Thesis (D. Min.)--Ashland Theological Seminary, 1994. / Abstract. Includes bibliographical references (leaves 224-229).

The Niles-Merton Songs is a two-opus collection of twenty-two songs by John Jacob Niles setting the poetry of Thomas Merton. The songs are beautiful but contrast from his more popular works in poetry and composition. This project explores reasons why these songs are rarely performed, and gives an overview and analysis of ten selected pieces. The document includes a brief introduction, biographies of Niles and Merton, information detailing Niles’s compositional process, and the technical and artistic requirements for performing the songs, including appropriate age and voice type.

The theory of ‘punctuated equilibria’ was formulated by two paleontologists, Niles Eldredge and Stephen Gould, in 1972 and has been the focus of considerable controversy within the evolutionary sciences ever since. The primary intentions of this thesis are to relate the history of punctuated equilibria and to examine how it has affected evolutionary science. Several modes of analysis have been used to illuminate the history: The sociological perspectives of Pierre Bourdieu and Bruno Latour (who see scientific debate as a ‘struggle for authority’); Rhetorical analysis of some of the key documents; Communication with practising scientists via questionnaires and correspondence; Citation Analysis. Chapter 1 gives a short summary of the history and introduces the methods and socio-philosophical perspectives used to illuminate the history. Chapters 3 and 4 examine the rhetorical process by which Eldredge and Gould constructed the ‘punctuationist revolution’. Chapters 2, 3, 5 and 6 relate the history of punctuated equilibria.

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The purpose of this thesis is to ascertain to what extent D.T. Niles’ theory of preaching is Reformed and Biblical and can help in the dialogue between Western and Non-Western Christianity. The study achieves this aim by employing the qualitative case-study research to meet four objectives. First, it describes Niles’ theory of preaching as found in his trilogy of lectures on preaching, explicating especially the double calling of the preacher, the double content and the pneumatological character and nature of preaching, the three-fold purpose and double consequences of preaching. Second, it interprets Niles’ theory of preaching in the light of his own cultural background and in dialogue with the works of key Reformation figures including Erasmus, Zwingli, Luther, Calvin and Bullinger’s Second Helvetic Confession. Based on this examination, the study determines that Niles’ homiletical theory is in concert with the theology of preaching of the Magisterial Reformers as summarised in Bullinger’s classic statement: ‘The preaching of the word of God is the word of God’ . Third, this study evaluates critically Niles’ theory of preaching within the normative context of the preaching of Jesus in the Synagogue in Nazareth and the wider New Testament teaching on preaching and finds that Niles’ homiletical theory is in agreement with Scriptural norm. Fourth, having found Niles’ theory of preaching to be broadly in concert with the understanding of the Reformers and the Biblical teaching on the nature of preaching, this study undertakes the pragmatic task of developing a global theology of preaching that would promote dialogue between Western and Non-Western Christianity. This study was undertaken because of the dearth of theologies of preaching written from a Non-Western perspective and the lack of dialogue between Western and Non-Western homiletical theories. The result of the investigation is the conclusion that the preaching of the word of God is the word of God since preaching is a pneumatological event where God is present in the act of human preaching so long as the preacher himself is lawfully called and the content of his preaching is Christological and soteriological. / PhD, North-West University, Potchefstroom Campus, 2015

