This book begins by arguing that early Greek reflection on the afterlife and immortality insisted on the importance of the physical body whereas a wealth of Jewish texts from the Hebrew Bible, Second Temple Judaism and early (Pauline) Christianity understood post-mortem existence to be that of the soul alone. Changes begin to appear in the later New Testament where the importance of the afterlife of the physical body became essential, and such thoughts continued into the period of the early Church where the significance of the physical body in post-mortem existence became a point of theological orthodoxy. This book will assert that the influx of Greco-Romans into the early Church changed the direction of Christian thought towards one which included the body. At the same time, the ideological and polemical thrust of an eternal tortuous afterlife for the wicked became essential.

This book begins by arguing that early Greek reflection on the afterlife and immortality insisted on the importance of the physical body whereas a wealth of Jewish texts from the Hebrew Bible, Second Temple Judaism and early (Pauline) Christianity understood post-mortem existence to be that of the soul alone. Changes begin to appear in the later New Testament where the importance of the afterlife of the physical body became essential, and such thoughts continued into the period of the early Church where the significance of the physical body in post-mortem existence became a point of theological orthodoxy. This book will assert that the influx of Greco-Romans into the early Church changed the direction of Christian thought towards one which included the body. At the same time, the ideological and polemical thrust of an eternal tortuous afterlife for the wicked became essential.

This book explores the impact of September 11, 2001 upon interdisciplinary scholarship and pedagogy in the liberal arts. Since "the day that changed everything", many forces have transformed institutions of higher education in the United States and around the world. The editors and contributors consider the extent to which the influence of 9/11 was direct, or part of wider structural changes within academia, and the chapters represent a wide range of interdisciplinary perspectives on how the production and dissemination of knowledge has changed since 2001. Some authors demonstrate that new forms of inquiry, exploration, and evidence have been created, much of it focused on the causes, consequences, and meanings of the terror attacks. Others find that scholars sought to understand 9/11 by applying old theoretical and empirical insights and reviving lines of questioning that have become relevant. The contributors also examine the impact of 9/11 on higher education administration and liberal arts pedagogies. Among the many collective findings is that scholars in the humanities and critical social sciences have been most attentive to the place of 9/11 in society and academic culture. This eclectic collection will appeal to students and scholars interested in the place of the liberal arts in the twenty-first century world.

This book explores the impact of September 11, 2001 upon interdisciplinary scholarship and pedagogy in the liberal arts. Since "the day that changed everything", many forces have transformed institutions of higher education in the United States and around the world. The editors and contributors consider the extent to which the influence of 9/11 was direct, or part of wider structural changes within academia, and the chapters represent a wide range of interdisciplinary perspectives on how the production and dissemination of knowledge has changed since 2001. Some authors demonstrate that new forms of inquiry, exploration, and evidence have been created, much of it focused on the causes, consequences, and meanings of the terror attacks. Others find that scholars sought to understand 9/11 by applying old theoretical and empirical insights and reviving lines of questioning that have become relevant. The contributors also examine the impact of 9/11 on higher education administration and liberal arts pedagogies. Among the many collective findings is that scholars in the humanities and critical social sciences have been most attentive to the place of 9/11 in society and academic culture. This eclectic collection will appeal to students and scholars interested in the place of the liberal arts in the twenty-first century world.

Grounded in the exploration of the conflict between the United States and Iraq which led to war in 2003, this dissertation considers the role that television journalism plays in international conflicts in which the United States is involved. Using quantitative and qualitative research methods, this analysis critically engages with CNN's coverage of the conflict, seeking to combine the insights of conflict studies and mass communication research, towards an understanding of television news as both constrained by and influencing international conflicts. Focusing on the processes through which news about the conflict was created and presented as well on the news content itself, the data demonstrates that CNN endorsed war through its presentations of the issues, strategies and parties involved in the conflict. Finding no deliberate plot on the part of CNN to bias its coverage, the research suggests that CNN's adherence to standard journalistic practices undermined the neutrality of its coverage. Instead, powerful sources were afforded considerable influence to direct the coverage in particular directions, and ultimately toward war.