Project (D. Min.)--Trinity Evangelical Divinity School, 1991. / Abstract. Includes bibliographical references (leaves 143-149).

Thesis (doctoral)--Techn. Hochsch., Aachen, 2003.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 102-108).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 102-108).

Thesis (D. Min.)--Trinity Evangelical Divinity School, 1993. / Abstract. Includes bibliographical references (leaves 102-108).

Despite its exceptional importance as a cultural performance event in the Church of Jesus Christ of Latter-day Saints, General Conference has received little attention in Mormon studies, to say nothing of sociolinguistics. Situated within the larger question of how the public language of Mormon authorities has changed over time, this thesis seeks to discover style features of what impressionistically appears to be a unitary General Conference style since 1960 (the era of church "Correlation"). Statistical analysis is then used to determine which of five sociolinguistic factors and three pairwise interactions between four of the five sociolinguistic factors most saliently conditions the use of these style features in General Conference. Findings indicate that older male speakers are more likely to perform the majority of these style features, which opens the possibility that a new style may be emerging. Finally, this study attempts to give a theoretical account of style in General Conference by appealing to Alan Bell's (1984; 2001) "audience design" framework, and Nikolas Coupland's (2007) refinement of Bauman's cultural performance theory. The unique conditions of General Conference are best described as a "high performance event" in which speakers converge stylistically on an uncharacteristically present "in-group referee," namely the General Authorities of the church present in the LDS Conference Center during the live broadcast of General Conference.

The Problem: To determine if there are more effective means for promulgating Mormonism via television than are currently being utilized.

Includes bibliographical references (leaves 136-148) / The name Ellen G. White as a founding member of the Seventh-day Adventist Church and as an author, currently still being read, evokes a great deal of discussion. The various views that are to be found within the discussion cover a wide range of views, either promoting or criticising White’s authority. By comparing the works of Canright, Nichol, Bradford, and Knight, we gain a wide perspective on three critical views in this discussion. This dissertation will consider the issues regarding White’s authority, the historical development of her authority and consideration of her authority in comparison to Scriptural authority. The dissertation seeks to offer the development of White’s authority and the changes that contributed to the various views around her authority, and presents a critical evaluation regarding her authority for today. After the different authors were compared, and having provided my critical evaluation, I came to the conclusion that a moderate view of White as presented by Bradford and Knight presents the view that allows for the following: • Retaining the principle of Sola Scriptura. • Managing White’s authority. • Providing theological freedom. As such, White’s authority can be a positive influence in Seventh-day Adventist theology, promoting theological growth and not impeding it. The critical evaluation makes it evident that there is a lack of a paradigm to evaluate White, especially her authority. The need for a paradigm from which to evaluate White requires further study. / Die naam Ellen G. White, ’n stigterslid van die Sewende Dag Adventiste Kerk en ook ’n outeur wie se boeke tans nog gelees word, ontlok baie bespreking. Hierin vind ons ’n verskeidenheid van geleerdes wat White hetsy voorstaan of kritiseer. ’n Vergelyking van die werke van Canright, Nichol, Bradford en Knight bied ’n wye perspektief oor drie kritiese beskouings in hierdie debat. Hierdie verhandeling ondersoek die kwessies rondom White se gesag, die historiese ontwikkeling van haar gesag en ’n beoordeling van haar gesag in vergelyking met die Skrif se gesag. Die verhandeling bespreek die ontwikkeling van White se gesag, die veranderings wat bygedra het tot die verskillende sienings rondom haar gesag, asook ’n kritiese beoordeling van haar gesag vir vandag. Nadat ek die verskillende outeurs vergelyk het en my kritiese beoordeling gegee het, kom ek tot die slotsom dat die gematigde siening van Bradford en Knight oor White die volgende bevorder: • Behoud van die beginsel van Sola Scriptura. • Hantering van White se gesag. • Voorsiening vir teologiese vryheid. As sodanig kan White se gesag as ’n positiewe invloed op die Kerk se teologie dien deur teologiese groei aan te moedig in plaas daarvan om dit te strem. Die kritiese beoordeling dui op die gebrek aan ’n paradigma om White, veral haar gesag, mee te beoordeel. Die behoefte aan so ’n paradigma vereis verdere studie. / Philosophy, Practical and Systematic Theology / M. Th. (Systematic Theology)

