Before delving into the text of The City of God, Professor Mathewes sets the stage with some context about the many audiences that Augustine was writing for, as well as the arguments against Christians that he was confronting. See how Augustine co-opted Roman notions of city" and "glory" and applied them to his divine purpose."
While Roman elites viewed the sack of Rome as a turning point that changed the world forever, the event itself lasted only three days and served more as a catalyst for change than a cataclysm in its own right. In this lecture, you'll find out why the sack was so monumental, and how it inspired Augustine to write The City of God.
Early Christianity presents us with a wide diversity in attitudes towards the law. There were also many different Christologies circulating in different communities. The book of James presents one unique perspective. It seems to be written in the tradition of Jewish wisdom literature in its presentation of sayings and its concern for the poor. James also presents a view of works and faith that seems to oppose Pauline teaching. However, the terms "faith" and "works" function differently in Paul's writings and in the book of James
- 00:00 - Chapter 1. Diversity in Early Christianity: Attitudes towards the Jewish Law
- 03:57 - Chapter 2. Diversity in Early Christianity: Christology
- 21:03 - Chapter 3. James as Jewish Wisdom Literature
- 27:47 - Chapter 4. Faith and Works in James in Comparison to Paul
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
Introduction to New Testament (RLST 152) In ancient times, documents that were falsely attributed to an author, called pseudepigrapha, were a common phenomen...In ancient times, documents that were falsely attributed to an author, called pseudepigrapha, were a common phenomenon. Both the Letters to the Colossians and Ephesians are most likely pseudonymous works attributed to the Apostle Paul. The writer of Colossians assures his readers that they already possess all the benefits of salvation and do not need to observe rules concerning feast days, Sabbaths, and worship of the angels. Ephesians seems somewhat based on Colossians, although it reads more like an ethical or moral treatise. Both letters differ from Pauline Christology in their realized eschatology and high Christology.
- 00:00 - Chapter 1. Ancient Pseudepigraphy
- 10:42 - Chapter 2. The Pseudepigraphic Letters to the Colossians and Ephesians
- 22:21 - Chapter 3. The Occasion of the Writing of Colossians
- 37:15 - Chapter 4. The Letter to the Ephesians as Treatise
- 42:26 - Chapter 5. Major Differences between Colossians and Ephesians and Pauline Christianity
Complete course materials are available at the Open Yale Courses website: http://open.yale.edu/courses
This may be harder to “prove” to present-day Christians because most don’t view the bible from a historical perspective. Too many modern Christians seem to take too much of Colossians and Ephesians to heart in terms of gender roles. I might suggest that much of the gender toxicity that we’ve seen in Western history may be attributed to these two pseudepigraphical books.
The Reason Paul Schneider Left Parks And Rec After Season 2
We all remember Parks and Recreation season 2: Leslie was trying to fix the pit. Andy and April began their triumphant weirdo love story. Chris Traeger and Ben Wyatt joined the merry band of civil servants. But do you remember Mark Brendanawicz?Paul Schneider played Mark, the Pawnee, Indiana city planner who was a relatively central character on Parks and Recreation's first season and who had a scrapped romance subplot with Amy Poehler's Leslie Knope. In the second season, Mark's purpose began to flounder despite a second, and ultimately crumbled, romance with Rashida Jones' Ann Perkins. During the Parks and Rec season 2 finale, Mark announced he was leaving city government for a job with a private-sector construction company...
...which earned him a new nickname from Leslie, "Mark Brendanaquits”, and he was never heard from again. Chris and Ben's entrance into Parks and Recreation as guest characters on season 2 proved to be the perfect gift in disguise to slip Mark's departure past everyone with few questions asked.
Looking back, there are some mysteries left unsolved. Why have Mark leave at all, and why did Paul Schneider exit Parks and Recreation and never return?
