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The purpose of this study is to investigate the elements in the theology of Tillich which would have enabled him to enter into the intensive encounter with data from the history of Religion, which encounter he thought offered the only acceptable hope for the future of theology and of Religions as such. Tillich conceives religion as man's concern for ultimate meaning fulfillment. It forms the true substance of all culture, because all cultural activities are essentially responses to the immanence of the Ultimate Ground of reality which breaks through the concrete forms as a revelatory demand on man to transcend the concrete meaning structures. Revelation and man's self-transcending responses to it are universally present, but the latter are ambiguous as they are embodied in concrete, limited forms, which tend to absolutize themselves. As symbols, however, these forms have the power to mediate man's relation to the Ground of being and as such be life-giving. Symbolic mediation, in Tillich's opinion, must be related to the historical setting of a concrete community. It is effective to the extent that it enables man to live in the paradox of accepting concrete forms and moments {Kaivoi) as the representatives of what concerns him ultimately. Our approach to religious symbols, then, must be that of a double hermeneutics. We must be radically critical lest any contingent form claims ultimacy and at the same time we must be entirely committed to accepting the tradition as the source of meaning fulfillments.. We have related Tillich to the two major hermeneutical approaches of our time and we found that his own position not only accomodates any scientific study of Religions but also illustrates how a different tradition can become an integral part of a community's hermeneutical horizon. Tillich proposed the ideal of a unifying theonomy, as the alternative to heteronomy and absolutism on the one hand, and autonomous secularism and relativism on the other. He rehabilitates myths and symbols as indispensable parts of all religion. By this system, we think, Tillich created sound theological conditions for the required dialogue, even though he did not develop an adequate heuristic tool for the analysis of non-Western Religions and failed to emphasize the need of intensive practical contacts. / Arts, Faculty of / Classical, Near Eastern and Religious Studies, Department of / Graduate

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The paleontology and stratigraphy of the Nolichucky and adjacent formations in the region from Giles and Montgomery counties, Virginia, to the latitude of Knoxville, Tennessee, is described from 27 measured sections and 22 isolated localities. Over 3,600 fossil specimens were collected and identified. The faunas range from late Middle Cambrian (Bolaspidella Zone) to late Upper Cambrian (Trempealeau), but the majority are of Dresbachian age. Trilobites are the most common faunal element with M8 genera and 85 species represented. Two new genera and eight new species are described. The late Middle Cambrian fauna occurs in the Nolichucky and Maryville formations and includes species of Acrocephalops, Kochaspis, and Modocia. The Dresbachian fauna contains representatives of the Cedaria, Crepicephalus, and Aphelaspis zones and is restricted to the Nolichucky except for two localities where the Cedaria Zone occurs in the Honaker and Maryville formations. The Dresbachian trilobite fauna includes the following genera: Amiaspis, Aphelaspis, Ataktaspis,Arcuolimbus, Blountia, Blountiella, Bonneterrina, Bynumia, Cedaria, Cedarina, Cheilocephalus, Coosella, Coosia, Coosina, Crepicephalus, Densonella, Dresbachia, Dunderbergia, Dytremacephalus, Genevievella, Glaphyraspis, Hardyoides, Ithycephalus, Kingstonia, Komaspidella, Kormagnostus, Llanoaspis, Loxoparia, Madarocephalus, Maryvillia, Meteoraspis, Modocia, Norwoodella, Norwoodia, Pemphigaspis, Pseudggnostina, Shickshockia, Talbotina, Terranovella, Tricrepicephalus, "Uncaspis", and Welleraspis. In addition the Dresbachian fauna includes the molluscans, Palaeacmaea and Proplina, the sponge Chancelloria, inarticulate brachiopods, and one articulate brachiopod. No Franconian faunas were identified. Trempealeauian trilobites were collected from two formations. The top of the Copper Ridge Dolomite near Blacksburg, Virginia, contains Tellerina, Prosaukia, and Triarthropsis. The Conococheague Formation near Damascus, Virginia, contains Plethometopus convexus 580 feet above the Crepicephalus Zone. The Nolichucky Formation is predominantly limestone and shale with abrupt lateral gradation into silty dolomite or pure limestone in some areas. Northwest of the Pulaski Fault near the southwest margin of the region in Tennessee, the Nolichucky is nearly 900 feet thick and consists of limestone and shale representing the Bolaspidella through Aphelaspis zones. The formation thins and the base becomes younger northeastward to Bland County, Virginia, where the Nolichucky is 150 feet thick and includes only the Crepicephalus and Aphelaspis zones. In Bland County the Cedaria Zone is contained in the underlying Honaker Dolomite. Northeastward from Tazewell and Bland counties, Virginia, the Nolichucky thins to about 50 feet of silty dolomite, containing at its northeasternmost outcrop only the upper part of the Crepicephalus Zone. Southeast of the Pulaski Thrust, in Washington County, Virginia, the Nolichucky is represented by 150 feet of oolitic limestone which is underlain and overlain by dolomite and which contains the upper part of the Crepicephalus Zone. This same oolitic limestone is recognizable to the southeast as part of the typical Nolichucky. The Nolichucky Formation was deposited during a single transgressive-regressive cycle, beginning in Bolaspidella time and reaching maximum transgression in late Crepicephalus time. The Maynardville Limestone, here considered the uppermost member of the Nolichucky, was deposited during the regressive phase in Aphelaspis time. / Ph. D.

