This thesis is a typological study of the Fourth Gospel in the light of its Son of man sayings, paying particular attention to their context within the Gospel; within the four canonical Gospels; and within the Judeo-Christian tradition. It shows the importance for the Fourth Gospel of an aspect within apocalyptic Judaism concerning the vision of the open heaven. The Johannine Son of man theme reflects disputes within Judaism surrounding the vision of God. The Fourth Evangelist reinterprets the Synoptic Son of man tradition, using Old Testament texts central to these disputes with reference, to Jesus the vision of God. Our Evangelist engages on the one hand in an internal dispute with other Christians, and an the other hand in an external dispute with Jews. He retells the gospel story with reference to his own situation. Through his Gospel we see the relation between the Johannine church and the synagogue. My first three chapters show how the Evangelist links his Son of man theme to Old Testament vision texts to interpret Jesus as the prophetic vision of the heavenly Son of man (Jn. 1: 51; 3: 13,14; 5: 27). The remaining chapters show how this interpretation affects the community's worship and its relation with the synagogue. The Fourth Gospel is -. different from the Synoptic Gospels. The Son of man theme is common to all four Gospels, and to apocalyptic Judaism. Therefore the conclusions drawn from a reading of the Fourth Gospel can be tested by a comparison with the Synaptic tradition and with the Jewish apocalyptic tradition.

The problem of this investigation was to determine the effectiveness of the Cuisenaire method of teaching arithmetic to fourth graders, as compared with a traditional conventional method. Furthermore, a secondary aspect of the problem was to compare performances of the experimental and control groups when classified according to sex.

Despite the absence of the term 3kklho ia&d12;&d12; in the Fourth Gospel, it is. clear that the gospel's communal images, the prayer for unity in chapter 17, and especially the undertone of the Farewell Discourse point to the assumption that after the death of Jesus the disciples were to constitute a continuing community. Alan Culpepper has pointed to this as well as to the role of the Beloved Disciple in John and the presence of distinctive historical traditions and concluded that there was a Johannine community in the first century which shared the essential characteristics of other ancient schools in Hellenism, Qumran, and contemporary Judaism. The aim of this thesis is to examine one feature of this community's belief and experience namely, the rote of the Spirit in its view both of Christ and of Christian experience. It will be argued that the Johannine community was a pneumatic community in that the anointing of each member was an important distinctive of community life. This meant that the experience of Christ was paradigmatic: he was the Spirit-anointed man whose model was to be emulated. He was the source of the Spirit for the church. And his Spirit was the Spirit that sustained the church in power. Therefore the foremost feature of Johannine pneumatology was its christocentric basis. In Johannine christology the Spirit is fully integrated into the person of Christ---so much so that the synoptic portrait is substantially refashioned. In this regard the anointing of Jesus is a continuing motif in the gospel, but remains second to John's concept of the Spirit indwelling and residing in the messiah as a part of his life. Thus the Spirit and Jesus are closely linked before the Farewell Discourse insofar as the Spirit is viewed as an integral part of Jesus' life and being and is finally released through his death. The implied union of Spirit and Christ is made explicit in Johannine eschatology. The Fourth Evangelist stresses the present reality of Christ in Spirit in contrast to the traditional focal point of the parousia. This is achieved not only by aligning the gift of the Spirit with the hour of glorification and Jesus' resurrection, but in the parallel expectation running throughout the Discourse that in the believer's encounter with the Paraclete, he will effectively encounter Jesus. Again, the Spirit is Jesus' life which is released in death and when Jesus gains resurrection life, this life is passed on, to his followers in the insufflation of 20:22. Therefore the unity of Christ and Spirit is seen with particular clarity in the glorification when through the Spirit Jesus will be with his disciples in a new way. In the Johannine community Spirit-experience was thus "Jesus-experience." But how was this experience realized within the community In chapter four John's corrective view of baptism and the Lord's Supper will be related to his message about the experiential Spirit. The mark of discipleship in this community was not baptism as much as it was spiritual birth and this dynamic anointing was characteristic of ongoing community life. Similarly, the eucharist was not an empty tradition but a meeting-place wherein the believer could encounter the living Christ in Spirit. This is the definition of true worship: it is the believer's expression of faith in light of the work of the cross when joined with the adoration of God in Christ who is encountered powerfully in the Spirit. In concert with traditional expressions of worship, the Johannine expression was based on the objective criteria of the cross and faith. But its distinctive element was subjective: it reflected a vitality and enthusiasm that could only be attributed to the Spirit. Johannine worship was pneumatic worship. Thus as Jesus was anointed, so too, the believer must be anointed with the Spirit of Jesus. But likewise, as Jesus was persecuted, his followers would be tested with parallel persecutions. The trial motif which runs through the Fourth Gospel was to be indicative for the Beloved Disciple and his community. They were to be agents as Jesus was an agent of God. And similarly, they found in the Spirit Paraclete the power to sustain their witness before the world and to engage in an offensive posture before Christ's opponents. But again, Jesus himself was the center point of the Paraclete's witness. The Paraclete recalled the tradition of what Jesus taught, provided words for the present crisis, and revealed the future. Above all, the Paraclete exegeted Christ to the world. He revealed Jesus in truth, conviction, and power through the compelling witness of the church.

