The focus of this work is on parallels between Old Testament and New Testament. We chose specific texts that will help us to show how these two parts of the Bible are connected. We want to examine Paul's use of Psalms in his First letter to Corinth and decide whether his quotations have similar theological context and motifs. We would like to present three main topics that are connecting Paul's use of the Psalms: human wisdom, God's sovereignty and Christ's sovereignty. The first one covers Psalm 94:11 in 1 Cor 3:20, the second one covers Psalms 24, 89 and 50 in 1 Cor 10:26 and the third covers Psalms 8 and 110 in 1 Cor 15:25,27. In addition to quotations we work with allusions which are included in mentioned chapters as well as one other chapter dealing with topic of Exodus in various psalms and Ps 31:25. Our goal is to prove that Paul had theological reasons to use Psalms in his First epistle to Corinth; therefore we conduct an exegesis of the passages above.

Inspired by Walt Whitman's "A Song of Myself," this collection of poetry explores a narrative of the American Dream and intergenerational grief through a queered self.

Master of Science / Department of Counseling and Student Development / Doris Wright Carroll / Living-learning communities in higher education play a critical role in the success of our student population. Having the option of living-learning communities on campus is a sought after option for students and parents of students beginning college. For student retention efforts, it is important that our student affairs professionals understand the impact that living-learning communities have on the first-year student population. It is additionally important that professionals understand the different types of living-learning communities and determine which is best to implement on their campus. This report takes a deeper look into living-learning communities across the country and the impacts on living-learning communities have on campus. Taking into consideration the diversity of varying living-learning communities, three specific types were examined and their success was determined based on a national study called The National Study of Living-Learning Programs (2007). This report communicates the depth and necessity of living-learning communities in higher education for students, parents, and student affairs professionals.

Prior studies have shown that students who are the first in their families to attend college fail to persist in college more so than their continuing-generation (CG) counterparts do. Prior research on this phenomenon has helped to identify various factors that contribute to the lower college persistence of first-generation (FG) students. For example, social capital has been identified as a factor that improves student persistence in college. Prior studies have shown that FG students tend to enter college with lower social capital than their CG student counterparts do. Additionally, while in school, FG students tend not to engage in behaviors that can help them in the creation of social capital. There has been growing research on how Internet communication technologies (ICTs) may be used as a resource in the creation of social capital. Specifically, there have been several studies that have examined how the Internet has provided opportunities for the creation of both bonding (relationships with persons inside one's cultural network, like family and close friends) and bridging (persons outside one's cultural network) forms of social capital. This study used a non-experimental design approach to compare the differences in technology-enabled bonding (TEBD) and technology-enabled bridging (TEBR) behaviors of FG and CG students. This study also used a predictive design approach aimed at predicting the persistence in college of first-year students based on the contributions of TEBD and TEBR behaviors, as well as socioeconomic status (SES) and high school grade point average (GPA). Finally, this study sought to develop and validate an instrument that could reliably measure the TEBD and TEBR behaviors of college students for use in future studies. A sample of 316 full-time first- to second-year students at a small, private, college in the Midwestern United States were surveyed on the dimensions of their TEBD (emotional support, access to resources, and sociability behavior) and TEBR (involvement in campus activities, contact with others unlike themselves, sociability behaviors, and academic activities) behaviors, as well as three dimensions of SES (parental education, parental income, and parental occupations) and high school GPA. Findings of this study showed there was no significant difference in the TEBD and TEBR behaviors of FG and CG students, which in itself is significant. Additionally, this study found high school GPA and one dimension of SES (parental income) to be positive predictors of student persistence in college. This study also found one dimension of TEBD (access to resources), one dimension of TEBR (contact with others unlike themselves), and one dimension of SES (parental occupation), to be negative predictors of student persistence in college. This study made the following three important contributions: 1) the development of an instrument for measuring TEBD and TEBR behaviors of college students; 2) an investigation of the differences in TEBD and TEBR behaviors of FG and CG students; and, 3) an investigation of key constructs that contribute to student persistence from their first-to-second year of college. Recommendations for future research were made which included extending this research to 1) include other types of technology communication devices, such as cell phones; 2) examine the contributions of TEBD and TEBR to persistence in college between semesters; 3) improve the methodology for collecting survey data; and 4) investigate if there are significant differences between FG and CG students on the amount of time spent online engaged in social and academic activities, as well as examine if time spent online is a predictor of student persistence in college.

D.Ed. (Teaching studies) / Please refer to full text to view abstract

In the 21st century, the division of housework remains gendered, with women on average still spending more time doing chores than their male partners. While research has studied why this phenomenon is so persistent, few studies have yet been able to assess the effect of gender ideology and socio-economic resources at the same time, usually due to data restrictions. We use data from the pairfam, a new and innovative German panel study, in order to test the effect of absolute and relative resources as well as his and her gender ideology on the division of housework. We employ a life course perspective and analyze trajectories of couples' housework division over time, using multi-level random effects growth curve models. We find that an egalitarian gender ideology of both him and her significantly predicts more egalitarian division-trajectories, while neither absolute nor relative resources appear to have an effect on the division of housework over time. Furthermore, our results expand the literature by investigating how these processes differ among childless couples and couples who experience the first birth.

