Old Testament Bible Sketch

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BIBL 104

Old Testament Character Sketch Bible Study Template

 

Name:

Date:

Section: BIBL 104 –

 

Instructions:

For this assignment, you will be studying the life of one of the characters from Courageous Faith. You will use a template developed from Chapter 36 of Everyday Bible Study in order to complete this character-sketch Bible study. You will seek to discover what can be learned from the character you have selected when we purposefully study his or her life using the technique of observation, interpretation, correlation, and application.

 

I. Observation

 

Step One: Choose a person to study.

 

For this character-sketch Bible study I will be studying:

 

 

Step Two: Identify and list all the Bible passages on the person. You may find it helpful to use a Bible dictionary, Bible handbook, or a study Bible. Remember that some Old Testament characters are mentioned in the New Testament.

 

Step Three: Read through each passage, making general observations based on first impressions. List (in complete sentences) at least 10 general observations from the Bible passages on your character.

 

 

Step Four: Ask the key questions and observe other structural or grammatical

Elements.

 

Observations related to “Who?”

 

 

Observations related to “What?”

 

 

 

Observations related to “Where?”

 

 

Observations related to “When?”

 

 

Observations related to “Why?”

 

 

Step Five: Construct a timeline that details the life of your Bible personality.

 

II. Interpretation

 

Step Six: Determine what Biblical wisdom can be gained from this character. Carefully look through your general observations based on your first impressions, your deeper study, and your timeline. What biblical wisdom can you gather about your character? Write out five elements of Biblical wisdom that can be understood from your character. Provide a concise explanation of each of these elements.

 

A.

 

B.

 

C.

 

D.

 

E.

 

III. Correlation

 

Step Seven: Ask, “How does this character’s life reflect other truths found in the Scriptures?” List and explain 3 truths from this person’s life that fit within all of the Bible. Your explanation must note how these truths fit the framework of God’s Word.

 

A.

 

 

 

 

 

B.

 

 

 

 

 

C.

 

 

 

 

 

Step Eight: Ask, “How does this character’s life point me to Jesus?” List and explain 3 ways the life of your character can point to the person and work of Jesus Christ.

 

A.

 

 

 

 

 

B.

 

 

 

 

 

C.

 

 

 

 

 

 

IV. Application

 

Step Nine: What points of application can be made using the Four Common Questions? List and explain 1 point of application for each of the Four Common Questions.

 

A. The question of duty

 

 

 

 

 

B. The question of character

 

 

 

 

 

C. The question of cause

 

 

 

 

 

D. The question of discernment

 

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Homework questions

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1. How did the Paramount decision of 1948 change the U.S. film industry? To what degree did the decision alter the way the industry did business?

 

 

 

 

2. How did changes in postwar American lifestyles affect the domestic film market? Amidst a climate of more selective moviegoers, what type of film was judged to be capable of attracting audiences? How did the Hollywood Majors exploit technological advances to produce this type of film?

 

 

 

 

3. Identify the major segments of the U.S. filmgoing audience targeted by producers in the 1950s. What kinds of films were produced for each of these segments?

 

 

 

 

4. What factors lay behind the “upscaling” of Hollywood film genres during the 1950s? Identify the significant genres of the postwar period, and explain how each was affected by enhanced production values and increased thematic complexity.

 

 

 

 

5. Pick two of the following directors: Max Ophüls, Jean Renoir, Jean Cocteau. What were the particularly important or influential qualities of these directors’ postwar French films? In what ways did each director use visual style to complement his characteristic thematic or narrative concerns?

 

 

 

 

6. Why did the United States, as represented by SCAP (Supreme Commander of the Armed Powers), take a keen interest in the postwar Japanese film industry? What steps did SCAP take to help rebuild the Japanese studio system? In what ways did SCAP both assist and hinder the efforts of the major postwar Japanese directors?

 

 

 

7. In what ways did film production in the Soviet bloc nations adhere to and depart from the Soviet industry structure and the Socialist Realist aesthetic? Specifically, how did “de-Stalinization” affect film practice?

 

8. What were the essential traits of the postwar Hindi film? Identify its conventions using the films discussed in the text as examples.

 

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Read a article and discuss a question

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 Please read: Robert J. Lieber and Ruth E. Weisberg, “Globalization, Culture, and Identities in Crisis, International Journal of Politics, Culture, and Society, Vol. 16, No. 2 (Winter, 2002), pp. 273-296; Available on the course website and on JSTOR at: http://www.jstor.org/stable/20020163

And discuss:  Do you agree with Leiber and Weisberg portrayal of American primacy in determining identity on a global scale?  How does this relate to our discussion in class in in the Misa chapter?

 

I have attached article and Please USE MLA citation. No plagiarize .  Write about 300 -350 words

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History homework help

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The twelfth century witnessed the renewal of town life in Western Europe. Discuss the causes of this renewed urbanization and its impact upon Western civilization.