by Fiona Chan Siu Ling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves [114-118]). / Chapter Chapter One --- "Fantasy, Postmodernism and Space" --- p.1 / Chapter Chapter Two --- Fantasy and Hyperspace --- p.27 / Chapter Chapter Three --- Fantasy and Cyberspace --- p.54 / Chapter Chapter Four --- The Constituting and the Constituted in the Postmodern --- p.81 / Works Cited --- p.114

I have examined the relationship between the U.S. Congress and professional sports—specifically, Major League Baseball. The focus of this examination was on the abuse of steroids in professional sports, and how certain constitutional limitations on Congress inhibited direct mandates on drug testing for individual players due to the Fourth Amendment. I have concluded that due to major league sports being for-profit ventures, economic motivations in the form of tax incentives were the most effective way for Congress to implement a tougher drug testing policy without violating the Fourth Amendment.

The purpose of this study was to investigate the effect of instruction and use of a study method on scores achieved students in fourth grade compared with scores achieved by students in fourth grade who had not practiced that study method.A total of eighty-three students participated in the study. The subjects were members of four intact fourth grade classes in two separate buildings in a school system in northern Indiana. One intact class in each building was considered to be the comparison group and the other served as the experimental group. There were forty students in the comparison group and forty-three students in the experimental group. Membership in an intact class assigned to a specific teacher was the basis for assignment to the comparison group or to the experimental group. Classes were assigned to the comparison group or to the experimental group on a random basis.A rank was assigned to each student by the classroom teacher on the basis of individual academic performance and capability. Students were ranked in the upper third, middle third or lower third of the class. Four instruments were devised and administered in a counterbalanced pattern. Each student in the study responded to all four instruments through repeated measurements. The instruments were administered at the beginning of the study and at intervals of fourteen school days thereafter. Experimental teachers were provided instruction in the SQ3R Study Method in an inservice presentation prior to the beginning of the study. Following administration of the first measurement, the SQ3R Study Method was initiated with the experimental group. The comparison group did not receive instruction in that method. After fourteen school days, the second measurement was taken and treatment was suspended for fourteen school days. At the end of that period the third measurement was taken and the SQ3R Study Method treatment was resumed with the experimental group. The final measurement was administered on the fortysecond school day.A repeated measures analysis of variance was the statistical treatment applied showing the independent variable sex not to be a factor significantly contributing to differences among scores. A multivariate analysis of variance was applied to independent variables: membership in the experimental or comparison group; student rankings in the upper, middle or lower third of the classroom; and attendance at one of the schools participating in the study.The findings of this study suggest that fourth grade students can profit from instruction in the SQ3R Study Method. The experimental group demonstrated evidence of regular increase in mean scores achieved to a statistically significant degree, but the comparison group did not.

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis (Ph.D.)--Boston University.