640 (404) 425-5590 or Fax (404) 425-5869 (423) 265-7784 or Fax (423) 265-2703 (622) 469-5387 (281) 579-9977 or Fax (281) 579-0275 (901) 896-0184 or Fax (901) 888-0771 (407) 804-1424 or Fax (407) 367-3333 (601) 968-5980 (601) 968-9998 (601) 968-5901 (601) 968-5904 (601) 968-5930 (601) 968-5922...
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...Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Theories of International Relations This page intentionally left blank Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Material from 1st edition © Deakin University 1995, 1996 Chapter 1 © Scott Burchill 2001, Scott Burchill and Andrew Linklater 2005 Chapter 2 © Jack Donnelly 2005 Chapter 3 © Scott Burchill, Chapters 4 and 5 © Andrew Linklater, Chapters 6 and 7 © Richard Devetak, Chapter 8 © Christian Reus-Smit, Chapter 9 © Jacqui True, Chapter 10 © Matthew Paterson 2001, 2005 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright...
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