No description available.

Although New Testament scholars generally acknowledge that "knowing" and "knowledge" play and important role in 2 Peter, little research has to date been done about the motif of knowing in 2 Peter. The aim of this study was to determine what the nature of the motif of knowing in 2 Peter is and what place it takes in his theology. The method that is used is exegetical, and this is done in accordance with the grammatico-historical model within the reformational tradition. The emphasis is especially on the special canonics (Introduction) of the epistle, the analysis of the thought structure, and the definition of the meanings for which words are used. In the analysis of the thought structure the method developed by Coetzee (1988:19-37) is followed to a large extent. The definition of meanings is done mainly in accordance with the method of componential analysis as proposed by Louw and Nida (1972:84-87; 1988i:vi-xx). The motif of knowing occurs in 2 Peter as a clearly repeated and meaningful semantic unit. Although this is not always done in the same way, the motif has a central place in practically every thought unit in the epistle. In the introduction of the letter (1:1-2) the motif of knowing is found in the truths of faith which the readers have accepted, as well as deep knowledge of God and Jesus Christ. In 1:3-11 Peter proposes a summary of his doctrine to his readers, encouraging them to apply these truths with insight and understanding. The ability to understand especially consists in comprehending the implications of a covenantal relationship with God. In the purpose of the letter (1:12-15; 3:1-2) the motif of knowing has a central place. Peter writes the epistle so that his readers will be able, after his death, to evoke from memory the knowledge (of his doctrine) of which they already dispose. The doctrine consists of information made known to them by the apostles about the powerful coming of Christ. The information is based in God's revelation in the glorification of Christ and in the Old Testament prophecies (1:16-21). In 2:1- 3:13, where Peter deals with the false teachers and the mockers, the motif of knowing still plays an important role. In chapter 2 he warns that false teachers will come who, as a result of a lack of insight will propagate licentiousness. He offers the consolation, however, that the Lord remembers to judge false teachers and to save. the believers. He also warns them against, in spite of their knowledge of Christ, returning to their old convictions. When the false preachers mockingly question both God's involvement in history and his judgment, the readers should not forget the know ledge which they have received about God's judgment and his time schedule. They should maintain the right perspective on God's grace and in joy wait upon his advent. Through this epistle the apostle equips his readers with the necessary knowledge to keep them strong against the inevitable onslaughts of the false teachers. / Proefskrif (ThD)--PU vir CHO, 1994

Although New Testament scholars generally acknowledge that "knowing" and "knowledge" play and important role in 2 Peter, little research has to date been done about the motif of knowing in 2 Peter. The aim of this study was to determine what the nature of the motif of knowing in 2 Peter is and what place it takes in his theology. The method that is used is exegetical, and this is done in accordance with the grammatico-historical model within the reformational tradition. The emphasis is especially on the special canonics (Introduction) of the epistle, the analysis of the thought structure, and the definition of the meanings for which words are used. In the analysis of the thought structure the method developed by Coetzee (1988:19-37) is followed to a large extent. The definition of meanings is done mainly in accordance with the method of componential analysis as proposed by Louw and Nida (1972:84-87; 1988i:vi-xx). The motif of knowing occurs in 2 Peter as a clearly repeated and meaningful semantic unit. Although this is not always done in the same way, the motif has a central place in practically every thought unit in the epistle. In the introduction of the letter (1:1-2) the motif of knowing is found in the truths of faith which the readers have accepted, as well as deep knowledge of God and Jesus Christ. In 1:3-11 Peter proposes a summary of his doctrine to his readers, encouraging them to apply these truths with insight and understanding. The ability to understand especially consists in comprehending the implications of a covenantal relationship with God. In the purpose of the letter (1:12-15; 3:1-2) the motif of knowing has a central place. Peter writes the epistle so that his readers will be able, after his death, to evoke from memory the knowledge (of his doctrine) of which they already dispose. The doctrine consists of information made known to them by the apostles about the powerful coming of Christ. The information is based in God's revelation in the glorification of Christ and in the Old Testament prophecies (1:16-21). In 2:1- 3:13, where Peter deals with the false teachers and the mockers, the motif of knowing still plays an important role. In chapter 2 he warns that false teachers will come who, as a result of a lack of insight will propagate licentiousness. He offers the consolation, however, that the Lord remembers to judge false teachers and to save. the believers. He also warns them against, in spite of their knowledge of Christ, returning to their old convictions. When the false preachers mockingly question both God's involvement in history and his judgment, the readers should not forget the know ledge which they have received about God's judgment and his time schedule. They should maintain the right perspective on God's grace and in joy wait upon his advent. Through this epistle the apostle equips his readers with the necessary knowledge to keep them strong against the inevitable onslaughts of the false teachers. / Proefskrif (ThD)--PU vir CHO, 1994

