New Testament Survey no.10: Luke - Acts of the ApostlesClive Ashby
As part of the Course on the New Testament, session 10 provides an overview of the second part of the writing of Luke - His historical account of the Acts of the Apostles. (This is part of the New Testament Survey Course taught at Harare Theological College - 2016)
The Essentials of Apologetics - Why Christianity (Part 1)?Robin Schumacher
This presentation examines the problem of evil in the world and looks at how to reconcile the concept of an all-powerful and loving God with the reality of evil.
John Oakes taught a two-part Introduction to the Old Testament for a group of new Christians in San Diego May 17 and 24, 2015. The first class serves as a general introduction as well as covering the Book of Genesis. Genesis is studied as a work of Christian theology-setting out the Christian world view and as a source of prophecy, prefigure and foreshadow of the Messiah. The second class finishes an intro to Genesis and covers Exodus to Deuteronomy,emphasizing prefigures and foreshadows in the story of Israel and in the laws, sacrifices, tabernacle and festivals.
Why did God give the Law - so high, So demanding, So unreasonable humanly speaking that no body (no man, no woman, no boy, no girl) has ever been able to keep them?
New Testament Survey no.10: Luke - Acts of the ApostlesClive Ashby
As part of the Course on the New Testament, session 10 provides an overview of the second part of the writing of Luke - His historical account of the Acts of the Apostles. (This is part of the New Testament Survey Course taught at Harare Theological College - 2016)
The Essentials of Apologetics - Why Christianity (Part 1)?Robin Schumacher
This presentation examines the problem of evil in the world and looks at how to reconcile the concept of an all-powerful and loving God with the reality of evil.
John Oakes taught a two-part Introduction to the Old Testament for a group of new Christians in San Diego May 17 and 24, 2015. The first class serves as a general introduction as well as covering the Book of Genesis. Genesis is studied as a work of Christian theology-setting out the Christian world view and as a source of prophecy, prefigure and foreshadow of the Messiah. The second class finishes an intro to Genesis and covers Exodus to Deuteronomy,emphasizing prefigures and foreshadows in the story of Israel and in the laws, sacrifices, tabernacle and festivals.
Why did God give the Law - so high, So demanding, So unreasonable humanly speaking that no body (no man, no woman, no boy, no girl) has ever been able to keep them?
Eucharistic Adoration - History And EtiquettePaul Stokell
This presentation serves as the basis for a multi-part discussion on the history and theology behind the worship of the Blessed Sacrament (the Eucharist) by Roman Catholics, and the etiquette and practices that take place during Eucharistic worship. This is best used for advance reading and discussion, as opposed to a single (and very lengthy) presentation.
Sacraments and Sacramentals
I. What is a Sacrament
a. According to St. Aquinas
b. A sensible sign
c. Instituted by Christ
d. To give grace.
II. Divisions of the Sacrament
III. Jesus as the Primordial Sacrament
IV. What does the sacrament do.
V. Sacramentals
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. “The Church is born of the
Paschal Mystery
and Eucharist stands
at the center.”
Understanding terminology: Paschal Mystery refers to the life, suffering, death,
and resurrection of Jesus Christ.
2. Since the Eucharist stands at the center, as the
source and summit, flowing from the paschal
mystery, and continuing the saving
work of God,
we further our understanding of the
Eucharist by exploring the four major
theories of atonement or redemption.
Understanding terminology: Atonement means at-one and similar to redemption
refers to the saving action of Jesus to reconcile or restore our friendship with God.
Atonement/Redemption theories attempt to explain how our salvation was
accomplished by the sacrifice of Jesus on the cross.
3. 1. Ransom/ Christ as Victor
The early church leaders explained
our redemption as a rescue or
liberation from Satan.
Christ was the ransom, freeing us
from the bondage of sin.
4. Ransom/ Christ as Victor
A variation of the ransom theory,
Christ as Victor was widely promoted
as a way to explain our salvation.
The risen Christ defeats death,
trampling death by death, and
restoring life by his risen life.
5. Ransom/ Christ as Victor
We are liberated from the slavery of
sickness and sin.
In Christ Victorious
Mercy triumphs over justice;
Love is greater than evil;
Life wins over death.
6. 2. Satisfaction
The theory of Satisfaction to explain redemption
was promoted by St. Anselm (about 1100 A.D.).
Due to the disobedience of our first parents,
Adam and Eve,
Christ in his perfect obedience on the cross,
satisfied the covenant of honor due to God, and
therefore restored our relationship with God.
7. Satisfaction
St. Thomas Aquinas ( 1250 A.D.) refined the
theory, adding that
Christ satisfied the justice due God
by suffering for (but not in place of) us
(we are co-workers in our redemption
and join our sufferings in union with Christ),
thereby satisfying the requirements
of the covenant and restoring
our relationship with God.
8. Satisfaction
In the theory of Satisfaction,
penance or punishment
is a corrective measure
towards restoration of the friendship
of God and us.
The theory tends toward a legal view of
atonement.
9. Satisfaction
A variation of Satisfaction,
Substitutionary Atonement or Penal substitution
championed by the Protestant reformers
promotes the idea the Christ was punished in
place of the sinner, ie. Substitution, satisfying
the demands of justice (and the wrath) of God,
so that God can forgive us.
Substitutionary atonement/penal substitution
is not part of Catholic faith and theology.
