Derived from the course text book, The Essence of the New Testament: A Survey (2016),

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New Testament Survey Study Guides: Module/Week 1

Derived from the course text book, The Essence of the New Testament: A Survey (2016),

and the New Testament documents.

Chapter 1: How We Got the New Testament

1.      How many documents make up the New Testament (ENT, 1)?

2.      The New Testament was written approximately between ­­­____ and ____ (ENT, 1).

3.      What kind of materials were the New Testament documents written on (ENT, 1)?

4.      What is the original/actual New Testament document called (ENT, 1–2)?

5.      Define codex in reference to the early New Testament writings (ENT, 2).

6.      What was the Latin codex collection called (ENT, 2)?

7.      In the study of the New Testament, what does the term canon refer to (ENT, 2)?

8.      What three languages did God choose as the media for his self-revelation (ENT, 2)?

9.      The Old Testament was primarily written in ______ (ENT, 2).

10.  Parts of Daniel and Ezra were written in ______ (ENT, 2).

11.  The New Testament was written in ______  (ENT, 2).

12.  ______ ______was the language of the common people (ENT, 2).

13.  Why do you think God allowed the autographs to vanish (see ENT, 3)?

14.  In spite of the absence of the autographs, approximately 6,000 Greek manuscripts and an additional 13,000 fragments of the New Testament documents exist, providing significant manuscript evidence for New Testament scholars (ENT, 3).

15.  Motivators for a New Testament canon include the heretic ________ and the heretical movement known as __________ (ENT, 3).

16.  Marcion was a _____________ who held a negative view of God as presented in the Old Testament (ENT, 3).

17.  Marcion rejected the Old Testament and as a consequence, he only accepted the Gospel according to Luke and ten Pauline epistles (ENT, 3).

18.  ____________ was a movement that developed in the second century AD. This heretical movement believed that salvation was found in attaining “special knowledge” (ENT, 3).

19.  Why are Marcion and Gnosticism so important in relation to a New Testament canon (see ENT, 3)?

20.  Discuss four clues that indicate a canonical consciousness among earliest Christians (ENT, 3–5).

21.  Name and describe the six tests for recognizing whether a book should be considered part of the canon (ENT, 5–6)?

22.  Name two so-called Gospels that were not considered authoritative for Christians because they fail the criteria for canonicity (ENT, 6).

23.  What does the a priori argument for the New Testament canon of Scripture state (ENT, 6–7)?

24.  Delineate the five points of the premise upon which the a priori argument for the New Testament canon is based (ENT, 7).

25.  What is the name of the Greek translation of the Hebrew Old Testament that was produced about 200 years before the birth of Christ (200–250 B.C.) (ENT, 7)?

26.  Aramaic translations of the Hebrew Old Testament were known as ________ (ENT, 7).

27.  What is the difference between an essentially literal translation theory and the functional or dynamic equivalence theory (ENT, 10–12)?

Chapter 2: Interpreting the New Testament

1.      Describe the approach to interpreting the Bible recommended in the Essence of the New Testament (ENT, 15).

2.      The view that “readers of Scripture must understand the grammar and the historical setting of the passage in order to understand correctly and apply any passage with confidence” is known as the __________________________ to Scripture (ENT, 15).

3.      Decisions regarding interpretation are filtered through a person’s _______________ (ENT, 15).

4.      What two universal concepts should you keep in mind when reading the Bible (ENT, 16)?

5.      What three types of context are crucial to correctly interpreting Scripture (ENT, 16–17)?

6.      ______________ happens when a verse of Scripture is quoted to prove a point without considering the literary context of the verse (ENT, 17).

7.      Can proof texting be done correctly? If yes, explain (ENT, 17).

8.      The analogy of faith refers to the principle that “Scripture will never contradict ____________” (ENT, 17).

9.      The process of interpretation begins with ______________ (ENT, 18).

10.  Name the seven things to look for when observing sentences (ENT, 19–20).

11.  Name the five items to look for when observing paragraphs (ENT, 21).

12.  What is the definition of the term “genre” (ENT, 21–22)?

13.  What is the genre of the four Gospels (ENT, 22)?

14.  The New Testament letters were intended to be __________ __________ for the authors who were not able to be present (ENT, 25).

15.  What is the main principle of interpreting the letters of the New Testament (ENT, 25–26)?

16.  Define textual criticism (ENT, 26–27).

17.  Define source criticism (ENT, 27).

18.  Define form criticism (ENT, 27).

19.  Define redaction criticism (ENT, 27).

20.  Define literary criticism (ENT, 27).

21.  Define sociological criticism (ENT, 27).

22.  Correctly interpreting Scripture is important for at least two reasons. These are ______ and ______ (ENT, 28).

 