陳志華. / Thesis (M.A.)--香港中文大學硏究院哲學學部. / Manuscript. / Includes bibliographical references: leaves 203-216. / Chen Zhihua. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan zhe xue xue bu. / 自序 / Chapter (一) --- 前言 / Chapter (二) --- 阿毘達磨的自性形而上學：一個自性形而上學的典範 / Chapter (三) --- 自性形而上學的批判(I)：語言的省察 / Chapter (四) --- 自性形而上學的批判(II)：實體化概念的消解 / Chapter (五) --- 中管哲學的基本立場：形而上學：是/否？ / Chapter (六) --- 結語 / 注釋 / Chapter 附錄一 --- <<龍樹：其人及其著作>> / Chapter 附錄二 --- 參考文獻

Political communication scholars aim to understand the effect of messages on political attitudes and behavior. Past scholarship has identified three sources of influence in forming attitudes and behavior: affective, cognitive, and personality factors. While much attention has been paid to the impact of each single factor, little research has attempted to integrate them. Using the Affective Intelligence model as a theoretical point of departure (Marcus, & MacKuen, 1993; Marcus et al., 2000), this dissertation explored the simultaneous--and, in some cases, interactive relationships--between these attitudinal and behavioral influences. An experiment was conducted to answer three questions: first, do the causal claims made by Marcus and colleagues regarding the impact of emotion on political attitudes and behavior hold-up outside the realm of survey research? Second, what role does cognitive appraisals of messages play in the political persuasion process? Finally, does political efficacy moderate the relationships between induced emotional response, cognitive appraisals of messages, and political attitudes and behavior? Alternatively stated, does political efficacy link these factors together?The results of this study should be carefully interpreted as the causal instrument underlying manipulated attitudes was not transparent. The desired experimental manipulation--induced anxiety--was not unidimensional. While inductions did induce negative affect, they simultaneously induced positive affect. Within the confines of this document, this result is discussed at length and numerous possible explanations are offered.Structural equation modeling indicated that affect had a small impact on political attitudes and behavior. Likewise, the impact of cognitive appraisals of messages on attitudes and behavior was small. Alternatively, internal efficacy had a substantial main effect--not an interactive effect--on political attitudes and behavior.In summary, the results demonstrated the power of personality in predicting political attitudes and behavior. By trait, some individuals are more politically efficacious than others. Those with higher levels of internal efficacy tended to identify experimental messages as relevant to the attitudes they held, indicating that confidence in one's ability to comprehend politics and understand political happenings leads to identifying message content as applicable or appropriate. Additionally, these same individuals were likely to seek out more information about politics.

呂子德. / 手稿本, 複本據稿本印影. / Thesis (M.A.)--香港中文大學, 1989. / Shou gao ben, fu ben ju gao ben yin ying. / Includes bibliographical references: leaves 84-89. / Lü Zide. / Thesis (M.A.)--Xianggang Zhong wen da xue, 1989. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 總論篇 --- p.11 / Chapter 第三章 --- 空之多重涵義及語言的應用限域 --- p.39 / Chapter 第四章 --- 語言陷阱及破解之道 --- p.62 / Chapter 第五章 --- 總結 --- p.79

Inaug.-diss.-Leipzig. / Vita. Published in full Leipzig, Teubner, 1880.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xi, 422 p.: ill., maps. Includes abstract and vita. Advisor: Nathan Rosenstein, Dept. of History. Includes bibliographical references (p. 408-422).

Inaug.-diss.--Liepzig. / Vita.

Inaug.-diss.-Leipzig. / Vita. Published in full Leipzig, Teubner, 1880.