In the Old Testament the cup symbolizes human fate, life or destiny. It can bear both positive and negative connotations depending on context and circumstances. The cup is an indispensable item to the Passover seder in Judaism. It’s become a central symbol of freedom and divine intervention in the history of Israel. The paper is focusing on the Eucharistic Cup of Jesus, whose meaning cannot be fully grasped without reference to the ancient Jewish tradition.

This paper describes experiences of using meta-modelling tools supporting technology enhanced learning in European Commission's project NEXT-TELL. Due to a target group of the project (teachers with limited experience in modelling) it was very important to provide them with easy to use environment. This resulted in trying to identify least best fit of features needed by teachers while removing “distractions” - both in regards to tool functionality and modelling method applied. Such adjustments of the modelling tool were possible thanks to the underlying ADOxx® meta-modelling platform that allowed adjustment to feedback received from end users/subject matter experts in terms of functionality and usability.

There is a discussion about the nature of the gift of tongues in Acts 2:1–13. Some scholars write about glossolalia (charismatic, incomprehensible speech), others believe that xenoglossy (using foreign language, without learning) is the right answer. By analyzing the content of the story of Pentecost, the author argues that glossolalia became the experience of the Apostles and shows that this passage of the Acts do not represent a simple report of this event, but it’s a theological image, which St. Luke gave us to unravel the depth and significance of the day on which the Church was born.

Introduction The paper presents how meta-modelling concept and technology allowing creating custom meta-models for a modelling tool can be applied in the area of technology enhanced learning specifically in the design of learning activity sequences and assessment/appraisal methods summarized in the approach called “Evidence Centered Activity and Assessment Design” – ECAAD. The term “model” is understood as described in [Reimann, 2012] as semantically-rich, graphical representation of a real-world system-under-study, ” that on one hand provides means of externalization, visualization of knowledge of the domain user and on the other hand is interpretable by machines/programmatically. The model-based approach as introduced below should support learners and teachers in their knowledge-intense planning, design and specification task for the 21st century, technology-rich classroom to allow for knowledge sharing, collaboration among domain experts and operationalization of the created artefacts. The modelling approach is described in the following from technical perspective as researched and developed in course of the European Commission co-funded project NEXT-TELL project [NEXT-TELL, 2013, www.next-tell.eu] specifically focusing on the underlying metamodelling concepts and technologies as a realization framework for highly flexible solutions in the area of ECAAD.