In 1978 a group of evangelical philosophers and theologians held a meeting to decide what the definitive statement on the doctrine of inerrancy would be. Drawing on the thought of B.B. Warfield and others this group came up with a statement comprising of a short statement, nineteen articles including both statements of affirmation and denial, as well as, an exposition of these articles. Taken in its entirety, this statement is intended to be the Evangelical statement determining all subsequent information about the doctrine of inerrancy. Leading evangelicals, including Carl F.H. Henry signed this document in order to establish a consensus on what one meant when using the term inerrancy. Almost three decades later this term is still used with a sense of confusion and the doctrine is no less controversial. In fact, it still is responsible for the division of departments in many evangelical institutions of higher education in North America. The following thesis hopes to help loosen this doctrine from its theological ‘stronghold’ and place it in a position where it will be less likely to cause division amongst evangelicals. By examining the thought of both B.B. Warfield, who helped create the doctrine, and Carl F.H. Henry, who played a contemporary role in the formation of the Chicago Statement and who might rightly be considered the evangelical theologian of the twentieth century, this thesis brings to light certain presuppositions of the doctrine of inerrancy that allow it take a position that undergirds other theological doctrines. By identifying the nature of truth and authority as the main tenants of the inerrantist position, the thesis examines these terms in light of the thought of both Warfield and Henry. Their thought is found to be remarkably similar to certain principles and concerns raised by Enlightenment philosophers and it is concluded that the understandings of truth and authority presupposed by the doctrine of inerrancy ultimately are biased by Enlightenment philosophy and so are an inadequate representation of the terms as used in Scripture and tradition. The thesis suggests that an adequate understanding of truth would be primarily Christological in nature and, therefore, a larger category than the one presupposed by the doctrine of inerrancy. Also, an adequate understanding of authority would presuppose the contemporary work of the Holy Spirit, which again makes for a much larger pneumatological category than the one presupposed by the doctrine of inerrancy as it is currently defined. Enlarging these categories in no way necessitates the denial of inerrancy altogether. Rather it removes the doctrine of inerrancy from its theological pedestal and places it amongst other beliefs that might support the truth and authority of Scripture but by no means establish them. The concluding chapter ends with a statement of what this new doctrine of inerrancy might look like.

Theatre is the passport to the creation of a balanced educational system in the United States (US), while standardized testing is the downfall of the ideology behind ‘No Child Left Behind’ (NCLB). As an educator, I was greatly influenced by Howard Gardner, theorist of Multiple Intelligences and Neil Fleming theorist of learning modalities. This work has carried over into my work in theatre as a director. Theatre does not have to didactically serve formal education, which emphasizes mathematics and reading/writing, nor does it have to be merely a spectacle. Theatre can be experimental, artistic, cathartic, foster social and intrapersonal skills and increase intelligences in all areas for children and adults. The adaptation of the children’s book The End by David LaRochelle into a play for children demonstrates the potential that lies within the art of theatre to be more than just entertainment. Furthermore, my work on the adaptation of The End was greatly influenced by my research and participation in the production of Pinocchio with Ohio Valley Summer Theatre in the fall of 2008. From this production, I gained considerable knowledge on the topic of Commedia Del’ Arte which impacted my work on my own production The End.