11. Recapitulation/ Divinization
The theory of Recapitulation describes the
sacrifice of the cross as an offering
that undoes or changes and restores us back to
the original plan.
We were originally meant for eternal life,
to be co-sharers in the work of creation,
and co-workers in the knowledge
of good and evil (Love).
By the Paschal Mystery, Christ has restored us to
our original relationship with God.
12. Recapitulation/ Divinization
Divinization explains that
“God became man,
so that we could be God” (St. Athanasius)
(in his energies and operations,
i.e. eternal life and love,
although we do not become God
in his essence and identity).
13. 4. Moral Influence
Our desires are provoked by the desires of others.
Christ, by his identification with the innocent victim
reveals the face of all victims.
The sacrifice of Christ saves us from the
scapegoating and violence that plagues humanity
and reorients our desires towards that which is
good and holy.
Thus, by Christ’s sacrifice, we are saved from
(being) sacrificed.
14. The Eucharist Continues
the Saving Work of Christ.
“The sacramental character of faith finds its
highest expression in the Eucharist. The
Eucharist is a precious nourishment for faith: an
encounter with Christ truly present in the
supreme act of his love, the life-giving gift of
himself (Pope Francis, #44 Light of Faith).”
15. The Eucharist Continues the Saving Work of Christ.
"The Eucharist is indelibly marked by the event of
the Lord's passion and death, of which it is not only
a reminder but the sacramental re-presentation...
When the Church celebrates the Eucharist, the
memorial of her Lord's death and resurrection, this
central event of salvation becomes really present
and “the work of our redemption is carried
out”. This sacrifice is so decisive for the salvation of
the human race that Jesus Christ offered it and
returned to the Father only after he had left us a
means of sharing in it as if we had been present
there (Saint John Paul II)."
16. The Eucharist Continues the Saving Work of Christ.
Jesus’ gesture at the Last Supper is the ultimate thanksgiving to
the Father for his love, for his mercy.
“Thanksgiving” in Greek is expressed as “eucharist”. And that is
why the Sacrament is called the Eucharist: it is the supreme
thanksgiving to the Father, who so loved us that he gave us his
Son out of love.
This is why the term Eucharist includes the whole of that act,
which is the act of God and man together, the act of Jesus Christ,
true God and true Man.
Therefore the Eucharistic Celebration is much more than simple
banquet: it is exactly the memorial of Jesus’ Paschal Sacrifice,
the mystery at the centre of salvation.
“Memorial” does not simply mean a remembrance, a mere
memory; it means that every time we celebrate this Sacrament
we participate in the mystery of the passion, death and
resurrection of Christ (Pope Francis, audience Feb. 5, 2014).”
17. The Eucharist Continues the Saving Work of Christ.
“He called the bread his living body and he filled
it with himself and his Spirit...
He who eats it with faith, eats Fire and Spirit...
Take and eat this, all of you,
and eat with it the Holy Spirit.
For it is truly my body and whoever eats it
will have eternal life
(Saint Ephrem)."
18. The Eucharist Continues the Saving Work of Christ.
“Do not see in the bread and wine
merely natural elements,
because the Lord has expressly said
that they are his body and his blood:
faith assures you of this,
though your senses suggest otherwise
( Saint Cyril of Jerusalem).”
19. The Eucharist Continues the Saving Work of Christ.
“For what is the bread? It is the body of Christ.
And what do those who receive it become?
The Body of Christ – not many bodies but one body.
For as bread is completely one, though made of up
many grains of wheat, and these, albeit unseen,
remain nonetheless present, in such a way that their
difference is not apparent since they have been made
a perfect whole,
so too are we mutually joined to one another and
together united with Christ
(Saint John Chrysostom)."
20. The Eucharist Continues the Saving Work of Christ.
"In these signs (bread and wine),
Christ the Lord willed to entrust to us his
body and blood which he shed for the
forgiveness of our sins. If you have
received them properly, you yourselves
are what you have received...not only
have we become Christians, we have
become Christ himself
(Saint Augustine)."
21. The Eucharist Continues the Saving Work of Christ.
"In the Eucharist the Church is completely
united to Christ and his sacrifice, and makes
her own the spirit of Mary. The Eucharist, like
the Canticle of Mary, is first and foremost
praise and thanksgiving. When Mary exclaims:
“My soul magnifies the Lord and my spirit
rejoices in God my Saviour”, she already bears
Jesus in her womb. She praises God “through”
Jesus, but she also praises him “in” Jesus and
“with” Jesus. This is itself the true “Eucharistic
attitude (Saint John Paul II).”
22. The Eucharist Continues the Saving Work of Christ.
"Mary is the great Believer who places herself
confidently in God's hands, abandoning herself
to his will. This mystery deepens as she
becomes completely involved in the
redemptive mission of Jesus (Benedict XVI,
Sacrament of Charity #33)"
"We become witnesses when, through our
actions, words, and way of being, Another
makes himself present (ibid, #85)."
23. The Eucharist Continues the Saving Work of Christ.
“If you see love,
you see the Trinity
(St. Augustine).”
24. The Eucharist Continues the Saving Work of Christ.
"Christ has no body now on earth but
yours, no hands but yours, no feet but
yours, Yours are the eyes through which
to look out Christ's compassion to the
world. Yours are the feet with which he
is to go about doing good; Yours are the
hands with which he is to bless
(Saint Teresa of Avila).”