Graduation date: 1978

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Thesis (Ph. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 112-121). Print copy also available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1964. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 542-550).

It is the thesis of this study that a basic level of negation exists in the Gospel of Mark. This level of negation is at least as important to the literary structure as is the level of affirmation. The level of affirmation has been recognized for twenty centuries. During all of that time it overrode the negative. The procedure of subsuming negative elements of the gospel under the affirmative has been so obvious that no one could seriously attempt to discredit it. However, the negative level has not been allowed to carry the weight it actually bears within the text. Scholars have been reluctant to allow the weight of the negations to assume full significance. In this study Mark's presentation of Jesus has been examined on the affirmative and on the negative levels. Then supporting evidence for the negative level has been examined. The first task results in a Markan portrait of Jesus which provides a sequential look at each of the two levels. This is a single portrait the negative aspect of which is taken seriously. Following the portrait, the major part of the work involves presenting evidence of the negative level. This negative level is examined beginning with the most obvious and easily acceptable arguments and ending with evidence which can only be considered possible. Chief among the soundest arguments are the contrast with John the Baptizer and the study of the various groups who fail to understand Jesus. Evidence which is strong but less definitive includes the enigma of the final pericope (16:1-8), the lack of resurrection narratives, the treatment of miracles, and the limiting of witnesses. Evidence which can only be considered possible is found in the secrecy commands, in the role of the crowd and in the passive portrayal of Jesus in key episodes. / Thesis / Doctor of Philosophy (PhD)

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<p>The main aim of this essay was to find out what kind of advantages and/or disadvantages giving marks in pupils order and behaviour can cause for their development of knowledge and emotional and social skills. We let teachers answer a questionnaire about giving marks in pupils order and behaviour. We have also interviewed one person that was involved to prepare the latest curriculum in 1994, Lpo 94, and they decided that Swedish teachers do not have the right competence to judge ones order or behaviour. We have also looked at different theories about: mark as motivation, mark as information, mark as control, self-fulfilling prophecy, emotional disorders and gender, with whom we analyse the fact to give marks in order and behaviour.</p><p>What we can establish is that giving marks in pupils order and behaviour seems to bring more disadvantages than advantages. Boys mature later than girls and have there for, in general, not as good behaviour as the girls have in the classroom. Also there is a problem with the fact that every fourth to sixth pupil is having one or another emotional disorder, that means that they have less basic conditions, than "normal" kids, to get a good mark in order and behaviour. Never the less this type of marks could motivate some pupils to behave better, which could effect the climate in classrooms in a positive way for learning and the pupils social and emotional prosperous. But then again, this concerns mainly the pupils that already are motivated and are behaving well. One of the reasons that there is problem children in the Swedish schools, are because they are having problems at home, and start giving marks in there order and behaviour, won’t change that. There is also a risk, because of the theory selffulfilling prophecy, that pupils who gets bad marks in order and behaviour, will also continue to behave bad.</p>

The main aim of this essay was to find out what kind of advantages and/or disadvantages giving marks in pupils order and behaviour can cause for their development of knowledge and emotional and social skills. We let teachers answer a questionnaire about giving marks in pupils order and behaviour. We have also interviewed one person that was involved to prepare the latest curriculum in 1994, Lpo 94, and they decided that Swedish teachers do not have the right competence to judge ones order or behaviour. We have also looked at different theories about: mark as motivation, mark as information, mark as control, self-fulfilling prophecy, emotional disorders and gender, with whom we analyse the fact to give marks in order and behaviour. What we can establish is that giving marks in pupils order and behaviour seems to bring more disadvantages than advantages. Boys mature later than girls and have there for, in general, not as good behaviour as the girls have in the classroom. Also there is a problem with the fact that every fourth to sixth pupil is having one or another emotional disorder, that means that they have less basic conditions, than "normal" kids, to get a good mark in order and behaviour. Never the less this type of marks could motivate some pupils to behave better, which could effect the climate in classrooms in a positive way for learning and the pupils social and emotional prosperous. But then again, this concerns mainly the pupils that already are motivated and are behaving well. One of the reasons that there is problem children in the Swedish schools, are because they are having problems at home, and start giving marks in there order and behaviour, won’t change that. There is also a risk, because of the theory selffulfilling prophecy, that pupils who gets bad marks in order and behaviour, will also continue to behave bad.

Thesis (Ph. D.)--University of Adelaide, School of Civil and Environmental Engineering, 2005. / "June 2005." Bibliography: p. 157-165.