 

I have to post three answers on three different days so i need the answers to be compltely different. Please do not send me the same answer over and over.

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History homework help

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Identify Central Issues in both Roman politics and Roman society, equality was prized. Describe an example of Romans achieving political or social equality.

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Germany History Short essay

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Americans like to look back on the Second World War as a heroic struggle of good versus evil waged by soldiers of the “Greatest Generation.” Whatever the merits of this perspective, it does little to explain why the war happened in the first place. What did Germans think the war was about? This week’s primary sources include the voices of military commanders, Nazi party leaders, and oppositional figures. What did they understand to be the purpose of the Third Reich’s military aggression? What sorts of violent measures did they consider to be morally justified in pursuit of German aims?

 

Please note: I am not asking you to justify Nazi positions (in fact, please don’t!). The goal here is for you to better understand the factors that propelled the most destructive war in European history.

 

4 of the sources I provided need to be used in the essay.

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bright amina

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Chapter 11: What forces shaped the Cold War and account for its long life? How and why did Harry Truman try to “scare the hell” out of the American people?

++see the instruction in the first document

++ the last document is sample how to do the essay ( same format and style)

please do not use another sources at all just that i gave you.

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History homework help

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Critical thinking  pls, no copy and paste l need someone who specializes in history to help me the assignment

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my homework assignment

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The Beer Act and Industrialization

Please read: Nicholas Mason, “The Sovereign People Are in a Beastly State: The Beer Act of 1830 and Victorian Discourse on Working-Class Drunkenness,” Victorian Literature and Culture, Vol. 29, No. 1 (2001), pp. 109-127, available in the Readings Folder on JSTOR at:  http://www.jstor.org/stable/25058542

 

And discuss: Begin by selecting one of the sources Mason lists in his ‘Works Cited’ bibliography and:

 

A) Discuss how it fits into his history of the Beer Acts. B) State whether this is a primary or secondary source and why.

C) Discuss what this tells us about industrialization.

 

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HIS 206 Week 3 Discussion 2

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Depression and Mobilization

Prepare: Read Chapters 8 and 9 of the textbook and watch the World War II: Breadlines to Boomtimes video.

Reflect: The Great Depression and World War II represented tumultuous years for Americans. From the widespread and appalling poverty of the Great Depression to the horror and excitement of World War II, consider the ways that Americans were forced to work together for the good of each other and the nation. Think about how the experiences of these years, both the good and the bad, forever changed the Americans who lived through them. Consider the changes that the United States went through from the Great Depression through World War II. Reflect on the specific causes of the Great Depression and the New Deal programs that the Roosevelt Administration created to address each one.

Write: Based on information from your textbook and your analysis of the primary source you chose, address the following points:

  • Explain at least three causes of the Great Depression and the specific, corresponding New Deal programs meant to respond to those causes.
  • How did the societal changes of this period affect the group that you chose for your Final Project?

Your initial post should be at least 250 words in length. Be sure to mention your chosen group in the subject line of your post. Support your claims with examples from the required material(s) and/or other scholarly resources, and properly cite any references. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center.

 

Need Other Tutorials For HIS 206?

You may click on the links below to go to respective tutorial.
·         HIS 206 Week 1 Discussion 1 ( Race, Ethnicity, and Gender in the 19th Century )

·         HIS 206 Week 1 Discussion 2 ( The Industrial Revolution )

·         HIS 206 Week 1 Discussion 3 ( Week One Open Forum )

·         HIS 206 Week 1 Quiz

·         HIS 206 Week 1 Skill Activity

·         HIS 206 Week 2 Discussion 1 ( The Progressive Movement )

·         HIS 206 Week 2 Discussion 2 ( America’s Age of Imperialism )

·         HIS 206 Week 2 Discussion 3 ( Week Two Open Forum )

·         HIS 206 Week 2 Quiz

·         HIS 206 Week 2 Skill Activity

·         HIS 206 Week 3 Assignment ( Final Project Framework )

·         HIS 206 Week 3 Discussion 1 ( The Twenties )

·         HIS 206 Week 3 Discussion 2 ( Depression and Mobilization )

·         HIS 206 Week 3 Discussion 3 ( Week Three Open Forum )

·         HIS 206 Week 3 Quiz

·         HIS 206 Week 3 Skill Activity

·         HIS 206 Week 4 Discussion 1 ( A Single American Nation )

·         HIS 206 Week 4 Discussion 2 ( Cold War )

·         HIS 206 Week 4 Discussion 3 ( Week Four Open Forum )

·         HIS 206 Week 4 Quiz

·         HIS 206 Week 4 Skill Activity

·         HIS 206 Week 5 Assignment ( Final Project )

·         HIS 206 Week 5 Discussion 1 ( The Rise of Conservatism )

·         HIS 206 Week 5 Discussion 2 ( How Far Have We Come )

·         HIS 206 Week 5 Discussion 3 ( Week Five Open Forum )

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