...“Abrahamic religion”—Judaism, Christianity, and Islam—has used the mythic figure of Abraham to legitimate itself and, in the process, establish its authenticity by invoking the claim that its members are Abraham’s true, spiritual descendants. So rather than claim that the category “Abrahamic religions” names some historical phenomenon, this chapter argues that it functions as a form of wish fulfillment and ecumenicism. On the cold morning of February 25, 1994, which just happened to coincide that year with the Jewish holiday of Purim and the Muslim month of Ramadan, an American-born physician dressed as an Israeli soldier made his way, as tens of thousands of Jewish and Muslim worshippers had before him, to the cave of Machpelah in Hebron. There, at the tomb of Abraham, Jews and Muslims prayed awkwardly with one another as they had for centuries. On common ground, each invoked the God of Abraham in the traditional manner prescribed by their respective traditions. On this particular morning, however, Dr. Baruch Goldstein raised and pointed his machine gun at the crowd and began to shoot indiscriminately at the Muslim worshippers. Screams of horror pierced what had just a few seconds earlier been the calm melody of prayer. By the time the screams had finished, twenty-nine Muslims were dead, another one hundred and twenty-five were injured, and the perpetrator, beaten to death by the remaining crowd, lay crumpled on the ground.1 This tragic event marks the ambiguity of Abraham...
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...IN THE NAME OF ALLAH, THE MOST GRACIOUS, THE MOST MERCIFUL Hebron University Faculty of Graduate Studies and Academic Research English Department The Impact of Immediate Grammatical Error Correction in Senior English Majors’ Accuracy at Hebron University By Hamada Shehdeh Abid Dawood 2012/2013 The Impact of Immediate Grammatical Error Correction in Senior English Majors’ Accuracy at Hebron University Abstract This study aims at investigating the effects of grammatical error correction on EFL learners’ accuracy. Twenty-two males and females senior students were chosen randomly to respond to a questionnaire investigating their beliefs about immediate grammatical error correction. Therefore, this study was conducted in order to answer this question: what is the effect of grammatical error feedback on students’ accuracy? Results related to the questionnaire that was delivered to the participants proved that immediate error correction enhances and has a positive effect on their accuracy. Introduction Accuracy, in its simple view, is the ability to produce grammatical correct sentences (Gower et al. 1995). Since its vital role in acquiring the English language in Palestine, grammar should seize a wide distance in EFL classrooms and should be taught either inductively or deductively. Nevertheless, the process of teaching and learning does not guarantee that all learners are expected to produce grammatical sentences, so the role of the teachers, here, is to respond...
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...Lieutenant Philip B. Frothingham Memorial: The Lieutenant Philip B. Frothingham Memorial is located in the Western Promenade of Portland, Maine. Like many WWI monuments throughout Maine, the memorial is composed of a granite boulder and bronze plaque. Erected in 1921, and sponsored by the Frothingham Post of the Veterans of Foreign War (also a memorial to Frothingham), the monument was created in memorialization to the memory of Lieutenant Philip B. Frothingham. Born in Portland, Maine, August, 9, 1894, Frothingham was a resident of Maine until his death. Phillip B. Frothingham attended Hebron Academy, where he graduated in 1915. Many other graduates of Hebron Academy, including Harold T. Andrews (the first Maine serviceman to die in the war), went onto enlist in the war. After graduating Hebron Academy, Frothingham attended Dartmouth College, but quickly ended his studies to enlist in...
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...definition of a visionary and we should not wonder that God put so much trust in this man. What a contrast to Lot as he renounced the best grazing land “Let’s part company, if you go to the left I’ll go to the right; if you go to the right I’ll go to the left.” (Genesis 13:9) He took residence on the mountain at Hebron “So Abraham moved his tents and went to live near the great trees of Mamre at Hebron” (Genesis 13:18) Hebron at 3000 ft above sea level in the Judean hills afforded a different life to that in the valleys. It later became a city of refuge (Joshua 20:7) and a town for the Levites (Joshua 21:11) and with its giant inhabitants was given to and settled by Caleb (Joshua 14:13) Abraham after making this pivotal choice received the reassurance of his inheritance “All the land that you see I will give to you and your offspring forever” (Genesis 13:15). This reassurance bolstered Abraham's confidence, it motivated him and created perseverance and it spoke to God honoring his covenant. All of these benefits accrued because Abraham chose wisely. Abraham took time to build an altar In contrast to Lot Abraham included God in all his preparations “ So Abram moved …to…Hebron… where he built an altar to the Lord” (Genesis 13:18) This reminds us that we must put God first in our priorities “But seek ye first the Kingdom of God and his righteousness and all these things shall be added unto you” (Matthew 6:33) Abraham memorialized God, by boldly displaying his Godly affiliation in prime...