The purpose of this thesis is to ascertain to what extent D.T. Niles’ theory of preaching is Reformed and Biblical and can help in the dialogue between Western and Non-Western Christianity. The study achieves this aim by employing the qualitative case-study research to meet four objectives. First, it describes Niles’ theory of preaching as found in his trilogy of lectures on preaching, explicating especially the double calling of the preacher, the double content and the pneumatological character and nature of preaching, the three-fold purpose and double consequences of preaching. Second, it interprets Niles’ theory of preaching in the light of his own cultural background and in dialogue with the works of key Reformation figures including Erasmus, Zwingli, Luther, Calvin and Bullinger’s Second Helvetic Confession. Based on this examination, the study determines that Niles’ homiletical theory is in concert with the theology of preaching of the Magisterial Reformers as summarised in Bullinger’s classic statement: ‘The preaching of the word of God is the word of God’ . Third, this study evaluates critically Niles’ theory of preaching within the normative context of the preaching of Jesus in the Synagogue in Nazareth and the wider New Testament teaching on preaching and finds that Niles’ homiletical theory is in agreement with Scriptural norm. Fourth, having found Niles’ theory of preaching to be broadly in concert with the understanding of the Reformers and the Biblical teaching on the nature of preaching, this study undertakes the pragmatic task of developing a global theology of preaching that would promote dialogue between Western and Non-Western Christianity. This study was undertaken because of the dearth of theologies of preaching written from a Non-Western perspective and the lack of dialogue between Western and Non-Western homiletical theories. The result of the investigation is the conclusion that the preaching of the word of God is the word of God since preaching is a pneumatological event where God is present in the act of human preaching so long as the preacher himself is lawfully called and the content of his preaching is Christological and soteriological. / PhD, North-West University, Potchefstroom Campus, 2015