Chapter 3: The History Between the Testaments

1.      Approximately how long does the history of the Jewish people between the Old and New Testaments cover (ENT, 31)?

2.      What is the timeframe of the Babylonian Captivity (ENT, 31)?

3.      What is the timeframe of the Medo-Persian Period (ENT, 32)?

4.      What is the timeframe of the Grecian Period (ENT, 33)?

5.      What is the timeframe of the Maccabean Revolt and Jewish Independence (ENT, 36)?

6.      What is the timeframe of the Roman Period (ENT, 37)?

7.      Jerusalem fell to ______________, king of Bablyon, in 586 BC (ENT, 31).

8.      The __________ was destroyed when Jerusalem fell to the Babylonians in 586 BC (ENT, 31).

9.      Name the Medo-Persian king who defeated the Babylonians in 539 BC (ENT, 32).

10.  The Jerusalem temple was rebuilt by 516 BC under the leadership of ____ and _____; and with the encouragement of the prophets ____ and ____ (ENT, 32).

11.  During the Medo-Persian, __________ began replacing Hebrew as the common language of the region of Judea (ENT, 32).

12.  The expansion of the Greek culture that began under Alexander the Great is called “______________” (ENT, 33).

13.  What does the term “Hasidim” mean (ENT, 36)?

14.  What Jewish leader gained control of and rededicated the Temple by 164 BC (ENT, 36)?

15.  ____________ is the celebration of the rededication of the Temple under Judas Maccabeus in 164 BC (ENT, 36).

16.  Name the Roman general who captured Jerusalem in 63 BC (ENT, 37).

17.  ________ eventually conquered Jerusalem and became “Herod the Great,” king of the Jews, reigning from 37–4 BC (ENT, 37).

18.  Name and briefly describe the six religious groups that formed during the Intertestamental Period (ENT, 38–39).

19.  Discuss the significance of synagogues (ENT, 39).

 

Chapter 4: The Essence of the Synoptic Problem and Jesus Studies

1.      The _______   __________ refers to the phenomena of both significant similarities and differences in the content of Matthew, Mark, and Luke (ENT, 42–45).

2.      Mathew, Mark, and Luke have been called the “_________ _______” since Griesbach’s study in which he arranged these three Gospels in parallel columns (ENT, 43).

3.      Instead of presenting a comprehensive account of Jesus’ life, the four Gospels contain _____________ _____________ presentations of the sayings and deeds of Jesus” (ENT, 45).

4.      In attempting to answer the question of sources, scholars must examine both the ______ and the ______ evidence (ENT, 46).

5.      Related to the question of written sources for the canonical Gospels, what does the external evidence consist of (ENT, 46)?

6.      The doctrine of ______________ affirms the accuracy of the written Word of God (ENT, 46).

7.      Where does the earliest testimony regarding the origin of the Synoptic Gospels come from (ENT, 47)?

8.      Name this theory regarding the interdependence of the Synoptic Gospels (ENT, 48).

 

Matthew (Jesus as King)

 

Mark (Jesus as King)

Luke (Jesus as Priest)

9.      Name this theory regarding the interdependence of the Synoptic Gospels (49).

 

Matthew

 

Luke

Mark

 

10.  Name this theory regarding the interdependence of the Synoptic Gospels (50).

Describe what you have done collaboratively to successfully accomplish a goal. Be sure to include your role on the team.

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1. Why do you want to pursue your dental education at New York University?

Founded in 1865, NYU College of Dentistry is the third oldest and the most comprehensive oral healthcare center in the US, educating nearly 10 percent of our nation’s dentists. NYU offers professional training leading to the D.D.S. degree, as well as advanced education in the dental specialties

2. What about the University of Washington School of Dentistry’s predoctoral program aligns with your career and/or personal goals and motivates your desire to apply?

3. Describe what you have done collaboratively to successfully accomplish a goal. Be sure to include your role on the team.

4. Please briefly describe a significant setback or challenge you have faced. What have you learned from it, and how have you applied those lessons learned in becoming the person you are today?

5. Of the extracurricular, community service and/or employment activities you have participated in over the last few years, please choose one and tell us the most important thing you learned about yourself and how you are applying what you have learned in your personal growth.

6. The School of Dentistry seeks to identify applicants who not only demonstrate academic and professional promise, it also seeks those whose background and life experiences enrich the diversity of the student body and the spirit of inclusion. One’s background and life experiences help form their unique perspectives on many things and add to the diversity of each dental school class. Please describe what you feel is the most important element of diversity that you would bring to the school and your class.

7. Many in our community are unable to access dental care for many reasons (e.g., no insurance, limited financial resources, lack of providers who accept public insurance). What role do you see yourself playing to address access to care dilemmas while you are in school and in your post-graduate career?

8. In your opinion, is there an area in your application that you think is not an adequate representation of you or your abilities, or may be preceived as a weakness?

Describe the metric that is currently used to measure the soundness of the workflow. Is it effective?

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Creating a Flowchart

Workflow analysis aims to determine workflow patterns that maximize the effective use of resources and minimize activities that do not add value. There are a variety of tools that can be used to analyze the workflow of processes and clarify potential avenues for eliminating waste. Flowcharts are a basic and commonly used workflow analysis method that can help highlight areas in need of streamlining.

