This document provides summaries of several chapters in Genesis regarding the descendants of Noah and the event at Babel where God confuses human languages. It notes key figures like Nimrod and events like the division of the earth during Peleg. The document also discusses purposes of the Babel narrative like showing the origin of divided languages and scattered peoples. Finally, it provides context by comparing the genealogies in Genesis 5 and 11 and noting similarities in structure.
How is the Tower of Babel relevant to us today? Why did God judge the builders of the city and tower of Babel? What is the significance of Shem's genealogy?
Genesis 11:1-9 describes early man's attempt to rebel against God by creating a religious humanism and economic collectivization. God judged man's attempts at the Tower of Babel and He will judge again, as prophesied in Revelation 17 & 18, future attempts at globalization.
How is the Tower of Babel relevant to us today? Why did God judge the builders of the city and tower of Babel? What is the significance of Shem's genealogy?
Genesis 11:1-9 describes early man's attempt to rebel against God by creating a religious humanism and economic collectivization. God judged man's attempts at the Tower of Babel and He will judge again, as prophesied in Revelation 17 & 18, future attempts at globalization.
Part 4/4 in my "In the Beginning" Series I did in 2012. By far, one of my favorite sermons to preach and started me thinking about culture and the impact it has on us.
The futile intent of men to make a reputation for themselves and enter eternity.
Next Lesson: 14 ABRAM
http://www.slideshare.net/lsotorv/14-abram
(hilite+rightclick+open)
This intriguing account, structured chiastically, tells how God disinherits and scatters peoples across the earth and assigned members of His divine council to govern each nation (cf. Dt 32:8-9, ESV) -- before taking Israel as His special inheritance (cf. the Call of Abraham in Genesis 12f.) to establish His Kingdom.
What did God tell Joshua to do after conquering the land? (13:1) How much land remained to be possessed? (13:2-6) Who was the land for and what was the first step? (13:7) How does this study apply to contemporary conflicts between the Jews and the Palestinians in Israel? How do your answers to these questions apply to you?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
3. Genesis 10:1
Now these are the records of
the generations of Shem, Ham, and
Japheth, the sons of Noah; and sons
were born to them after the flood.
4.
5.
6.
7. Genesis 10:8-9
Now Cush became the father of
Nimrod; he became a mighty one on
the earth. 9 He was a mighty hunter
before the LORD; therefore it is said,
“Like Nimrod a mighty hunter before
the LORD.”
8. Genesis 10:10-12
The beginning of his kingdom
was Babel and Erech and Accad and
Calneh, in the land of Shinar. 11 From
that land he went forth into Assyria,
and built Nineveh and Rehoboth-Ir
and Calah, 12 and Resen between
Nineveh and Calah; that is the great
city.
9.
10.
11. Genesis 10:25
Two sons were born to Eber;
the name of the one was Peleg, for
in his days the earth was divided;
and his brother’s name was Joktan.
Seems to be
the source of
the term
“Hebrew”
12. Genesis 10:25
Two sons were born to Eber;
the name of the one was Peleg, for
in his days the earth was divided;
and his brother’s name was Joktan.
What does it mean
that “the earth was
divided”?
13. Genesis 10:32
These are the families of the
sons of Noah, according to their
genealogies, by their nations; and
out of these the nations were
separated on the earth after the
flood.
14. If we do not count the three
sons of Noah, there are a total
of 70 names in this table.
What is significant
about this number?
…all the persons of the house of
Jacob, who came to Egypt, were
seventy (Genesis 46:27)
15. When the Most High gave the nations
their inheritance,
When He separated the sons of man,
He set the boundaries of the peoples
According to the number of the sons of
Israel.
9 For the Lord’s portion is His people,
Jacob is the allotment of His inheritance.
(Deuteronomy 32:7-9).
17. Jesus is the “better Israel”
who came to save the world
18.
19. PURPOSE OF THE BABEL
NARRATIVE
• Show the Origin of the Division of
Languages
• Show the Origin of the Babylonian
Religious System
• Show the Results of Rebellion
against God
21. It came about
as they
journeyed
east, that
they found a
plain in the
land of
Shinar and
settled there
(Genesis
11:2).
22. Genesis 11:3
They said to one another,
“Come, let us make bricks and burn
them thoroughly.” And they used
brick for stone, and they used tar for
mortar.
23. Genesis 11:4
They said, “Come, let us build
for ourselves a city, and a tower
whose top will reach into heaven,
and let us make for ourselves a
name, otherwise we will be scattered
abroad over the face of the whole
earth.”
24.
25.
26. Genesis 11:5
The LORD came down to see
the city and the tower which the sons
of men had built.
27. Genesis 11:6-7
The LORD said, “Behold, they
are one people, and they all have the
same language. And this is what
they began to do, and now nothing
which they purpose to do will be
impossible for them. 7 Come, let Us
go down and there confuse their
language, so that they will not
understand one another's speech.”
28. Genesis 11:8
So the LORD scattered them
abroad from there over the face of
the whole earth; and they stopped
building the city.
29. Genesis 11:9
Therefore its name was called
Babel, because there the LORD
confused the language of the whole
earth; and from there the LORD
scattered them abroad over the face
of the whole earth.
ll;B' lb,B'
30. Major Language Groupings
• Indo-European (corresponds to Japheth):
English, Spanish, Greek, German, French,
Latin, Italian.
• Semitic (corresponds to Shem): Hebrew,
Arabic, Akkadian, Aramaic.
• Hamitic (corresponds to Ham): Egyptian,
Berber, Cushitic, and Chadic
33. Genesis 5
Begins with Adam,
but is preceded by a
genealogy of the
antediluvian world
found in Genesis 4.
Genesis 11
Begins with Shem,
but is preceded by a
genealogy of the
postdiluvian world
found in Genesis 10.
Ten generations are
listed.
Ten generations are
listed.
Ends with the birth of
three sons.
Ends with the birth of
three sons.
34. Genesis 11 not a Strict
Chronology
• The Number of Years is not Totaled.
• The Name and Years of Cainan are
Absent from the Hebrew Text.
• Genesis 5 and Genesis 11 are
Symmetrical in Form.
• The earth was divided in the days of
Peleg (Genesis 10:25).
• Ancestral connections between people in
Biblical genealogies are often abridged
35. Genesis
4-5
Men began
to call upon
the name of
the Lord
(Genesis
4:26).
Genesis
11
Let us make
for ourselves
a name
(Genesis
11:4).
Genesis
12
I will bless
you, and
make your
name great
(Genesis
12:2).
