[Greek words romanized in title and description] This dissertation defends the thesis that the Pauline phrase, pistis Christou ("faith of Christ" [Rom 3:22,26; Gal 2:16, 20; 3:22; Phil 3:9; Eph 3:12]), in its various contexts, is best translated as "faith in Christ" (objective genitive) and not "faith/faithfulness of Christ" (subjective genitive). Chapter 1 surveys the history of the debate from 1795 to the present. Chapter 2 gives an overview of the use of pistis ("faith") in the LXX and the rest of the NT corpus outside of Paul's letters. It is argued that the LXX usage of pistis supports the subjective genitive interpretation, but the NT usage argues for the objective genitive interpretation. Chapter 3 investigates the use of "faith" in the writings of the apostolic fathers. The research shows that the fathers use pistis along the lines of NT writers and the evidence from their writings also supports our thesis concerning the pistis Christou phrase in Paul. Chapter 4 addresses the nature of the genitive case, Paul's use of the genitives Christou, kuriou, and Theou. Also in chapter 4, the main arguments made in defense of the Subjective genitive interpretation are summarized and evaluated. Chapters 5-7 are exegetical in nature and make up the core of this dissertation. Arguments are made from the context of each letter in which the pistis Christou phrase appears (Romans, Galatians, and Philippians). First, the meaning of pistis Christou is sought in its immediate context and the results evaluated in light of the broader context of each letter. We found that in all these instances, the reading "faith in Christ" for pistis Christou is the more probable reading in context. Chapter 8 summarizes the results of this investigation and evaluates the thesis proposed in this dissertation. Appendices 1-4 cover topics such as (1) why the debate is limited to the subjective and objective genitives (appendix 1), (2) examples of subjective and objective genitives in the NT (appendix 2), (3) pistis in the rest of Paul's letters (appendix 3), and (4) pistis Christou in Ephesians 3:12 (appendix 4). / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

Dentro de los procesos de formación de palabras, el mecanismo morfológico de la composición ha sido poco estudiado en el aimara y en otras lenguas andinas. Esta investigación muestra una descripción de las maneras de cómo se conforman las palabras compuestas en la gramática del aimara de Conima. Por tanto, en este trabajo se analizan la estructura y la combinatoria sintáctica de las palabras compuestas en esta variedad lingüística. La data ha sido recogida de los hablantes y de la información procedente de los principales diccionarios en aimara. En este estudio, se concluye que el aimara de Conima forma compuestos a partir de seis patrones sintácticos que siguen la estructura complemento-núcleo. Finalmente, en relación con su tipología, en la indagación se indica que esta variedad emplea la composición para formar palabras compuestas básicamente de orden nominal. / Within the processes of word formation, the morphological mechanism of the compounding has been little studied in Aymara and other Andean languages. This survey shows a description of the ways in which the compound words are formed in the grammar of Conima Aymara. Therefore, this work analyzes the structure and the syntactic combination of the composition in this linguistic variety. The data has been collected from the speakers and from the main dictionaries in Aymara. The present investigation concludes that the Conima Aymara forms compounds from six syntactic patterns that follow the complement-core structure. Finally, in relation to its typology, this survey points out that the Conima Aymara basically creates nominal compounding. / Revisón por pares