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...MOUNT HEBRON BAPTIST CHURCH OFFICIAL BOARD MEETING SATURDAY June 1, 2013 The meeting was opened with singing “Tis So Sweet”. Scripture was read by Deaconess Connie Taylor who read Psalm 40:1-4 Prayer was given by Deacon Willie Brown. Testimonies were given by Deacon Howard Hinson and Deacon C.V. Wilson. The meeting was called to order by Chairman Howard Hinson. Attendance: Pastor Waller, Deacons: Howard Hinson Chairman, C.V. Wilson, Willie Brown and Chester Nicholes; Deaconesses: Dorothea Brown President, Mildred James, Denise Hinson, Evangeline DiCastanado and Connie Taylor. Absent Officers were; Dorothy Allen, Rodney Vincent, Karen Vincent and Marian Ladson. Meeting was called to order by Chairman Howard Hinson. Minutes of Saturday May 4, 2013 was read. Motioned by Deacon Wilson, second by Deaconess James that the minutes be accepted with the necessary correction, if any. Motion carried. Sis. Cheryl White was invited into the meeting to talk about her vision for Christian Counseling at Mt. Hebron. Old Business Delaware Property: On going. Pastor Waller said that we need to look into having property taxes removed. New Business Deaconess Brown, spoke about Kenya DeShield have her room painted and would the church supply paint. With consent it was agreed that the church would supply the material. Deaconess Brown said the Pastor Waller anniversary has to be change due to 1 week is holy week, 2nd Sunday is Palm Sunday, 3rd Sunday is Easter...
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...The Question of Nature to Wordsworth and Shelley One of the defining features found in the poems from the age of Romanticism is the prevailing use of nature as a subject for poets to express themselves. Nature is treated as a sacrosanct and inexhaustible source of inspiration. Among the pioneers of these nature-inspired poets are William Wordsworth and Percy Bysshe Shelley. Wordsworth, the Poet Laureate who thrust English literature to the age of Romanticism through his poems, spent most of his days living in the countryside and enjoying the splendor of nature. His love for the great outdoors is expressively written in his poems which often concern his fascination on the allure of nature. A few of such works are “Daffodils‘，”I Wandered Lonely as a Cloud” and “The Solitary Reaper” (Diao 9). Correspondingly, Shelley in the same spirit of appreciation of nature made nature his primary subject. The Finest Lyrical Poet conveyed his purest emotion to the readers through the description of all kinds of natural phenomena. For instance, “To a Skylark”, “Mont Blanc”, “The Moon”, and his masterpiece, “Ode to the West Wind” (Diao 57). Although it was clear that both poets use nature as their subject of fascination, the way nature was treated in their poems displayed two distinct styles of both poets. To Wordsworth, nature was the key to spiritual comfort, a symbol of love and harmony, as described in the poem “Lines Composed a Few Miles Above Tintern Abbey” (Zhao 35). In this poem, Wordsworth...
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...Disciple Making Plan HEBRON BAPTIST CHURCH __ A Paper Presented to Dr. Douglas White Liberty Baptist Theological Seminary __________________ In Partial Fulfillment of the Requirements for DSMN 500: Discipleship Ministries __________________ by Timothy Taylor #177780 October 15, 2015 TABLE OF CONTENTS INTRODUCTION……………………….………………………………………………2 VISION…………………………………………………………………..………………3 VALUES…………………………………………………..…………………………….4 VIEWS………………………………………………….…………………….…….……6 VEHICLES………………………………………………………………………………6 VERIFIERS…………………………………………………………………………….14 CONCLUSION…………………………………………………………………………17 BIBLIOGRAHY…………………………………………………………………..……20 Introduction As I prepare the Disciple Making Plan for Hebron Baptist Church I have had time to reflect on the desires of the congregation and listen to the voice of God as He has spoke to my spirit. My current status has been encouraging, as we have shifted from being a reactive ministry to a proactive ministry. At this time I am presently in my 10th year as pastor of a church in an urban area of Brooklyn, N.Y, My first 8 years very little in the way of discipleship was accomplished as our building was old and the congregation was already small and began diminishing though relocation and death. Our efforts at discipleship were further hampered after in my 3rd year we experienced a major collapse in part of our building. Over the next 5 years the concentration of the church was on our building. Every bit...