In short, Paul Schneider left Parks and Recreation because he felt sidelined. Several years after the fact, the actor opened up about his Parks departure in an interview with Screen Crush, revealing that he felt he'd been at a creative crossroads with the series' writers after Mark's character was altered from the first season. The early episodes of Parks and Rec are rougher and feature more tension and disdain between the characters, just like its predecessor, The Office. Mark Brendanawicz's character is a relic of that previous style, and he was reportedly an even less likable character in earlier versions of Parks and Recreation. A shift in emotional perspective came about as the series continued on, and while it worked out well for many principal characters, it didn't for Mark. Keep watching the video to see the reason Paul Schneider left Parks and Rec after season 2.
The likes of Trump, Bolsonaro and Johnson have denigrated professionalism but Reagan, Thatcher and other neoliberals led the way
The President’s mendacious nightly press briefings on the pandemic will go down in history for their monumental flimflammery.
He admitted he “didn’t know anything about being funny” when he joined the comedic basketball team, but he became one of its biggest stars.
As a result of the development of the COVID-19 outbreak, ALT had to cancel the face to face OER20 Conference in London, 1-2 April 2020 (12 March announcement).Online (United Kingdom)
April 1, 2020 at 01:30AM- April 1, 2020 at 08:30AM
Mathematical Sciences Research Institute (MSRI) from YouTubeWhere are we with COVID-19, and how are mathematical models and statistics helping us develop strategies to overcome the burden of infections. Nicholas P. Jewell is Chair of Biostatistics and Epidemiology at the London School of Medicine and Tropical Medicine and Professor of the Graduate School (Biostatistics and Statistics) at the University of California, Berkeley.
Test, process and transform emails and HTTP requests
I just used https://t.co/elz1QtqgFb for the first time 🤯
— Jeremy Felt (@jeremyfelt) March 24, 2020
Missed my presentation for PressEdConf20 on Twitter earlier and want to read it all bundled up instead? The “article” version appears blow. You can also enjoy the Twitter moment version if you like.
Hello everyone! My name is Chris Aldrich. I’m an independent researcher in a variety of areas including the overlap the internet and education. You can find more about me on my website https://boffosocko.com
Today I’ll be talking about Webmentions for open pedagogy.
For a variety of reasons (including lack of budget, time, support, and other resources) many educators have been using corporate tools from Google, Twitter, Facebook, and others for their ease-of-use as well as for a range of functionality that hadn’t previously existed in the blogosphere or open source software that many educators use or prefer.
This leaves us and our students open to the vagaries and abuses that those platforms continually allow including an unhealthy dose of surveillance capitalism.
In the intervening years since the blogosphere and the rise of corporate social media, enthusiasts, technologists and open source advocates have continued iterating on web standards and open protocols, so that now there are a handful of web standards that work across a variety of domains, servers, platforms, allowing educators to use smaller building blocks to build and enable the functionalities we need for building, maintaining, and most importantly owning our online courseware.
Some of these new W3C specs include Webmention, Micropub, WebSub, IndieAuth, and Microsub. Today I’ll talk abut Webmentions which are simply site-to-site @mentions or notifications which don’t involve corporate social media silos.
For those who’d like more information about Webmentions and how they could be used, I’ve written a primer for A List Apart entitled Webmentions: Enabling Better Communication on the Internet.
Many common content management systems support Webmention either out of the box or with plugins including: our friend WordPress, Drupal, WithKnown, Grav, and many others.
WordPress can use this new standard with the Webmention plugin. (Surprise!) I also highly recommend the Semantic Linkbacks plugin which upgrades the presentation of these notifications (like Trackback, Pingback, or Webmention) to more user-friendly display so they appear in comments sections much like they do in corporate social media as comments, reposts, likes, and favorites, detected using microformats2 markup from the source of the linkback.
Another plugin I love is Post Kinds Plugin (Classic editor only at present) which automatically parses URLs I want to reply to, like, bookmark, etc. and saves the reply context to my website which helps prevent context collapse. My commentary and notes then appear below it.
