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Gospel of John: Aramaic & English Text with Hebrew Key Word Equivalencies
No full textThe Hebraic Keys to the New Testament Series presents the Hebrew Names Version (HNV) of the World English Bible (a modern-language update of the highly literal American Standard Version) in parallel with the British & Foreign Bible Society\u27s critical edition of the most ancient Semitic-language version of the complete New Testament to survive to the present day, the Aramaic Peshitta (converted here to the Ashuri square script familiar to readers of Hebrew). For each verse, Biblical Hebrew equivalents are provided for multiple keywords of the Greek Textus Receptus underlying the English translation, allowing readers to consider the Peshitta scribes\u27 renderings of the expressions of the Greek Testament into Aramaic side-by-side with the words and phrases of the Hebrew Scriptures (i.e., the Christian Old Testament ) that the earlier scribes of the Septuagint (LXX) glossed using these very same Greek words. With two helpful lexicons and a classic commentary by John Lightfoot based on rabbinic and other traditional Jewish sources, little to no prior familiarity with Hebrew or Aramaic is required; basic Hebrew letter recognition and awareness of alphabet order (skills which can be acquired in a single afternoon) will enable hours of fruitful textual study.https://digitalcommons.biola.edu/faculty-books/1550/thumbnail.jp
Technology-Infused Math Instruction: Teaching Outside the Box - Grades K-12
No full textIn today\u27s mathematics classroom, teachers must ensure that all students;understand conceptually and can demonstrate the required skills based on their development.Technology-Infused Math Instruction: Teaching Outside the Box;provides guidance in leveraging five essential research-based pedagogies to;support effective K-12 math learning with infused technology: daily routines, open-ended tasks, project-based learning, problem-based learning, and math centers. Usingtechnology as a tool for teaching and learning mathematics has the power to support students in making meaningful connections through multiple representations, real-life applications, and opportunities to express and demonstrate what they know and how they know it Being strategic decision-makers about students\u27 experiences requires teachers to analyze student assessment data, synthesize a variety of evidence-based strategies in mathematics, and select activities that will lead to access and equity in math instruction. Throughout the text, activities, sample lessons, templates, and links to videos illustrate how to put these practical technology-infused strategies into practice. Technology provides teachers with the efficiency to differentiate tasks, scaffold instruction, and utilize multiple measures to assess and support student learning.Teachers will learn how to support all learners in their construction of mathematical knowledge through hands-on activities, project-based learning, linguistically based strategies, and culturally relevant activities which harness the power of technologyhttps://digitalcommons.biola.edu/faculty-books/1598/thumbnail.jp
Being Holy and The Nature of the Spiritual Disciplines
No full textChapter 6
Know. Be. Live.® is a groundbreaking work that addresses cultural challenges and potential solutions to making disciples in Gen Z. Over the last few years, the literature on Generation Z has grown rapidly. However, there is little that directly addresses the destructive cultural challenges to proactive disciplemaking in this generation. Know. Be. Live.® offers a holistic 360-degree approach to discipleship in a post-Christian era. It combines expert thought on faith and culture to equip Christ-following parents of teenagers, college students, campus ministers, and pastors. Addressing the obstacles to deep discipleship and spiritual formation within Gen Z, Know. Be. Live.® approaches this subject matter from a comprehensive biblical perspective that ties together the intellectual (Know), character (Be), and calling (Live) elements of discipleship. Contributors: Philip Alsup, John Basie, Hunter Baker, Ed and Dana Bort, Stephanie Shackelford, Gene Fant, Nathan Finn, Melissa Pellew, Sean McDowell, J. P. Moreland, Jonathan Morrow, Jacob Shatzer, John Stonestreet, Kyle Strobel, and John W. White III
From Illusion to Reality
No full textUpon graduating college and entering the working world, many students feel lost and are often inadequately prepared. Why is this? It all boils down to the importance of work ethic, integrity, and a willingness to do research instead of just charging blindly into your professional life. This book intends to expose the mistaken beliefs of college graduates, while also providing a dedicated space for practical tips that evoke a positive mental shift. Also included is a section on career preparation, which will help you take practical steps toward discovering your potential future career. The advice given in this book covers both personal and professional life, since the level of excellence you demonstrate in one area will often impact the other. From Illusion to Reality will provide readers with a better understanding of their calling, as well as hope for the future and a passion that will drive them toward their goals. With personal anecdotes from the authors themselves as well as from graduates and working professionals from different walks of life, this book is both engaging and grounded in real life experience, not in abstract or elitist ideas. Written for average to advanced readers, this book is an easy but engaging read that will put you on the right professional track.https://digitalcommons.biola.edu/faculty-books/1551/thumbnail.jp