The first purpose of this study was to determine whether a statistically significant difference is observable between the effects of instructional gaming activities techniques and the effects of traditional lecture-demonstration techniques on the cognitive achievement of undergraduate university students enrolled in introductory music studies courses. The second purpose was to determine whether students evidence a statistically significant difference in their affective perceptions of these two teaching techniques when applied to university introductory music studies.Four null hypotheses were tested:H 0/1: At the conclusion of a five week experimental period, no significant difference (at the .05 level) will be evident between the experimental group (gaming techniques) and the control group (lecture demonstration techniques) on the posttest measure of cognitive achievement.H 0/2: A delayed interval posttest administered five weeks after the conclusion of the experimental period will evidence no significant difference between the experimental and control groups on the measure of cognitive achievement.H 0/3: At the conclusion of a five week experimental period, no significant difference will be evident between the experimental and control groups on the posttest measure of students' affective perception of the teaching techniques of their respective classes.H 0/4: A delayed interval posttest administered five weeks after the conclusion of the experimental period will evidence no significant difference between the experimental and control groups on the measure of students' affective perception of the teaching techniques of their respective classes. The research population consisted of 147 students representing each of the four years of university matriculation. Both the experimental group and the control group consisted of students enrolled in one class of a 100-level introductory course in music studies for the general university student ("music appreciation"), and in two classes of a 300-level course in introductory music studies for prospective elementary classroom teachers. Five experienced university instructors taught the six classes involved. A syllabus that included nine sequenced instructional gaming activities was designed specifically for use in the experimental classes.A 2 x 2 nonequivalent control group design was adopted to facilitate pair-wise analysis of mean scores. The experimental and control groups were statistically equated on the basis of College Board Scholastic Aptitude Test verbal and mathematical mean scores and cognitive achievement pretest mean scores. Posttest and delayed interval posttest cognitive achievement adjusted mean scores and affective perception observed scores were obtained. Significance of the treatment variable was determined by means of analyses of variance and covariance.Based on statistical findings, H 0/1 was rejected at the .05 level of significance at the 100-course level. Conversely, H0 was supported at the 300-course level. In other words, at the 100-level, findings of the posttest showed that students taught by means of gaming techniques attained a significantly higher level of cognitive achievement than students taught by means of lecture-demonstration techniques. At the 300-level, findings of the posttest showed that students taught by means of gaming techniques evidenced no significant differences in cognitive achievement compared with students taught by means of lecture-demonstration techniques. H 0/2 was rejected at the .05 level of significance at both the 100- and 300-course levels, but findings differed between course levels. At the 100-level, the class taught by means of gaming activities evidenced a significantly higher level of cognitive achievement on the delayed interval posttest than the class in which lecture-demonstration techniques were applied. At the 300-level, classes in which lecture-demonstration techniques were applied evidenced a significantly higher level of cognitive achievement on the delayed interval posttest than the classes taught by means of gaming activities.H 0/3 was rejected at the .05 level of significance unilaterally at both the 100- and the 300-course levels. Gaming techniques were highly preferred (at the .001 significance level) over lecture-demonstration techniques on a posttest measure of students' affective perception.H4 was rejected at the .05 level of significance unilaterally at both the 100- and the 300-course levels. Gaming techniques were highly preferred (at the .001 significance level) over lecture-demonstration techniques on a delayed interval posttest measure of students' affective perception.The findings of this study appear to support the following conclusions:1. The gaming activities developed for this study are an effective means by which to promote cognitive learning in university introductory music studies.2. The student population of this study strongly preferred gaming activities over lecture-demonstration as the teaching technique in university introductory music studies.