(I also use a plugin that saves the content of URLs on my site to the Internet Archive, so I can reference them there later if necessary.)
These plugins with WordPress allow teachers to post course content and students can then post their responses on their own sites and send notifications that they’ve read, listened to, or watched that content along with their ideas and commentary.
Examples of webmentions in a course setting: Greg McVerry and I ran an experiment with Webmentions in a class in 2018.
Example assignment: https://archive.jgregorymcverry.com/5570-2/
Notice the replies underneath which came from other sites including my response which is mirrored on my site at https://boffosocko.com/2018/08/04/highlighting-some-of-my-favorite-edtech-tools/
Example podcast post for a class: https://archive.jgregorymcverry.com/2toponder-episode-one/
Notice the listen webmention in the comments which links to my listen response at: https://boffosocko.com/2018/08/06/2toponder-episode-one-intertextrevolution/ where I own a copy of the context and my own response. As a student, even if the originals disappear, I’ve got the majority of the important content from the course.
When the course is over, the student has an archive of their readings, work, and participation (portfolio anyone?) on a site they own. They can choose to leave it public or unpublish it and keep private copies.
[Copies for Facebook, Google+ or Big EdTech Giants? They can ask for them nicely if they want them so desperately instead of taking them surreptitiously.]
As a concrete example, I now have tagged archives for all the work I’ve done for EDU522 with Greg McVerry who also has his related posts in addition to a variety that he subsequently archived.
By taking the content AND the conversation around it out of the hands of “big social media” and their constant tracking and leaving it with the active participants, we can effect far more ethical EdTech.
[No more content farming? What will the corporate social media silos do?]
Imagine Webmentions being used for referencing journal articles, academic samizdat, or even OER? Suggestions and improvement could accumulate on the original content itself rather than being spread across dozens of social silos on the web.
[Webmentions + creativity: How might you take their flexibility and use it in your online teaching practices?]
There’s current research, coding work, and thinking going on within the IndieWeb community to extend ideas like private webmentions and limiting audience so that this sort of interaction can happen in more secluded online spaces.
I’d welcome everyone who’s interested to join in the effort. Feel free to inquire at an upcoming IndieWebCamp, Homebrew Website Club, event, or in online chat right now.
I’ve also been able to use my WordPress website to collect posts relating to my participation in conferences like PressEdConf20 or Domains 2019 which included syndicated content to Twitter and the responses from there that have come back to my site using Brid.gy which bootstraps Twitter’s API to send Webmentions back to my website.
If Twitter were to go away, they may take some of my connections, but the content and the conversations will live on in a place under my own control.
Thanks for your time and attention! I’m around on Twitter–or better: my own website!–if you have any questions.
If you've enjoyed #PressEdConf20 please like or RT this to thank the presenters @rightsnequality @LTA_HWU @knanfeldt @lisajscott82 @jimgroom @philbarker @slowtech2000 @NeuroscienceUT @steelwagstaff
— PressED Conf - A tweeting WordPress conference (@pressedconf) March 26, 2020
1/2@cinigabellini @navnorth @humcommons @annetiquat @2standandstare @playground_data @chrisaldrich@greeneterry @openetc @PhilippaMcDona3 @btopro @billymeinke @cogdog
— PressED Conf - A tweeting WordPress conference (@pressedconf) March 26, 2020
2/2#PressEdConf20
I’ve also been able to use my WordPress website to collect posts relating to my participation in conferences like PressEdConf20 or Domains 2019 which included syndicated content to Twitter and the responses from there that have come back to my site using Brid.gy which bootstraps Twitter’s API to send Webmentions back to my website.
If Twitter were to go away, they may take some of my connections, but the content and the conversations will live on in a place under my own control.
Thanks for your time and attention! I’m around on Twitter–or better: my own website!–if you have any questions.