Made available in DSpace on 2015-04-14T14:13:03Z (GMT). No. of bitstreams: 1 459334.pdf: 9076568 bytes, checksum: 9f278385d83138e8df263ba993e12c7b (MD5) Previous issue date: 2014-03-28 / In the study that led to the Theory of Multiple Intelligences (MI), Gardner (2001) states that we are endowed with a spectrum composed of several intelligences and the individual development depends on the cultural context. Assuming the principles of MI theory and reflecting on the context of teaching optics activities and educational activities for Polytechnic High School, which was deployed in Rio Grande do Sul in 2012, were developed and evaluated in order to improve students learning. The activities planning started from previous students' ideas mapping about the nature of light. This initial mapping showed that students had an immense difficulty in expressing the nature of light or describing its meaning. Activities were developed and applied to a group of students from an urban Polytechnic Public High School, in Rio Grande do Sul, over an academic quarter. The starting points proposed by the Theory of IM were used to stimulate multiple intelligences: Linguistic, Logical-mathematical, spatial, bodily-kinesthetic, naturalist, and Personal. The spectrum of intelligences, in it s entirely, was not stimulated, although in each activity, but we sought to involve the largest possible number of intelligences. It was found that the activities promoted not only the complexity of previous ideas, but the development of students' autonomy to positining themselves about the nature of light theories and the optical phenomena. Throughout this research, we seek to encourage the greatest possible number of intelligences, presenting different perspectives in Optics, unusual in physics teaching, such as the use of painting, drawing and storytelling activities, allowing students to make use of their skills, building learning together with other colleagues and with the teacher. We concluded that MI theory, practiced in the classroom, can show up as a possible solution to improve students academic achievement and self-esteem, as it considers the pluralistic intelligence, not only emphasizing the linguistic and logical-mathematical / No estudo que deu origem ? Teoria das Intelig?ncias M?ltiplas (IM), Gardner (2001) afirma que somos dotados de um espectro composto por diversas intelig?ncias e o desenvolvimento individual depende do contexto cultural. Assumindo os pressupostos da teoria das IM e refletindo sobre o contexto do ensino de ?ptica, foram desenvolvidas e avaliadas atividades e a??es pedag?gicas para o Ensino M?dio Polit?cnico, implantado, no Rio Grande do Sul, em 2012, que buscavam ampliar o aprendizado dos alunos. O planejamento das atividades partiu do mapeamento das ideias pr?vias dos alunos sobre a natureza da luz. Este mapeamento inicial mostrou que os alunos apresentavam dificuldade em expressar a natureza da luz ou descrever o seu significado. Foram desenvolvidas atividades, que foram aplicadas a um grupo de alunos do Ensino M?dio Polit?cnico de uma escola p?blica estadual urbana, do Rio Grande do Sul, ao longo de um trimestre letivo. Para tanto, foram utilizados os pontos de partida propostos pela Teoria das IM para estimular m?ltiplas intelig?ncias: Lingu?stica, L?gico-matem?tica, Espacial, F?sico-cinest?sica, a Naturalista e Pessoal. O espectro de intelig?ncias, em sua totalidade, n?o foi estimulado, embora, em cada atividade, se tenha procurado envolver o maior n?mero poss?vel de intelig?ncias. Verificou-se que as atividades promoveram n?o s? a complexifica??o das ideias pr?vias, mas o desenvolvimento da autonomia dos alunos para se posicionarem quanto ?s teorias sobre a natureza da luz e os fen?menos luminosos. Ao longo desta pesquisa, ao buscarmos estimular maior n?mero poss?vel de intelig?ncias, apresentando a ?ptica sob diferentes perspectivas, incomuns no ensino de F?sica, como o uso de atividades de pintura, desenho e conta??o de hist?rias, as quais permitiram que os alunos fizessem uso de suas habilidades, construindo o aprendizado em conjunto com os demais colegas e com o professor. Conclui-se que a teoria das IM, praticada na sala de aula, pode se mostrar como uma poss?vel solu??o para melhorar o rendimento escolar e a autoestima do aluno, uma vez que considera a intelig?ncia pluralista, n?o enfatizando apenas a lingu?stica e a l?gico-matem?tica

