1,223 research outputs found
The obedient son: Deuteronomy and christology in the gospel of Matthew
No full textThis study argues that sonship and obedience are prominent and related themes
in the Gospel of Matthew, and the Evangelist's christological articulation of obedient
sonship is drawn from the calling of Israel to be Yahweh's obedient son in
Deuteronomy. Thus, it is argued that a consideration of Israel's scriptural traditions
is necessary to understand most fully Matthew's teaching of the sonship of Jesus.Chapter 1 explores Matthew's use of the OT and, building on the work of
Richard Hays, outlines a method for identifying subtle intertextual allusions, and
suggests a composition criticism approach to Matthew that focuses on the gospel as a
literary and redactional whole.Chapter 2 seeks to establish the historical plausibility for the claim that
Matthew was heavily indebted to Deuteronomy by tracing the circulation and use of
Deuteronomy in general in ancient Jewish and Christian literature. The purpose of
this chapter is to provide a foundation for the claim that Deuteronomy would likely
have been an important text for Matthew.Chapter 3 then focuses on Deuteronomy, tracing the covenantal context for the
themes of sonship and obedience. It is argued that the sonship of Israel is a key motif
in Deuteronomy, and this sonship was predicated on obedience. Key texts include
Deut 1; 8; 14; 21; 32, and the themes of love, election, and inheritance are also
considered.Chapter 4 traces the influence of Deuteronomy under the specific rubric of
obedient sonship through ancient Jewish and Christian literature, including texts
which Matthew may have known. Here it is argued that obedient sonship, in
association with Deuteronomic themes, is prominent in a wide range of texts.Chapters 5-7 focus specifically on Matthew. It is argued in chapter 5 that the
Temptation Narrative (Matt 4.1-11), the Sermon on the Mount (Matt 5-7), and the
accusation that Jesus was a glutton and a drunkard (Matt 11.16-19) all demonstrate
rather strong resonances with Deuteronomy and the Deuteronomic call to obedient
sonship. Chapter 6 proposes two significant possibilities: that the baptism of Jesus
(Matt 3.13-17) and the Transfiguration (Matt 17.1-21) may also be influenced by the
Deuteronomic perspective on sonship. Finally, chapter 7 suggests three additional
clusters of texts that may also indicate Deuteronomy's filial influence on Matthew:
Matt 1.20; 12.46-50; 21.28-22.14.1.20; 12.46-50; 21.28-22.14.
Chapter 8 offers a conclusion and synthesis, arguing that chapters 1-4 provide
the foundation for the claims in chapters 5-7. It is concluded that the Deuteronomic
teaching of obedient sonship was quite pervasive in the ancient world, and there is an
historically plausible case to be made that Matthew was influenced by this tradition.
However, it is also argued that Matthew has appropriated the Deuteronomic concept
of obedient sonship in unique ways, applying it messianically to the person of Jesus
as the New Israel, and consequently also to the disciples of Jesus, who are able to be
a part of God's family through Jesus, the preeminently obedient son
Case study of the experiences and perspectives of Hispanic immigrant parents of heritage language maintenance and bilingual education in the rural community of Brandon, Manitoba, A
No full textThis study investigated and described the experiences and perspectives of Hispanic immigrant parents on heritage language maintenance and bilingual education in the City of Brandon, Manitoba. Hispanic immigrant parents were interviewed to explore how they perceived and experienced the maintenance of the home language and bilingual education of their children. The study used a qualitative embedded case study methodology (Yin, 2014). Data collection methods included five individual semi-structured interviews and three focus group interviews. Sixteen first-generation Hispanic immigrant parents took part in this study, and they were divided into two subunits of analysis: Colombian, Honduran, and Salvadoran immigrant parents and non-Colombian, Honduran, and Salvadoran immigrant parents. The results of this study reveal that despite the importance that both groups of Hispanic immigrant parents place in their native language as a fundamental core value in their ethnic identity, they perceived a gradual erosion of their children’s home language. Colombian, Salvadoran, and Honduran immigrant parents had more challenges and difficulties in preserving their home language in comparison with Hispanic non-Colombian, Honduran, and Salvadoran immigrant parents. Data suggest that the Colombian, Salvadoran, and Honduran immigrant parents were less aware of the cognitive advantages of bilingualism and heritage language preservation in comparison with the Hispanic non-Colombian, Honduran, and Salvadoran immigrant parents. However, both groups of parents perceived the need to implement heritage and bilingual programs in the school and in the community for supporting their efforts to preserve the home language. Language barriers that parents faced, along with socioeconomic conditions, repercussions of intrafamilial conflicts, separation, and family disruption were factors negatively influencing home language maintenance in children. In summary, this research sought to raise awareness of heritage language maintenance issues that affect the Hispanic immigrants in a rural city of Manitoba. The results confirm that changes in heritage and bilingual policy are needed to support the Hispanic immigrant community in their efforts to maintain the heritage language. Teachers, school personnel, and parents need to develop ‘collaborative power relations’ (Cummins, 2001; Ntelioglou, Fannin, Montanera, and Cummins, 2014) to achieve the outcome of empowering Hispanic immigrant children.
Author-supplied keywords: Language maintenance, bilingual education, heritage language, Hispanic immigrantsIncludes bibliographical references (pages 179-193)."In partial fulfillment for the requirements for the degree of Master of Education.