This study discusses the contribution and influence of the Seventh-Day Adventist (SDA) Church to the development of post- secondary education in South Nyanza, Kenya. This has been done by focusing on the establishment and development of Kamagambo and Nyanchwa Adventist colleges whose history from 1971 to 2000 has been documented. This is a historical study which has utilized both the primary and secondary source of data. For better and clear insights into this topic, the study starts by discussing the coming of Christian missionaries to Africa. The missionaries who came to Africa introduced western education. The origin of the SDA church to Africa has also been documented. The SDA church was formed as a result of the Christian evangelical revivals in Europe. This called for the Christians to base their faith on the Bible. As people read various prophecies in the bible, they thought that what they read was to be fulfilled in their lifetime. From 1830s to 1840s preachers and lay people from widely different denominations United States of America around William Miller (1782-1849). This led to the establishment of the SDA Church in 1844. The study focuses on the coming of the SDA Missionaries to South-Nyanza. The efforts of the SDA Missionaries to introduce Western education in the said area, an endeavor which started at Gendia in 1906 has been discussed. From Gendia they established Wire mission and Kenyadoto mission in 1909. In 1912 Kamagambo and Nyanchwa, the subject of this study became mission and educational centres. The SDA mission, as was the case with other missionaries who evangelized South Nyanza, took the education of Africans as one of the most important goals for the process of African evangelization. The Adventist message penetrated the people of South Nyanza through their educational work. The conversion of the first converts can be ascribed to the desire for the education which accompanied the new religion. Kamagambo Adventist College became the first college in South Nyanza. Equally, Nyanchwa became the first college in the Gusii part of South Nyanza. The two colleges exercised a great influence on the local community especially in the socio-economic and educational fields. At the same time the colleges have also contributed enormously to the community’s development through the roles played by its alumni in society. Besides this, the study has also recommended some other pertinent areas for further study and research. / Educational Foundations / D. Ed. (History of Education)

This study discusses the contribution and influence of the Seventh-Day Adventist (SDA) Church to the development of post- secondary education in South Nyanza, Kenya. This has been done by focusing on the establishment and development of Kamagambo and Nyanchwa Adventist colleges whose history from 1971 to 2000 has been documented. This is a historical study which has utilized both the primary and secondary source of data. For better and clear insights into this topic, the study starts by discussing the coming of Christian missionaries to Africa. The missionaries who came to Africa introduced western education. The origin of the SDA church to Africa has also been documented. The SDA church was formed as a result of the Christian evangelical revivals in Europe. This called for the Christians to base their faith on the Bible. As people read various prophecies in the bible, they thought that what they read was to be fulfilled in their lifetime. From 1830s to 1840s preachers and lay people from widely different denominations United States of America around William Miller (1782-1849). This led to the establishment of the SDA Church in 1844. The study focuses on the coming of the SDA Missionaries to South-Nyanza. The efforts of the SDA Missionaries to introduce Western education in the said area, an endeavor which started at Gendia in 1906 has been discussed. From Gendia they established Wire mission and Kenyadoto mission in 1909. In 1912 Kamagambo and Nyanchwa, the subject of this study became mission and educational centres. The SDA mission, as was the case with other missionaries who evangelized South Nyanza, took the education of Africans as one of the most important goals for the process of African evangelization. The Adventist message penetrated the people of South Nyanza through their educational work. The conversion of the first converts can be ascribed to the desire for the education which accompanied the new religion. Kamagambo Adventist College became the first college in South Nyanza. Equally, Nyanchwa became the first college in the Gusii part of South Nyanza. The two colleges exercised a great influence on the local community especially in the socio-economic and educational fields. At the same time the colleges have also contributed enormously to the community’s development through the roles played by its alumni in society. Besides this, the study has also recommended some other pertinent areas for further study and research. / Educational Foundations / D. Ed. (History of Education)