Syfte – Denna rapport syftar till att undersöka hur företag kan arbeta med employer branding för att främja skapandet av engagerade medarbetare som genom positiv staff word-of-mouth (SWOM) är villiga att sprida information om företaget som arbetsgivare samt dela med sig av sina erfarenheter till potentiella medarbetare. Metod – En litteraturstudie utfördes för att undersöka vad som redan studerats inom ämnet som därefter sammanställdes i ett teoretiskt ramverk. Det teoretiska ramverket utgjorde sedan grunden för datainsamlingen som gjordes i form av en fallstudie på ett svenskt energibolag genom semistrukturerade intervjuer på det företag som utgjorde fallet för studien. Resultat – Resultatet visar att faktorerna person-organisation fit (POF), intern kommunikation, ledarskap samt arbetstrivsel påverkar de anställdas grad av engagemang och i förlängningen vilja att sprida positiv SWOM. Detta gäller för såväl front-line-personal som back-office-anställda inom energibranschen. Samtidigt indikerar resultatet att bland dessa faktorer så var arbetstrivsel och ledarskap de viktigaste faktorerna för att anställda ska känna engagemang. Teoretiska implikationer – Resultatet tyder på att arbetstrivsel och ledarskap anses vara de viktigaste faktorerna för att skapa engagerade anställda. Vidare framkom att den interna kommunikationen blir mindre betydelsefull ifall de anställda upplever en hög person-organisation fit. Resultaten indikerar även att front-line-personal efterfrågar mer information gällande vad som lovats till kund samt information kring de olika avdelningarna i jämförelse med back-office-anställda. Eftersom back-office-anställda har exkluderats från tidigare forskning som utförts inom området utgör detta ett nytt bidrag till forskningen. Praktiska implikationer – De praktiska implikationerna är att företaget där studien utfördes har lyckats väl i arbetet med employer branding vilket leder till att de anställda agerar ambassadörer och sprider positiv SWOM om företaget till utomstående. Vidare resulterade studien i förslag på utvecklingsmöjlighet främst inom området intern kommunikation, så som ett systematiserat sätt för det interna kommunikationsflödet, men även inom ledarskap gällande målstyrning och chefernas roll som förebild. Resultaten indikerar att företag i allmänhet bör förmedla information både muntligt och skriftligt samt säkerställa att det finns en samsyn mellan chefer och medarbetare gällande ansvarsområden.

This study concentrated on word problems in Grades Kindergarten-3 and the application of the Standards for Mathematical Practice and the Content Standards. The study also included an analysis of focus, coherence, and rigor in the materials. The textbooks used were among the first editions to be published after the acceptance of the Common Core State Standards in more than 40 states. The study analyzed the presence of the Common Core Standards in each series and how the three textbook series compared to each other in their word problem solving. The correlation of materials in the three textbook series relied on publishers’ descriptions in the Lesson Openers where the usages of the Standards for Mathematical Practice and the Content Standards and the principles of focus, coherence, and rigor are listed. The publishers’ descriptions were analyzed and compared to the individual evaluation criteria. Using an evaluation criterion, the study examined how Standards for Mathematical Practice were implemented in the textbooks. With the exception of a few grades in two textbook series, the texts displayed low percentages in their adherence to the Standards. The textbook series were similar in their development of word problems labeled with Standards for Mathematical Practice and word problems not labeled with the Standards. In this comparison, the only difference between the two types of word problems was in the verbiage. The Content Standards were used to determine the textbook series alignment with the Standards. The three textbook series showed low implementation of word problem Content Standards when compared to the total number of Standards. In two series, only one Content Standard was listed multiple times rather than a combination of comparable Standards. Relying on the publishers’ descriptions, the study showed how publishers implemented focus, coherence, and rigor in their materials. Of the three publishers, one publisher did not list coherence and rigor in its materials. The other two publishers adhered to focus and coherence in most or all of their materials. All of the publishers fell short in the application of rigor in their textbook series.

The aim with this study was to answer the question “What components in Nike’s viral ads on Youtube trigger emotions?”. The data was collected through a qualitative and descriptive research approach and the method was a combination of a poetic film analysis and Ducoffe’s Model of Advertising Value. The model includes three components that were to be analyzed: informativeness, entertainment and irritation. The video ads were analyzed together with the comments posted. The comments were seen as electronic word of mouth and they were analyzed in order to understand if the viewer felt positive or negative emotions towards the ads. The findings showed that Ducoffe’s Model of Advertising Value was applicable on social media networks such as Youtube. Informativeness and entertainment were the most important components triggering emotions. Since marketing events nowadays are digitalized, it is important to adapt previous models and research to new platforms.