Canceled Science: What Some Atheists Don’t Want You to See
No full textEric Hedin was enjoying a productive career as a physics professor at Ball State University when the letter from a militant atheist arrived and all hell broke loose. The conflict spilled first onto the pages of the local newspaper, and then into the national news. The atheist attack included threats from the Freedom from Religion Foundation, which targeted Hedin after learning his Boundaries of Science course exposed students to an evidence-based case for design and purpose in cosmology, physics, and biochemistry. Canceled Science tells the dramatic story of the atheist campaign to cancel Hedin’s course, reveals the evidence the atheists tried to bury, and explores discoveries that have revolutionized our understanding of the nature and origin of matter, space, and even time itself.https://digitalcommons.biola.edu/faculty-books/1605/thumbnail.jp
When People Assume You’re Not In Charge Because You’re a Woman
No full textRole incredulity is a form of gender bias where women are mistakenly assumed to be in a support or stereotypically female role — an administrative assistant, nurse, wife, or girlfriend, for instance — rather than a leadership or stereotypically male role, such as CEO, professor, lawyer, doctor, or engineer. While this slight or mistake might seem innocuous, it can have real ramifications for women. Women must expend extra energy and time to assert and prove their role. Their words may lack the credibility and authority inherent in their position. And when women are not seen as a leader, they may be less likely to be hired into male-dominated roles or to be considered for promotions.
While the real issue of role incredulity is systemic, there are steps organizational leaders, workplace allies, and women themselves can take to prevent and correct it., including setting organizational norms, being an ally, owning your mistakes, and, if you’re a woman, proactively identifying your role
Bible and Immigration: A Critical and Empirical Reassessment
No full textQuestions relating to (im)migration are among the most heated topics on both sides of the Atlantic. Western societies have changed dramatically because of large-scale immigration in the last decades. Christians are also engaged in the discussion, attempting to find direction from the biblical texts. Overwhelmingly, persons in leading positions (both in the secular world and in churches and faith-based organizations) support the concept of “welcoming the stranger.” The Bible is seen by them as urging us to open the borders as wide as we can. In the broader population, however, reservations remain. This book, written by a Bible professor who has witnessed mass-migration first-hand, both in Europe and in the U.S., and who has been a migrant himself for over twenty years, attempts to step back and look at the whole of the complex biblical witness, instead of cherry-picking passages that further a specific agenda. It also looks at the salient data on the ground, in the fields of psychology, demography, economy, and security—data that can no longer be ignored when trying to apply the Bible in a responsible way. The book demonstrates the shortcomings of the vast majority of biblical and theological publications on the issue of (im)migration and presents a comprehensive argument for the use of wisdom and caution, and against short-sighted and emotionally driven policies supporting open borders.https://digitalcommons.biola.edu/faculty-books/1601/thumbnail.jp
Playing by the Rules: How Women Lead in Evangelical Mission Organizations
No full textThe purpose of this study was to understand how women lead and make meaning of their leadership in evangelical mission organizations. Twelve executive-level women were interviewed. They described how they came to lead and told stories of their successes and challenges. They also described their thoughts on why they were chosen to lead, and what it was like to be a woman leader in their organizations. Analysis of their stories revealed their challenges as well as organizations’ ongoing ambivalence regarding women leaders. Conclusions from the study and suggestions for improved organizational practice are offered.https://digitalcommons.biola.edu/faculty-books/1645/thumbnail.jp
Catalytic Teaching and Ideologized Content
Get PDFThis article has as its starting point the growing acceptance over the past decade of intentional ideological influence in both English language teaching materials and approaches. It explores some current examples of ideologized content before examining catalytic teaching, the intentioned use of ideologized content by a Christian English language teacher (CELT). The article provides some examples of classroom content that may be considered catalytic and then suggests five guiding principles based in part on the findings of Johnston’s extensive study of the work of CELTs at a language school in Poland. It is hoped that these principles might be helpful as CELTs consider catalytic teaching and that the content of this article might encourage the creation of more catalytic content both by and for CELTs