Made available in DSpace on 2016-04-25T20:23:01Z (GMT). No. of bitstreams: 1 Roberto de Oliveira Loureiro.pdf: 1279564 bytes, checksum: 7048510f2978812c41926fe673767f9b (MD5) Previous issue date: 2009-11-05 / This thesis analyses the studies by Domenico de Masi and Howard Gardner, which respectively discusses Creative Leisure and Multiple Intelligences, concepts still scarcely considered in the business scenario that integrates into a new organizational model, transforming the relations between the employee and other people and the results of her own piece, more humanized, without losing focus on competitiveness, and sustainable growth, those being the targets of organizations which desire to survive the 21rst Century. The thesis also briefly discusses the evolutionary thought brought to light as of the main administrative theories as well as a critical analysis about working in a globalized world and how much the concept of work is different from employment / Esta tese analisa os estudos de Domenico De Masi e Howard Gardner, que tratam, respectivamente, do Ócio Criativo e das Inteligências Múltiplas, conceitos estes ainda pouco considerados no cenário empresarial e constituem um novo modelo organizacional, de forma a transformar as relações do trabalhador com outros indivíduos e com o resultado de sua própria obra, mais humanizadas, sem perder de vista a competitividade e o crescimento sustentável, os quais são os objetivos das organizações que desejam sobreviver no século XXI. A tese também faz um rápido resgate do pensamento evolutivo proveniente das principais teorias administrativas, assim como uma análise crítica do trabalho no mundo globalizado e o quanto que a terminologia trabalho difere de emprego

Made available in DSpace on 2016-04-26T14:57:56Z (GMT). No. of bitstreams: 1 Roberto de Oliveira Loureiro.pdf: 1279564 bytes, checksum: 7048510f2978812c41926fe673767f9b (MD5) Previous issue date: 2009-11-05 / This thesis analyses the studies by Domenico de Masi and Howard Gardner, which respectively discusses Creative Leisure and Multiple Intelligences, concepts still scarcely considered in the business scenario that integrates into a new organizational model, transforming the relations between the employee and other people and the results of her own piece, more humanized, without losing focus on competitiveness, and sustainable growth, those being the targets of organizations which desire to survive the 21rst Century. The thesis also briefly discusses the evolutionary thought brought to light as of the main administrative theories as well as a critical analysis about working in a globalized world and how much the concept of work is different from employment / Esta tese analisa os estudos de Domenico De Masi e Howard Gardner, que tratam, respectivamente, do Ócio Criativo e das Inteligências Múltiplas, conceitos estes ainda pouco considerados no cenário empresarial e constituem um novo modelo organizacional, de forma a transformar as relações do trabalhador com outros indivíduos e com o resultado de sua própria obra, mais humanizadas, sem perder de vista a competitividade e o crescimento sustentável, os quais são os objetivos das organizações que desejam sobreviver no século XXI. A tese também faz um rápido resgate do pensamento evolutivo proveniente das principais teorias administrativas, assim como uma análise crítica do trabalho no mundo globalizado e o quanto que a terminologia trabalho difere de emprego

A partir da teoria do escopo formulada por Katharina Reiß e Hans Vermeer em Grundlegung einer allgemeinen Translationstheorie (1984) e de uma expansão do modelo de análise textual de relevância tradutória apresentado por Christiane Nord em Textanalyse und Übersetzen (1988), a presente tese de doutorado apresenta um novo modelo teórico para a execução da TRADUÇÃO RETROSPECTIVA, definida como a tradução a posteriori de um TP (texto precursor) ainda inédito na cultura-alvo que mantenha uma relação de influência e/ou precedência cronológica com um TS (texto sucessor) já traduzido anteriormente para a cultura-alvo, de maneira que a tradução de TP cause a impressão de ser anterior e/ou de ter influenciado a tradução de TS. A tradução retrospectiva tem por objetivo simular, na culturaalvo, a relação existente entre o original de TP e o original de TS na cultura-fonte através de uma inversão das relações de influência literária segundo os moldes propostos por Jorge Luis Borges no ensaio “Kafka y sus precursores”. Uma vez exposto o modelo teórico, o trabalho apresenta um estudo de caso sobre o volume O grande deus Pã, totalmente concebido em função de uma tradução retrospectiva do TP The Great God Pan, de Arthur Machen, feita com uma visada sobre o TS “The Dunwich Horror”, de Howard Phillips Lovecraft, traduzido anteriormente por mim. / By building on the Skopos theory proposed by Katharina Reiß and Hans Vermeer in Grundlegung einer allgemeinen Translationstheorie (1984) and on an expansion of the model for text analysis in translation presented by Christiane Nord in Textanalyse und Übersetzen (1988), this doctoral dissertation introduces a new theoretical model for RETROSPECTIVE TRANSLATION, defined as an a posteriori translation of a PT (precursor text) still unpublished in the target culture which in turn maintains a relationship of influence and/or chronological precedence with an ST (successor text) previously translated in the target culture, so that the translation of PT may seem to have anticipated and/or influenced the translation of ST. The objective of a retrospective translation is to simulate, in the target culture, the existing relation between the original of PT and the original of ST in the source culture by promoting an inversion of traditional literary influence relations inspired by Jorge Luis Borges's essay “Kafka and his precursors”. Once the theoretical model is laid out, there follows a case study of the volume O grande deus Pã, entirely conceived around a retrospective translation of the PT The Great God Pan, by Arthur Machen, done with a backward glance toward the ST “The Dunwich Horror”, by Howard Phillips Lovecraft, previously translated by me.