2009-2010 John Brandon
No full textJohn Brandon is the author of three novels, Arkansas, Citrus County, and A Million Heavens, and a new short story collection, Further Joy, all with McSweeney\u27s. His shorter work has appeared in Oxford American, The Believer, ESPN the Magazine, GQ, McSweeney\u27s Quarterly Concern, The New York Times Magazine, and numerous university journals. For two seasons, he wrote about college football for Grantland.com. He holds an undergraduate degree from University of Florida and an MFA from Washington University in St. Louis. He\u27s recently spent time as the Grisham Fellow in Creative Writing at University of Mississippi, and as the Tickner Writing Fellow at Gilman School, in Baltimore, and is the recipient of a Sustainable Arts Fellowship.https://egrove.olemiss.edu/grisham_res/1010/thumbnail.jp
Orion: a novel
No full textOrion is the story of Iraq war vet Gene Temmens as he returns home to Michigan in an attempt to reconnect with family and start over. But when financial crises rear their heads and smoothing out the wrinkles in his family relationships proves almost impossible, Gene lapses into old habits that end in murder.M.F.A.by Matthew Brandon Blas
Brandon D. Crowe, The Obedient Son. Deuteronomy and Christology in the Gospel of Matthew, (Beihefte zur Zeitschrift für die neutestamentliche Wissenschaft und die Kunde der älteren Kirche, 188), Berlin – Boston, Walter de Gruyter, 012
No full textGrappe Christian. Brandon D. Crowe, The Obedient Son. Deuteronomy and Christology in the Gospel of Matthew, (Beihefte zur Zeitschrift für die neutestamentliche Wissenschaft und die Kunde der älteren Kirche, 188), Berlin – Boston, Walter de Gruyter, 012. In: Revue d'histoire et de philosophie religieuses, 93e année n°3, Juillet-Septembre 2013. p. 461
Shifts in regular music programming : engaging grade 3 boys in the singing process
No full textThe purpose of this teacher action research study was to explore how regular music programming in rural South-Central Manitoba could be designed to foster engagement in singing in grade 3 boys. Participants included ten grade 3 boys in two mixed-gender classes of Grade 3 General Music and one mixed gender class of Grade 2/3 General Music. Data sources included two initial surveys, feedback loop sessions, researcher journaling, and peer interviews. Findings indicated the following effective interventions for engaging grade 3 boys in singing: including students in the repertoire selection process, incorporating student interests into the selection of musical repertoire, accompanying songs on the guitar, drums, and piano, and incorporating male role models into the teaching of singing. Other effective interventions included: selecting songs with a strong beat and rhythmic interest, incorporating movement, incorporating singing games, providing opportunities for student creativity, incorporating humour, incorporating current music, choosing songs with appealing texts, and providing opportunities for rhythmic speech. Selecting repertoire that was challenging, but not too challenging, was also found to be an effective intervention.
Keywords: Grade 3, boys, singing, engagement, general musicIncludes bibliographical references (pages 167-189)."In partial fulfillment for the degree of Master of Music (Education), Brandon University
Exploring improvisation pedagogy based on participatory and M-base characteristics: an action research study
No full textThis action research study explored my personal pedagogy of improvisation through a combined lens of Thomas Turino’s (2008) participatory field of music and the M-base collective. Influenced by the imbalance between performance-based goals and presentational music-making in high school settings and my personal lack of experience teaching improvisation, this study focused on learning how to teach improvisation away from typical educational outcomes such as assessment, curricular outcomes, and presentational values. Four high school students and two post-high school musicians participated in four two-hour sessions which took place at the Bassment in Saskatoon, Saskatchewan. Through the use of an action research cycle, several key themes emerged based on the participants’ experiences in regards to the purpose, process and reason for teaching improvisation. I came to the following four conclusions based on the actions that occurred during the study: a teacher needs to create attainable levels for successful improvisation; the facilitator role requires time for reflection and practice; participating allowed me to recognize and challenge personal self-doubt around improvisation; and improvisation can thrive in a non-traditional environment through a balance between structure and freedom. The thesis concludes with future recommendations for educators, researchers, and myself.
Keywords: improvisation, participatory, M-base, secondary, music education, action researchIncludes bibliographical references (pages 133-147)."In partial fulfillment for the degree of Master of Music (Education), Brandon University
Brandon University campus master plan
No full textOffice of the Vice-President (Administration and Finance)Grant Hamilton, Director of Marketing and Communications, Brandon UniversityA physical copy of this document is held in the SJ McKee Archives
Dreams of the West: First-time author learns the ropes almost by accident
No full textDale Brandon, author of novel Dead Fal
Supplemental_Material – Supplemental material for Fearless Dominance/Boldness Is Not Strongly Related to Externalizing Behaviors: An Item Response-Based Analysis
No full textSupplemental material, Supplemental_Material for Fearless Dominance/Boldness Is Not Strongly Related to Externalizing Behaviors: An Item Response-Based Analysis by Michael L. Crowe, Brandon M. Weiss, Chelsea E. Sleep, Alexandra M. Harris, Nathan T. Carter, Donald R. Lynam and Joshua D. Miller in Assessment</p
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