83 research outputs found
Book Reviews
No full textCatherine Stonehouse and Scottie MayListening to Children on the Spiritual Journey: Guidance for Those Who Teach and Nurture2010. Grand Rapids, MI: Baker AcademicReviewed by Desiree Segura-April
Dyron B. DaughrityThe Changing World of Christianity: The Global History of a Borderless Religion2010. New York: Peter LangReviewed by Meesaeng Lee Choi
Derek TidballThe Message of Holiness: Restoring God\u27s Masterpiece2010. Downers Grove, IL Inter-Varsity, PressReviewed by Joseph R. Dongell
Accordance. Scholars CollectionDVD-ROM and CD-ROM, version 82008. OakTree Software, Inc.Reviewed by Michael D. Matlock and Jason R. Jackson
Paul L. Gavrilyuk, Douglas M. Koskela, Jason E. Vickers, Eds.Immersed in the Life of God: The Healing Resources of the Christian Faith2008. Grand Rapids: William B. Eerdmans Publishing Co.Reviewed by Stephen Seamands
Thomas Jay OordThe Nature of Love: A TheologySt. Louis, MO: Chalice Press, 2010Reviewed by Wm. Andrew Schwartz
James R. PaytonGetting the Reformation Wrong. Correcting some MisunderstandingsDowners Grove: InterVarsity Press, 2010, 240 pages, $23Reviewed by Ben Witherington
Kenneth Cain KinghornThe Story of Asbury Theological Seminary2010. Published by Emeth PressReviewed by Laurence W. Woo
Progress in the Discovery of Small-Molecule Inhibitors of Bromodomain–Histone Interactions
No full text
NT 805 The Early Church Fathers and the Formation of the Canon
No full textCOURSE PROCEDURE This is an intensive class (four hours a day, for two weeks) and will include the following components: 1) 50 minutes of introductory lecture followed by 15 min. Q&A; 2) 30 minutes of translation of primary source texts, by the students; 3) 45 minutes of short reports on assignments from the required reading. Each student will sign up for at least one short report before July 1. The reports should include a summary of the thesis of the text and a summary of the author’s main arguments and supporting evidence. At the end the student should give some evaluation of the author’s thesis and argument and how useful it is for our study of early Christianity and the interpretation of Scripture and the formation of the canon. Although a written copy of the report should be given to each member of the class, the oral presentation (15-20 min) should take the form of a mini-lecture, just as if one were teaching the text to a class of students. 4) 1 hour and 30 min discussion of the text assigned as “Common Reading for Discussion” together with the primary sources assigned as “Common Reading for Lecture” by the class and the professors. Each student is responsible for presenting an introduction to the “Common Reading for Discussion” once during the two weeks. The introduction (15 min.) should provide a) summary of the thesis of the text, b) summary of the key arguments that the author uses to support his thesis, and c) 5 questions about the author’s argument to jump start our discussion of the text. The questions would be in the following form: “On pages 72-3, McMullen claims X, Y, and Z. However, the textual evidence for claim Y is doubtful because of A and B. If we reject claim Y, do we also have to reject claims X and Z?” Sign up for the presentation by July 1. 5) During the second week of the class, instead of short papers on the assigned readings, each student will be responsible for presenting a major paper (15 pages) on some topic germane to the persons and issued covered in this class, followed by discussion. Papers as presented are not expected to be the final product, but an advanced draft. Then in the week following the class, the student should revise the paper in light of our conversation about the paper in class. Email the final copy to me ([email protected]) by July 25.https://place.asburyseminary.edu/syllabi/3564/thumbnail.jp
The Authorship of John and the Identity of the Beloved Disciple
No full textThe Gospel of John, the fourth gospel in the New Testament, is one of the most popular books of scripture containing a powerful introduction as well as many oft-quoted verses. However, since the early 19th century the authorship of the Gospel of John has been challenged by a number of scholars as they have proposed alternative authors against the traditional ascription of the Gospel to John the Son of Zebedee. Beginning with David Friedrich Strauss in 1835, an increasing number of scholars have shifted to believing that other sources are responsible for producing the fourth gospel. Raymond Brown suggests that the gospel arose out of a community of early Christian believers, a Johannine Community. Richard Bauckham claims that a different John, John the Elder, is the author of the fourth Gospel. Lastly, Ben Witherington III proposes that Lazarus is the author and the Beloved Disciple. The fourth position examined, and argued for, is the traditional understanding that John the Apostle, the Son of Zebedee, is both the author of the Gospel and the Beloved Disciple. Within all four of these arguments, both the internal arguments of scripture and the external arguments from writers and accounts in the 1st and 2nd centuries were considered, though greater weight was often given to the gospel and other passages of scripture that provide clues towards the identity of the author of the gospel and, consequently, the Beloved Disciple
ChemInform Abstract: Unsaturated 1,2‐Amino Alcohols from Dihydropyrrole Epoxides and Organolithiums.
No full textOrganolithium‐Induced Synthesis of Acyclic Unsaturated Amino Alcohols from Epoxides of Dihydropyrroles and Tetrahydropyridines.
No full textEffect of Superior Ovarian Nerve and Plexus Nerve Sympathetic Denervation on Ovarian-Derived Infertility Provoked by Estradiol Exposure to Rats
No full textSympathetic innervation of the ovary in rodents occurs via two routes: the superior ovarian nerve (SON), which runs along the ovarian ligament, and the plexus nerve (PN), which is mainly associated with the vasculature. SON and ovarian norepinephrine (NE) levels play a major role in regulating ovarian cystic health. Although it was previously described that the polycystic ovarian phenotype (PCO) is causally related to hyperstimulation of the sympathetic nerves of the ovary, much less is known, however, regarding the role of PN in ovarian physiology. We studied the role of SON and PN in relation to the maintenance of the PCO phenotype induced in the rat by exposure to estradiol valerate (EV). EV exposure at 24 days old (juvenile exposure) increases NE in the ovary for up to 90 days after EV injection. SON or PN denervation (SONX and PNX) decreased NE. SONXreversed the acyclic condition from 30 days after surgery (p < 0.05), but PNXdid not. SONX was more effective than PNX to downregulate the increased number of cysts induced by EV, with the presence of the corpora lutea (CL, signifying ovulation) in the SONX group. Seventy percent of SONX rats presented with pregnancy at 60 days post-EV (6 of the 7 sperm-positive rats were pregnant); however, SONX rats had a reduced number (half) of pups compared with vehicle-treated rats and 60% more pups than EV rats. These data suggest that the SON plays a predominant role in follicular development, ovulation and pregnancy during ovarian diseases
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