What Led Jesus to be Called the Son of God? An Historical Investigation of how an Appellation of Alexander the Great and of the Roman Emperors came to be used of Jesus.

Abstract of a Master of Letters Degree, Durham University The Reverend Canon William Ernest Lionel Broad M.A., Durham University By 100 CE the principal appellation of Jesus of Nazareth had become ’Son of God’; a title of such importance to his followers that one of their principle activities for the succeeding 350 years was to define its meaning. Yet this dissertation maintains that widespread belief that the title originates in the Hebrew Scriptures is misplaced. Investigation of Jewish literature leads to the discovery that the title ‘Son of God’ was seldom used in it and never in such a way as to justify it becoming Jesus’ most significant appellation. The aim of my thesis is to examine where else in the ancient world the appellation ‘Son of God’ was used, and, when it was used, to see if it could provide the basis for describing Jesus by this title. The objective of the dissertation is to establish that the use of this title by Greeks and Romans provided the model for Jesus of Nazareth to be called ‘Son of God’. Chapter 1 examines the religions of Persia, Egypt and Greece and finds that, in the world of mythology, Greek heroes were born as a result of intercourse between a god and a human being and were called sons of the gods. Chapter 2 examines the career of Alexander the Great and especially his visit to the shrine at Siwa and finds that he was there proclaimed a son of god. It establishes that this proclamation transformed the appellation ‘Son of God’ from a mythological to a historical title and led to Alexander’s deification. Chapter 3 examines the Hebrew Scriptures and other Jewish literature with the results described above. Chapter 4 examines the use of the title ‘Son of God’ in the New Testament and discusses the development of this title in the unfolding history of the first century church. It finds that the title was first used of Jesus in Greece during Paul’s ministry to the gentiles and that it provided the motif for Mark’s Gospel. Chapter 5 assesses the use of ‘Son of God’ in post apostolic literature and establishes that, though this literature shows a development of the appellation, it provides no further clue as to it origin. Chapter 6 investigates the effect that the titling of Augustus and subsequent Roman emperors as sons of god had on the way Jesus was portrayed by the evangelists. In particular, it finds that Augustus, originally called a ‘Son of God’ because his father was deified on his death, is portrayed as a figure of such excellence that he was deified during his lifetime. Chapter 7 concludes the thesis. It shows that Alexander, a person whose historical doings more than justified his being described as ‘the Great’ and who was surrounded by fabulous legends, provided a precedent for a human being to be called a ‘Son of God’ and hence for Jesus of Nazareth to be so described. It indicates how events at Siwa were a precursor of the baptism of Jesus, how one of the temptations was clearly modelled on Alexander’s experiences at Siwa and how Jesus’ reported age at his crucifixion was perhaps chosen because it was Alexander’s age when he died. It also shows how the widespread titling of Roman emperors as sons of gods seriously influenced the way Jesus was perceived as ‘Son of God’. Three appendices examine the birth stories of Alexander, the Messiah as ‘Son of God and some of the titles of Augustus that are relevant to the thesis

Placental, Matrilineal, and Epigenetic Mechanisms Promoting Environmentally Adaptive Development of the Mammalian Brain

The evolution of intrauterine development, vivipary, and placentation in eutherian mammals has introduced new possibilities and constraints in the regulation of neural plasticity and development which promote neural function that is adaptive to the environment that a developing brain is likely to encounter in the future. A range of evolutionary adaptations associated with placentation transfers disproportionate control of this process to the matriline, a period unique in mammalian development in that there are three matrilineal genomes interacting in the same organism at the same time (maternal, foetal, and postmeiotic oocytes). The interactions between the maternal and developing foetal hypothalamus and placenta can provide a template by which a mother can transmit potentially adaptive information concerning potential future environmental conditions to the developing brain. In conjunction with genomic imprinting, it also provides a template to integrate epigenetic information from both maternal and paternal lineages. Placentation also hands ultimate control of genomic imprinting and intergenerational epigenetic information transfer to the matriline as epigenetic markers undergo erasure and reprogramming in the developing oocyte. These developments, in conjunction with an expanded neocortex, provide a unique evolutionary template by which matrilineal transfer of maternal care, resources, and culture can be used to promote brain development and infant survival

Highlighting the learning in project-based undergraduate engineering education: pedagogical and methodological considerations

This paper presents a discussion of findings in relation to the pedagogy of Project Based Learning (PjBL) from a collaborative learning and teaching research project at UCL Engineering. It highlights the importance of adopting a) an understanding learning as a social practice in PjBL, and b) developing valid methodological approaches when capturing student learning experiences

Fitness for purpose? project-based, collaborative learning in engineering undergraduate education

In response to evolving work practices in engineering (Royal Academy of Engineering 2010) and the ever-changing nature of vocational and professional knowledge (Broad, 2016), attention has rightly turned to the development of innovative pedagogies to facilitate the entry of graduates to the employment market. Project-based Learning (PjBL) is an example of such an innovative pedagogy and has been developed in some HE contexts to provide students with authentic learning experiences which are designed to embed team working and collaboration; problem solving and solution-finding alongside the development of technical knowledge and skills (Mills and Treagust, 2003). Yet despite the introduction of collaborative inquiry-based curricula in engineering, comprehensive understanding of the pedagogical practices that these innovative practices require has not yet emerged (Damşa & Nerland, 2016). At UCL Engineering, PjBL has been an integral feature of the Integrated Engineering Programme (IEP) undergraduate curriculum since 2014. Drawing upon an on-going collaborative Institute of Education/UCL ‘seed corn’ funded project, this paper will present data collected through observation of project-based learning scenarios and discussion with engineering undergraduates in situ. It will identify and discuss the nature of student learning and engagement in project-based learning activities, with particular attention to disciplinary issues and the development of student disciplinary knowledge. In so doing, it will assess whether PjBL is, indeed, ‘fit for purpose’

Revised COGNOSAG guidelines for gene nomenclature in ruminants 1998

International audienc

A Discrete Version of the Inverse Scattering Problem and the J-matrix Method

The problem of the Hamiltonian matrix in the oscillator and Laguerre basis construction from the S-matrix is treated in the context of the algebraic analogue of the Marchenko method.Comment: 11 pages. The Laguerre basis case is adde