The intention of this thesis is to describe the process of putting together a performance of a lecture recital on the song cycle Try Me, Good King: Last words of the wives of Henry VIII by modern composer Libby Larsen, and to conduct an in depth exploration of the characters of the first five wives of King Henry VIII of England. Each wife’s character will be investigated in relation to their roles in this song cycle which draws its’ text from the final words of these five women. Each wife’s character will be investigated from three perspectives, that of history, that of Libby Larsen, my own perspective (Morgan Tingle). The ultimate result will be a solid developed character for each wife that is the culmination of my studies portrayed by myself, soprano Morgan Tingle, in the final lecture recital.

Over the twentieth century, Camille Lucie Nickerson excelled in her multi-faceted career as an educator, musician, and interpreter for the advancement of musical education for generations of black students in New Orleans and at Howard University in Washington D.C. Nickerson devoted herself to furthering her musical education through private instruction with her father, Professor William J. Nickerson. She then graduated with a diploma from Southern University and with a B.A. and M.A. in music from Oberlin College. Nickerson’s leadership in musical associations on a local and national level enhanced her ability to reach audiences of all ages through her performances. She dedicated her life to musical education and the sharing Creole folk music, both personal attributes passed down from her father. While Nickerson was determined to preserve Creole folk music through her lecture-recitals, her wider purpose argued for a distinct recognition for Creole culture, thus, acknowledgment of her culture.

Since the latter half of the twentieth century patterns of economic flows and the deployment of systems of production have encouraged greater political and social integration between nation states. This phenomenon, called globalisation, has reinvigorated debate about the nation state as a mode of organisation, and created the conditions for an ongoing natural experiment concerning state adjustment. This experiment, while on a global scale, has led to different responses from national governments, as each grappled with how best to accommodate both domestic and international interests. One neglected aspect of analysis in these processes is the role played by national bureaucracy in state adjustment as a means to move with globalising pressures or to resist their impact. This thesis presents a qualitative analysis of the interaction of one globalising process, foreign direct investment (FDI), and the workings of the nation state, as a means of assessing the way in which the national government has used regulatory processes and its bureaucracy to control FDI. An extended historical case study is used to examine changes in policy, regulation and the organisation of the national bureaucracy concerned with FDI in Australia. The period examined is from 1968 to 2004 enabling comparisons to be made across the experience of seven successive national governments (those led by prime ministers Gorton, McMahon, Whitlam, Fraser, Hawke, Keating and Howard) in the way they managed the domestic and international circumstances that impacted on FDI. This thesis makes a contribution to the literature on the interaction of globalising processes, the nation state and the role played by national public bureaucracies where national and transnational interests intersect. In particular, this thesis identifies the national bureaucracy as a key agent for government in enabling and domesticating the processes of globalisation. This finding demonstrates that national bureaucracy is significant as both a facilitator and the inhibitor of processes of globalisation, and therefore is a key factor in understanding the issues of state adjustment in studies of globalisation.

This thesis investigated the power of framing practices in the context of Australian refugee policies between 1999 and 2003. The analysis identified legal rationalism as an ideological projection by which the Howard government justified its refugee policies to the electorate. That is, legal rationalism manifested itself as an overriding concern with the rules and procedures of the law, without necessarily having concern for consistency or continuity. In its first form, legal rationalism emerged as a