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...REL 124 – Intro to the Old Testament Essay 1 Gadzalski, Richard J. September 12, 2010 Explain why Abraham is often considered "Father Abraham". Abraham or the Father of Abraham can be trace back to the three cycles of to the Ancestral Story which is organized into major segments collections. Each of these segment collections is called a cycle. The reason for this is that each of these cycles contains a story that revolves around a major ancestral figure representing Abraham, Jacob, or Joseph. The three cycles separate themselves by brief genealogical references of the two ancestral children who branch off from the trajectory of Israel, which were Ishmael and Esau. God actually held out a promise of a home land and a large family for Abraham. Abraham was also called or named Abram. He migrated from southern Mesopotamia to Palestine. His wife, Sarah, because of a famine, moved to Egypt. Abraham and family finally separated due to competing claims of Canaan. God made a promise, or covenant to Abraham that he would fulfill his promise of a few things. First off, his children, which Abraham and his wife Sarah did not have nay offspring. Years would pass that Abraham and his wife could not conceive, so be that Sarah had her husband lay with her servant Hagar. Ishmael was the birth of that conception. God at that time reaffirmed the promise of children to Abraham and Sarah by his implementation of circumcision and gave new names to Abram and Sarah. The divine charge...
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...Joseph lived in Hebron with his father, mother and brothers. He as the well-beloved son of his father, Jacob. 3 Now Israel loved Joseph more than all his children, because he was the son of his old age: and he made him a coat of many colours. 14 And he said to him, Go, I pray thee, see whether it be well with thy brethren, and well with the flocks; and bring me word again. So he sent him out of the vale of Hebron, and he came to Shechem. (Genesis 37:3, 14 King James Version). Jesus was the well beloved son of His father, he lived in Heaven (place of fellowship). “5 And now, O Father, glorify thou me with thine own self with the glory which I had with thee before the world was” (John 17:5). Joseph was against his brother’s sin “2 These are...
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...The Nature of Sacrifice In The History And Ideology Of The Gush Emunim There can be no argument that by living in small settlements in the hostile and explosive West Bank and Gaza Strip, Gush Emunim settlers are making some sort of sacrifice. Surrounded no doubt by hostile Palestinians who feel that the Israelis are occupying their home, religious settlers face the potential for violence and death on a daily basis. In what is becoming a more perilous state of affairs in Israel with each suicide bombing, shooting spree, or IDF incursion into the Palestinian territories and refugee camps, perhaps no one on the Israeli side faces as constant a risk of danger than the Gush Emunim. This paper will attempt to examine the very nature of sacrifice that the Gush Emunim are involved in, as well as the biblical justification for this sacrifice. I also mean to explore the biblical justification the Gush Emunim may use to support their willingness to resort to violence against the Palestinians in defending this sacrifice. Their attitude towards their hostile neighbors is the same attitude their ancestors held about the Canaanites: “you must be expelled, whether peacefully or violently, because this is our land according to God.” In the history and ideology of the Gush Emunim, examples of both Nancy Jay’s communion sacrifice as well as Hubert and Mauss’s contractual sacrifice are plenty. The sacred violence as a cultural foundation about which Gil Bailie writes can also be found. Furthermore...
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...Avory Darrien Peacemaking University of Phoenix The recent history of the Palestinian-Israeli conflict has been marked by a series of agreements and accords which have ultimately failed. The Hebron agreement was signed in January 1997 by Israeli Prime Minister Benjamin Netanyahu and leader of the Palestinian Liberation Organization (PLO) Yasser Arafat, but subsequently dissolved because Israel continued the construction of settlements in Palestinian territory (International relations, 2009). The Oslo accord was signed in August 1993, with a deadline of 1999 set for the resolution of all outstanding issues, by Israeli Prime Minister Yitzhak Rabin and PLO leader Arafat. As the deadline approached fears of the PLO unilaterally declaring a Palestinian state brought renewed violence and new demands from Israel, culminating in the suspension of the Oslo accord. As Handelman (2008) has noted, the Israelis and Palestinians are deadlocked in, “…a protracted, violent, drawn-out struggle in which generation after generation is socially conditioned to continue fighting” (p. 57). Nonetheless, the potential resolution of the conflict seems to involve the simultaneous implementation of the political-elite model (PEM) of peacemaking, which employs the social mechanism of equal-status contact; and the public-assembly model (PAM) of peacemaking, which makes use of the conciliatory machinery of graduated and reciprocated initiatives in tension reduction (G.R.I.T.). Models of Peacemaking ...