Nzayabino, Vedaste. 0419340w. Research report submitted to Faculty of Arts in partial fulfilment of the requirements for the degree of Master of Arts. Johannesburg 2005 / ‘Making things our own’. This is one of the ultimate goals pursued in establishing churches within refugee communities. The refugee church has become both a channel of material support and spiritual factory where social and emotional fabrics are strongly rewoven among people linked together by a common culture and shared experience. This is a qualitative case-study of the Word of Life Assembly (WOLA), one of the independent churches established by forced migrants in Yeoville, Johannesburg. Established by a Congolese pastor, the church counts a total of about 450 members, mostly refugees (about 98%), predominantly from the Democratic Republic of Congo (more than 95%). The study seeks to explore the role of the church in the lives of refugees, and determine the ways forced migrants understand this role. More importantly, it was found that WOLA has been able to integrate refugees who could not otherwise integrate in local or domestic churches in Johannesburg. Language and spiritual problems have been identified as the major barriers to integration. In this respect, the study has revealed four levels of integration within WOLA church; that is, integration of a refugee into a refugee community, religious integration, and cultural integration. The fourth level of integration consists of integration of the refugee church itself. In this regard, it was revealed that, as far as refugee church is concerned, not only church members are to integrate into host community and/or churches, but the [refugee] church itself – labelled thus as a ‘foreign’ entity – is to seek its own integration into and approval from the South African community in general, and host faith-based institutions in particular. Moreover, the study revealed that, in an attempt to meet the diverse needs of its members, WOLA offers a wide range of special services and activities, notably material and social assistance, and pastoral counseling. Finally, WOLA has become a strategic place where religious and socio-cultural identities are easily built and maintained among members, and where social networks are interwoven among refugees themselves, and between refugees and their country of origin.

This study uses a discourse analysis from the perspectives of James Paul Gee (2005; 1999) in order to establish a socio-situated view of why grade 10 students often experience difficulties in representing mathematical word problems into appropriate equations and expressions that enable a solution to the problems. A discursive methodology was used to throw light on the difficulties that students experience that was different from the perspectives adopted previously, viz. from a view of the structure of the problems, from a pedagogic point of view and a cognitive understanding. An initial case study in one school in which four students were selected revealed that a master model existed that students were enacting when doing and talking about their experiences with word problems, viz. that word problems are obfuscatory. This master model rendered the students relatively mathematically helpless within a Discourse of school mathematics word problems. In order to more fully understand these findings an extended study was set up in which the methodology and analytic framework were refined. This extended study saw four students at each of three different sites selected to participate. The findings of this extended study were that the students enacting a situated Discourse model were more enabled within the Discourse of school mathematics word problems, whilst those enacting a deficit Discourse model were either peripheral or outside of that Discourse. This study contributes in that the constructs for the phenomena and the analytic tools within the context of school mathematics needed to be pioneered, adapted and refined over a period of time to address aspects particular to school mathematics. This resulted in a view from a socio-situated perspective which saw a shift in seeing what students do with the problem to what students do in the social setting associated with the problem. From this shift in focus came a new understanding of student difficulties with word problems that gave rise to a sub-Discourse within the Discourse surrounding school mathematics word problems, and students finding themselves in this sub-Discourse becoming marginalised through enacting a deficit Discourse model because they are unable to ascribe to the success model, or situated Discourse model.

The evolution of a software system originates from its changes, whether it comes from changed user needs or adaption to its current environment. These changes are as encouraged as they are inevitable, although every change to a software system comes with a risk of introducing an error or a bug. This thesis aimed to investigate the possibilities of using the description of bug reports as a decision basis for detecting the provenance of a bug by using machine learning. K-means and agglomerative clustering have been applied to free text documents by using Natural Language Processing to initially divide the investigated software system into sub parts. Topic labelling is further on performed on the found clusters to find suitable names and get an overall understanding for the clusters.Finally, it was investigated if it was possible to find which cluster that were more likely to cause a bug from certain clusters and should be tested more thoroughly. By evaluating a subset of known causes, it was found that possible direct connections could be found in 50% of the cases, while this number increased to 58% if the cause were attached to clusters.

