Thesis--University of Bern. / Includes bibliographical references (p. [5]-8).

Thesis (D. Min.)--Erskine Theological Seminary, 1995. / Abstract. Includes bibliographical references (leaves 107-111).

Thesis (D. Min.)--Northern Baptist Theological Seminary, Lombard, Ill., 1999. / Abstract. Includes bibliographical references (leaves 58-59).

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A.)--Catholic Theological Union at Chicago, 2005. / Vita. "May 2005" Includes bibliographical references (leaves [119]-124).

Thesis (M.A.)--Catholic Theological Union at Chicago, 2005. / Vita. "May 2005." Includes bibliographical references (leaves [119]-124).

Th. univ.--Lettr.--Paris 3, 1980.

L’exigence d’égalité suppose d’étudier ses différentes expressions et conceptions de l’idée d’égalité en droit. En effet, les juges internes (Conseil constitutionnel, Conseil d’État, Cour de cassation) et européens font référence à des principes d’égalité ou d’égalité de traitement, qui peuvent avoir des valeurs juridiques différentes (constitutionnelle, conventionnelle, de principe général du droit ou tout simplement législatif). En outre, les juges connaissent de différentes règles de non-discrimination, soit qu’elles prohibent le recours à un critère déterminé, soit au contraire qu’elles encadrent leur utilisation par une procédure ou une exigence de justification. Face à la pluralité des interlocuteurs, les juges, et des conceptions au sein de l’exigence d’égalité, le dialogue des juges, sur le fondement de la diversité, permet d’analyser les convergences et les divergences entre les jurisprudences. Cette étude vise à analyser les évolutions que connaissent les concepts et techniques propres à l’exigence d’égalité sous l’influence des transferts opérés d’une jurisprudence à l’autre / Equality has different expressions in law (principle of equality and discrimination). Equality is not always conceived the same way by all jurisdiction. Actually, French and European judges do not refer to the same principle of equality. Those different principles of equality can receive different legal values (international, constitutional or statutory). Moreover, rules of discrimination can whether forbid to use a discriminatory criteria (as race) or to force one to use a discriminatory criteria thanks to a particular procedure (as handicap). Studying judges dialogue enables to outline how they face and combine all equality’s expressions and ideas in law. In this perspective we are to study all convergence and divergence between all the ideas of equality in jurisprudence. Studying judges’ dialogue enables us to analyze ideas and techniques that judges borrows from one another.

Both Thomas Love Peacock and Plato use dialogue for their works while they differ in what they envisage and what they achieve, i.e. same form, different objectives. Thus, having Peacock and Plato writing dialogues in different frames - one literary and one philosophical - raises an important question: can literary writers be more provocative of thought in the audience than writers of philosophical dialogues? If so, what then are the features of dialogical writing, whether literary or philosophical, or common features that pertain to both these fields, that cause it to be respectful or nurturing to the minds that encounter it? This question will underlie the whole paper. It actually comes from the fact that in dialogue, whether deployed in philosophical or literary texts, we do not see the author's opinion clearly expressed. In dialogue, and this is often true for Plato, the author's dogma loses itself under the various dogmas that the characters have; the author hides himself behind his personages. The readers do not encounter only one mind that has claims of revealing a truth - the philosophical approach - or that lays out a story - the literary one. In dialogue, the reader finds an ongoing discussion and becomes part of it. Through the analysis of two of Plato's dialogues, the Crito and the Gorgias, and Peacock's satirical novel, Nightmare Abbey, I intend to show that, used in philosophy or literature, dialogue seems to be the perfect tool to communicate the idea that once expressed becomes its negative: the only thing that we know is that we do not know anything. / Master of Arts

This paper is a case-study on a group of American students, who spent a four- month period in Oman on a semester abroad program hosted by Al Amana Cen- tre. This paper examines the changes that have occurred in the students concep- tual thinking, their attitudes towards Muslims, Arabs and Islam and their personal theology, and identifies causes of those changes. In the first section, I will introduce the interfaith work that Al Amana Centre does, and lay a summary of the history and theory of Christian-Muslim dialogue. I will also explain the concept of Theology of Religion, which is central in examining the students’ own theological views. I will also introduce transformative learning theory that I use as a theoretical framework in this study In the last section of this paper, I analyze the research material which includes program curriculum, student interviews, student essays and students’ answers to questionnaires and surveys. From this material, I have identified repeating ideas and patterns and compared them to the framework offered by transformational learning theory. This paper seeks to answer to the question: what kind of effects does the Al Amana semester abroad program, infused with cultural immersion, have on the students in this particular case study. In the conclusion part of this paper, I con- clude that the semester abroad program facilitates opportunities for deep reflec- tion and extrarational experiences that work as a catalyst for transformation. It is hoped that this study can offer guidelines for other programs that aim at transforming attitudes and believes, and that work with cultural immersion and interfaith dialogue. It should be noted though, that the conclusions and outcomes of this study are tied to the specific context and people who attended the semes- ter abroad program, and should not be taken as universal or context-free.