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...RESOLUTION AND PEACEMAKING Conflict Resolution and Peacemaking Katie VanEsch PSY400 Angel Wieneche University of Phoenix July 25, 2010 Conflict Resolution and Peacemaking Conflict is an issue that is virtually inevitable within societies. No matter the cause, conflict arises as a result of lack of communication, miscommunication, misunderstanding, or lack of respect for other’s individual needs or desires. In this paper, I will examine an article that discusses these types of conflict, and describe its elements of conflict resolution and peacemaking. One particular article discusses the recent history of the Palestinian-Israeli conflict, which has been marked by a series of agreements and accords which have ultimately failed. The Hebron agreement was signed in January 1997 by Israeli Prime Minister Benjamin Netanyahu and leader of the Palestinian Liberation Organization (PLO) Yasser Arafat, but subsequently dissolved because Israel continued the construction of settlements in Palestinian territory (International relations, 2009). The Oslo accord was signed in August 1993, with a deadline of 1999 set for the resolution of all outstanding issues, by Israeli Prime Minister Yitzhak Rabin and PLO leader Arafat. As the deadline approached, fears of the PLO unilaterally declaring a Palestinian state brought renewed violence and new demands from Israel, culminating in the suspension of the Oslo accord. As Handelman (2008) has noted, the Israelis and Palestinians are deadlocked...
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...A PAPER PRESENTED TO DR. DAVID E. GRAVES FOR THE COMPLETION OF BIBLE ARCHAEOLOGY 471 BY GERALD K. PHIPPS APRIL 20, 2015 1 WILLIAM FOXWELL ALBRIGHT THE PERSON: One of the many contributors to the field of Biblical Archaeology is world renowned Dr. William Foxwell Albright. Born in Conquimbo Chile on May 24, 1891 to missionary parents Wilbur and Zephine Albright. The love of his life whom he married in 1921 in which they had the pleasure of raising four sons. After graduating from John Hopkins University in 1916 with a Ph.D. in Semitic Languages he went on to be a professor and director at the American School of Oriental Research (ASOR) [1]. William while teaching at ASOR fell under the wing of two prominent archaeologists Charles Torrey and James Montgomery. Albright was recognized in 1956 by the American Academy of Arts and Science as an honorable fellow. With this notable recognition lead to a more prestigious tittle which became known as “Nobleman of Jerusalem”, one of Israel’s highest honor. The (ASOR) in Jerusalem was renamed (AIAR) which is to be interpreted as Albright Institute of Archaeological Research. This became the focal research center for the ancient Near Eastern studies in the entire Middle east. Albright is noted as a generous in the eyes of many biblical...
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...بسم هللا الرحمن الرحيم Hebron University Faculty of Graduate Studies English Department Classroom Observation/ 8th Grade Zeef Coeducational Secondary School BY Hamada Dawood 2013/2014 Teacher: A. Classroom Settings - The number of students is 31, thirteen females and eighteen males. - All of them are eighth graders (13 years old). - The school (or the class) is located in a quiet area far away from noises. The classroom is clean and tidy. Lesson Objectives (Unit 5 Period 3= People and games) The following objectives are copied from the teacher’s lesson plan. The timing of which is subject to the activities. However, the teacher gave a concise introduction at the beginning of the lesson which aims at discussing these objectives: - to understand and use possessive pronouns; - to understand and use too and either to dis/agree with an opinion; The teacher thoroughly covered the objectives. Timing The time of the whole lesson is 40 minutes. Three activities are done and given 30 minutes. The procedures are timed by the teacher as the following: - The introduction of the lesson is given 5 minutes. - Activity one & two seized 15 minutes, and the last activity, activity 3, seized 15 minutes. - Five minutes were specialized for feedback and questions. Materials In addition to the student’s book and the chalkboard, the teacher used posters, flashcards and wordcards. To give extra activities like listening, the teacher used his laptop. Organization & Procedures - Since...
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...| Globalization and Sovereignty in Pakistan | | | With a relatively constant rise in economic production over the last forty years and continued advances in communication technology, it is clear that individuals, institutions, and states are connecting and interacting with each other through a variety number of ways. Whether it is chatting with someone on the other side of the globe through social media or the flow of capital in the international banking system, our world has become increasingly interdependent; however, the benefits are not universal. From a Marxist perspective on international relations theory, particularly Wallerstein’s capital economy, I will define “globalization” as a phenomenon constructed by the bourgeoisie (elite members of society) in order to take advantage of developing countries that constitute Marxist proletariat. Using this approach on globalization, I will discuss the effects it has on “sovereignty” followed by a case study on Pakistan as a prime example. Ultimately, I will argue why the idea of sovereignty should still play a role in states like Pakistan. I draw primarily on the work of the German philosopher Karl Marx who, in his Marxist (or ruling-class) theory, claimed that capitalist societies were dominated by the “bourgeoisie” – individuals who control the means of production (therefore power) and take advantage of the proletariat (also known as the working class). Applied to a global scale, the concept of bourgeoisie refers...
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