This dissertation is centrally concerned with exploring obituaries as repositories of values. Obituaries are a publicly-available natural language source that are variably written for members of communities that are wide (nation-level) and narrow (city-level, or at the level of specific groups therein). Because they are explicitly summative, limited in size, and written for consumption by a public audience, obituaries may be expected to express concisely the aspects of their subjects' lives that the authors (often family members living in the same communities) found most salient or worthy of featuring. 140,599 obituaries nested in 832 newspapers from across the USA were scraped with permission from *Legacy.com,* an obituaries publisher. Obituaries were coded for the age at death and gender (female/male) of the deceased using automated algorithms. For each publishing newspaper, county-level median income, educational achievement (operationalized as percent of the population with a Bachelor's degree or higher), and race and ethnicity were averaged across counties, weighting by population size. A Neo4J graph database was constructed using WordNet and the University of South Florida Free Association Norms datasets. Each word in each obituary in the corpus was lemmatized. The shortest path through the WordNet graph from each lemma to 30 Schwartz value prototype words published by Bardi, Calogero, and Mullen (2008) was then recorded. From these path lengths, a new measure, "word-by-hop," was calculated for each Schwartz value to reflect the relative lexical distance between each obituary and that Schwartz value. Of the Schwartz values, Power, Conformity, and Security were most indicated in the corpus, while Universalism, Hedonism, and Stimulation were least indicated. A series of nine two-level regression models suggested that, across Schwartz values, newspaper community accounted for the greatest amount of word-by-hop variability in the corpus. The best-fitting model indicated a small, negative effect of female status across Schwartz values. Unexpectedly, Hedonism and Conformity, which had conceptually opposite prototype words, were highly correlated, possibly indicating that obituary authors "compensate" for describing the deceased in a hedonistic way by concurrently emphasizing restraint. Future research could usefully further expand word-by-hop and incorporate individual-level covariates that match the newspaper-level covariates used here.

Nous avons examiné à travers cinq études le rôle de la phonologie dans la reconnaissance de mots écrits chez des enfants tout-venant plus ou moins avancés dans l’apprentissage de la lecture. Pour cela, nous avons utilisé le paradigme de l’amorçage dans des versions visuelles, auditives et intermodales. Ce paradigme, à ce jour peu utilisé dans les études chez l’enfant, permet d’étudier, en temps réel et de manière précise, les processus phonologique et orthographiques engagés dans la reconnaissance de mots. Les études 1 et 2 montrent que chez les jeunes lecteurs, les représentations phonologiques du langage oral sont impliquées dans la lecture silencieuse de pseudomots, dans un format trait phonétique et dans la reconnaissance de mots familiers écrits, dans un format phonémique. L’étude 3 indique que le code phonologique contribue à la reconnaissance des mots de manière stable entre le CE2 et le CM2. Néanmoins, lorsque les représentations orthographiques sont peu spécifiées, la contribution du code phonologique est plus importante. Les études 4 et 5, en amorçage masqué visuel phonologique (O-P+ vs O-P-) et ortho-phonologique (O+P+ vs O+P-), montrent qu’au cours de la reconnaissance de mots familiers, les représentations phonologiques sont activées de manière automatique et ce dès le CE2. En revanche, l’activation automatique des représentations orthographiques semble apparaître plus tardivement dans le développement (CM2). Nos résultats suggèrent que lorsque le processus orthographique est fonctionnel mais pas encore pleinement efficace (CE2), la reconnaissance des mots écrits bénéficie de l’activation phonologique alors que, lorsque le processus est pleinement efficace (CM2), la reconnaissance des mots bénéficie de l’activation orthographique. Il semble donc que le développement du processus d’activation automatique des représentations phonologiques et le développement du processus d’activation automatique du lexique orthographique soient indépendants, le premier se développerait pleinement avant le second. / We conducted five studies to examine the role of phonological code in visual word recognition in children more or less advanced in learning to read. For that, we used the priming paradigm (in visual, auditory and inter modalities). This paradigm allows to study on-line and in precise manner, phonological and orthographic processes engaged in visual word recognition. The studies 1 and 2 indicate that, in Grade 3 and Grade 5, speech representations are involved in silent reading of pseudowords, in phonetic feature format and in visual familiar word recognition, in phonemic format. The study 3 indicates that phonological code contributes to visual word recognition in stable manner through Grade 3 and Grade 5. Nevertheless, when lexical orthographic representations are not well specified, phonological contribution is greater. The studies 4 and 5, in phonological (O-P+ vs O-P-) and ortho-phonological (O+P+ vs O+P-) visual masked priming, show that familiar visual word recognition involves phonological representations in automatic manner from Grade 3 to Grade 5. In contrast, automatic activation of orthographic representations seems to develop later (Grade 5). These results suggest that when orthographic process is functional but not fully effective (Grade 3), visual word recognition benefits from phonological activation whereas when orthographic process is fully effective (Grade 5), visual word recognition benefits from orthographic activation. That suggests that development of phonological automatic activation and development of orthographic automatic activation are independent. The process of phonological automatic activation is entirely developed earlier than the process of orthographic automatic activation.