In this Assignment, you select a common event that occurs regularly in your organization and create a flowchart representing the workflow. You analyze the process you have diagrammed and propose changes for improvement.

To prepare:

  • Identify a common, simple event that frequently occurs in your organization that you would like to evaluate.
  • Consider how you would design a flowchart to represent the current workflow.
  • Consider what metrics you would use to determine the effectiveness of the current workflow and identify areas of waste.

To complete:

Write a 3- to 5-page paper which includes the following:

  • Create a simple flowchart of the activity you selected. (Review the Sample Workflow of Answering a Telephone in an Office document found in this week’s Learning Resources for an example.)
  • Next, in your paper:
    • Explain the process you have diagrammed.
    • For each step or decision point in the process, identify the following:
      • Who does this step? (It can be several people.)
      • What technology is used?
      • What policies and rules are involved in determining how, when, why, or where the step is executed?
      • What information is needed for the execution of this step?
    • Describe the metric that is currently used to measure the soundness of the workflow. Is it effective?
    • Describe any areas where improvements could occur and propose changes that could bring about these improvements in the workflow.
    • Summarize why it is important to be aware of the flow of an activity.
  • Remember to include a cover page, introduction, and summary for your paper.

Revised Lesson Plan

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  • Part 1: Revised Lesson Plan

Working with your certified general education teacher, analyze data from the pre-assessment given to your identified small group as part of your Field Experience C assignment.

Revise the writing portion of your completed lesson plan from your Field Experience C assignment after determining how to use the data to develop further strategies or interventions to support learning needs.

Share your revised writing activity with your certified general education classroom teacher to discuss changes made based on pre-assessment data. With your small group, review the previous lesson’s reading comprehension and vocabulary concepts, and then teach the writing activity. Upon completion of the writing portion of the lesson, use the pre-assessment to post-assess students.

Part 2: Lesson Reflection

In 250-500 words, summarize and reflect upon instructional choices, lesson delivery, as well as pre- and post- assessment data. Rationalize your instructional choices and identify successes of lesson plan delivery as well as areas of potential growth.

In addition, reflect on pre-assessment and your checks for understanding to determine improvement of content based on delivery of instruction. Identify results and changes you hope to make for future assessments. Be sure to explain how you will use your findings in your future professional practice.

Submit your revised lesson plan and reflection as one deliverable.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

Homework for $30 this was one of the homework I needed too, if you can kindly have its finish by Monday sorry for the confusion.

For this benchmark, you will use the following case scenario to develop a research-based early reading comprehension plan for the student. Your plan will consist of learning activities that facilitate vocabulary development and reading comprehension.

Case Scenario:

Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands-on academic activities that use manipulatives.

Alfonso enjoys reading and writing, but struggles. During literacy class instruction, Alfonso is able to sound out words well, but struggles with word meanings and finding connections among words in various grade appropriate texts. Alfonso also struggles with reading comprehension and has a particularly hard time making connections between what he reads and what he already knows. He often brings up irrelevant information when trying to make these connections.

Alfonso’s teacher, Ms. Seymour, wants to utilize specific strategies for Alfonso to ensure he masters the vocabulary and comprehension skills that are expected before the end of the year.

Part 1: Vocabulary Development

Select a children’s story to teach from (e.g., “The Three Little Pigs”) that could be used to develop Alfonso’s vocabulary and reading comprehension skills.

Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on vocabulary development.

Utilize at least two research-based strategies to address your curricular/academic goal. Choose strategies that incorporate reading, writing, speaking, viewing, listening, and thinking skills. Provide opportunities for Alfonso to apply these skills to different situations, materials, and ideas.

In a 150-250 word description, include the following:

The aligned curricular/academic goal (standards).

A brief explanation regarding how the learning activity would be carried out.

An explanation regarding the research-based strategies you would use to enable Alfonso to apply reading, writing, speaking, viewing, listening, and thinking skills to different situations, materials, and ideas.

Part 2: Reading Comprehension

Based on the story that you have chosen, devise a learning activity aligned with a curricular/academic goal for Alfonso that focuses on reading comprehension.

Utilize at least two research-based strategies to address the aligned curricular/academic goal. Choose strategies that utilize verbal, nonverbal, and media communication techniques to facilitate active inquiry, collaboration, and supportive interaction between Alfonso and his classmates. In a 150-250 word description, include the following:

The aligned curricular/academic goal (Standards);

A brief explanation regarding how your activity would be carried out; and

An explanation regarding the techniques and research-based strategies you would use to facilitate active inquiry, collaboration, and supportive interaction.

Part 3: Rationale

Provide a 250-500 word rationale of your reading comprehension plan that shows alignment between your curricular/academic goals, activities, and research-based strategies. How do these strategies or activities address Alfonso’s specific learning needs? How could these strategies for vocabulary development and reading comprehension be utilized across the curriculum? Provide examples.

Include at least three sources from your reading to support your position.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.