Syftet med studien var att undersöka hur enhetschefer i kommunal äldreomsorg hanterar sjukskrivningar bland omsorgspersonal. I studien användes en kvalitativ metod och sammanlagt genomfördes fem intervjuer med yrkesverksamma enhetschefer inom kommunal äldreomsorg. Vi har inspirerats av kritisk teori som analysmetod. Den teoretiska referensramen i studien är handlingsutrymme, handlingsfrihet och klämsits. Studiens resultat visar att sjukskrivningar bland omsorgsarbetare enligt enhetscheferna är ett omfattande problem. Resultatet visar att enhetschefer själva är ett viktigt verktyg i hanteringen av sjukskrivningar. Samtliga enhetschefer är medvetna om den ram som styr deras handlingsutrymme i form av lagar, regler och organisatoriska förutsättningar, men resultatet visar att de hanterar sjukskrivningar på olika sätt. Hur man skall hantera sjukskrivningar är upp till varje enskild enhetschef att avgöra och det kan ibland vara svårt att parera de olika förväntningar som de har på sig själva och sitt uppdrag. Enhetscheferna beskriver bristande stödfunktioner som en orsak till att det blir svårt och menar att de tvingas utveckla egna strategier för att kompensera för dessa. Resultatet visar också att det finns bristande resurser, både i form av tid och av pengar för att kunna möta de juridiska skyldigheter som enhetscheferna har i sitt arbetsgivaransvar. / The purpose of this study was to examine how first line managers in municipal elderly care manage sick leave among care workers. The study uses a qualitative method and five interviews were performed with first line manager professionals in municipal elderly care. We have been inspired by critical theory when analyze the result. The theoretical framework is space of action, freedom of action and conflict of interest. The result of the study shows that according to first line managers sick leave among care workers is an extensive problem. The result shows that first line managers themselves are an important tool while managing sick leave. They are all aware of the framework that controls their space of action and the framework consists of laws, rules and organizational conditions. The result shows that first line managers manage sick leave in different ways. How to manage sick leave is up to each and every one of them and it can sometimes be difficult to parry the different expectations they have on themselves and on their mission. First line managers describe lack of support functions as a reason why it can be difficult and they say that they are forced to develop their own strategies to compensate for these. The result also shows that there is a lack of resources, in both time and money to meet the legal obligations that first line managers have by their employer's' responsibility.

This thesis, or storytelling journey, examines the stories of four First Nations adults who survived cross-cultural adoption into non-First Nations families and reunification with their birth families and/or communities. The methodology utilized for this research is Storytelling. The purpose and passion for storytelling in First Nations traditions are acknowledged and explained, helping to outline why storytelling methodology is a logical choice to honour and respect the storytellers’ messages included in this thesis. An overview of the traditional First Nations family system and the impacts of genocidal government policies on such traditional family systems are explicated, specifically in relation to First Nations children adopted out of community in a cross cultural manner. -Tákem nsnek’wnúk’w7a (All my relations) / Graduate

Luminous high-redshift quasars can be used to probe of the intergalactic medium in the early universe because their UV light is absorbed by the neutral hydrogen along the line of sight. They help us to measure the neutral hydrogen fraction of the high-z universe, shedding light on the end of reionization epoch. In this paper, we present a discovery of a new quasar (PSO J006.1240+39.2219) at redshift z = 6.61 +/- 0.02 from Panoramic Survey Telescope & Rapid Response System 1.Including this quasar, there are nine quasars above z > 6.5 up to date. The estimated continuum brightness is M-1450 = -25.96 +/- 0.08. PSO J006.1240+39.2219 has a strong Ly alpha emission compared with typical low-redshift quasars, but the measured near-zone region size is R-NZ = 3.2 +/- 1.1 proper megaparsecs, which is consistent with other quasars at z similar to 6.

Magister Educationis - MEd / South Africa is a multicultural and multilingual country, with eleven official languages which include English, Afrikaans, IsiXhosa, IsiZulu, IsiNdebele, Sesotho, Setswana, Sepedi, TshiVenda and Xitsonga. While the nine African languages have official status, they are used for teaching and learning in the Foundation Phase (Grades R – 3) only. English is accorded high prestige and status, and it is used as the main Language of Learning and Teaching (LoLT) from Grade 4 to tertiary level. This occurs mostly in schools with African language-speaking learners only, while English and Afrikaans speaking learners maintain their home languages as LoLT from pre-primary to tertiary education. This study argues that if learners do not have a solid foundation in their home language and in the first additional language (FAL), they may not cope with the demands of the Grade 4 curriculum where English additional language is used as the main LoLT. Therefore, this study explored the teaching and learning of English (FAL) in Grade 3 and the extent to which it prepared learners for transition to English LoLT and their epistemic access to knowledge in Grade 4. The Constructivist and Sociocultural theories were used to understand how the teaching and learning of English LoLT occurred in the selected Grade 3 classroom, in an under resourced township school in the Western Cape. The study made use of a qualitative research approach. Data were collected by means of classroom observations, interviews and document analysis. Interviews were conducted with the Grade 3 class teacher, the Head of Department (HOD) and the principal. Data were analysed thematically. The findings of the study show that the Grade 3 teacher made use of learner-centred strategies in teaching English. However, the learners were not challenged to think critically. Learners had reading and writing difficulties, as well as low proficiency in English. The study concludes that English (FAL) is a barrier to Grade 3 learners’ epistemic access to learning and it could negatively impact on their transition to English LoLT in Grade 4.