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-11T20:14:04Z No. of bitstreams: 1 2017 - Martha Valente Domingues dos Santos.pdf: 5235574 bytes, checksum: dd873c0e33010bd0b89f67c19c75813d (MD5) / Made available in DSpace on 2018-05-11T20:14:04Z (GMT). No. of bitstreams: 1 2017 - Martha Valente Domingues dos Santos.pdf: 5235574 bytes, checksum: dd873c0e33010bd0b89f67c19c75813d (MD5) Previous issue date: 2017-02-07 / Beaucoup de recherches sont accomplies dans l'enseignement (?ducation) quant au programme d'?tudes, de la pratique de l'enseignement, la routine de la classe, les politiques publiques en mati?re d'?ducation; cependant, peu toujours on a parl? quant ? la r?cr?ation scolaire. Beaucoup de discours ?ducatifs dirigent la dichotomie parmi la difficult? d'entre ceux dans le travail avec leurs ?tudiants, le manque de motivation discente dans l'accomplissement des activit?s dans la salle de classe et la r?gularit? de fr?quence de l'alunado au milieu du processus de socialisation pendant la r?cr?ation. Alors l'int?r?t a apparu dans la recherche pr?s de cet espace-temps la construction privil?gi?e de l'identit? juv?nile, non juste par les discours ?ducatifs, mais maintenant aussi (et surtout) les images constitutives de ce moment-l? et la conversation avec le public. Pour le d?veloppement de ce travail, je jetterai la main de contributions th?oriques dans le domaine des ?tudes Culturelles, comme Hall, en plus de la contribution de Maffesoli (2010, 2006) quant aux sociabilit?s; mais aussi un concept de cette r?cr?ation ? travers les yeux de Delalande (2001) et une analyse des images sous la sollicitation Berino. (2010, 2009, 2008, 2006, 2013, 2007, 2009, 2012); ainsi qu?une conversation entre Bakhtin (2008, 1998, 2002, 1997, 1993a, 1993b, 1981) et Freire (2000, 1998, 2011a, 2011b, 1996, 1970, 2001) sur les dialogicit?. L'?tude sera accomplie au campus Engenho Novo de l'?cole Pedro II, l'?cole de formation initiale du r?seau (filet) f?d?ral d'enseignement, avec les groupes de la sixi?me ann?e de l'Enseignement Fondamental ? la troisi?me ann?e de l'Enseignement de Moyen, qu'ils dans cet espace temps, divisant des exp?riences, l'angoisse, des victoires et des craintes. L'objectif g?n?ral de ce travail est d'analyser, le d?part de l'?tude des images, qui trie les pratiques culturelles qui arrivent dans l'espace-temps de la r?cr?ation scolaire contribuent pour la production et la revigoration des identit?s juv?niles. Les approches m?thodologiques pour l'?tude ont ?t? bas?es sur des ?tudes en / de / avec le quotidien, d?velopp? par Nilda Alves (2003, 2001, 2012, 1998, 2004), qui cherche une plus grande compr?hension des processus quotidiens d'apprendre produit par les mani?res diff?rentes d'encart des sujets dans plusieurs espace temps d'interaction sociale, visant ? prolonger(?tendre) la compr?hension sur les fa?ons (chemins) et les crit?res de compr?hension du monde emp?tr? par ces encarts. Le d?part de la sensation de ce qui est observ?, par les annotations nous "des journaux" de terrain (des champs) et des enregistrements des conversations avec les ?tudiants, le r?cit textuel doit ?tre insuflada pour un visualidade qui l'enrichit; alors le travail a tendance pour la base les images de ce quotidien, avec la coupe (diminution) de espace temps de la r?cr?ation scolaire, analys? sous le biais de Photoethnography. On arrive ? la conclusion que la cour de l??cole est um territoire de singularit?s et de (re) d?fini, o? l?on voit la formation des identit?s des jeunes des pratiques culturelles qui y sont construits comme Ocupen mouvement d?occupation. / Many researches are carried out in education about curriculum, teaching practice, classroom routine, public policies on education. However, such little things have been said about school playground. Many teachers' statements have pointed out the dichotomy between their difficulties in dealing with their students, the lack of student motivation to carry out the activities in the classroom and the regularity of the student's attendance in the process of socializing during this recess. This gave rise to interest in the research about this space-time of privileged construction of youth identity, not only through the teaching speeches but now also (and mainly) by the constitutive images of that moment and the conversations with this public. For the development of this work, I will make use of theoretical contributions in the field of Cultural Studies, such as Hall, as well as Maffesoli's (2010, 2006) contribution on sociability. But I also used a concept of this recreation through the look of Delalande (2001) and an analysis of the images under the bias of Berino (2010, 2009, 2008, 2006, 2013, 2007, 2009, 2012); as well as a conversation between Bakhtin (2008, 1988, 2002, 1997, 1993a, 1993b, 1981) and Freire (2000, 1988, 2011a, 2011b, 1996, 1970, 2001) on dialogicity. The study was carried out at the Engenho Novo II campus of the Pedro II College, a basic education school of the federal educational system, with classes from the sixth grade of elementary school to the third year of high school, which are passing through this space, dividing experiences, anxieties, victories and fears. The general objective of this work is to analyze, starting from the study of images, how the cultural practices that occur in the space-time of school playground contribute to the production and strengthening of youth identities. The methodological paths for the study were based on the studies in the daily ones, developed by Nilda Alves (2003, 2001, 2012, 1998, 2004), that seek a greater understanding of the daily processes of learning produced by the different ways of insertion of the subjects in the various spaces of social interaction, objectifying to extend the understanding of the ways and criteria of understanding the world entangled through these insertions. From the sensation of what is being observed, through the notes in the "field diaries" and the records of the conversations with the students, the textual narrative needs to be instilled by a visuality that enriches it. Hence the work is based on the images of this daily life, with the cut of the space-time of the school playground, analyzed under the bias of photoetnography. The conclusion is that the school playground is a territory of singularities and (re) significations, where the juvenile identities?formation can be perceived from the cultural practices that are built there, such as the Ocupen occupation movement. / Se realizan muchas investigaciones en educaci?n respecto a curr?culo, pr?ctica docente, rutina de las salas de clase, pol?ticas p?blicas en educaci?n; sin embargo, todav?a poco se ha dicho respecto al recreo escolar. Muchas hablas docentes han se?alado la dicotom?a entra la dificultad de estos en lidiar con sus alumnos, la falta de motivaci?n discente en la realizaci?n de las actividades en la sala de clase y la regularidad de frecuencia del estudiante en pleno proceso de socializaci?n durante el recreo. De ah? surgi? el inter?s en la investigaci?n sobre ese espaciotiempo de privilegiada construcci?n de la identidad juvenil, pero no m?s a trav?s de hablas docentes, sino tambi?n (y principalmente) por las im?genes constitutivas de ese momento y de las charlas con ese p?blico. Para el desarrollo de ese trabajo, echar? mano de aportes te?ricos en el ?mbito de los Estudios Culturales, como Hall, adem?s de la contribuci?n de Maffesoli (2010, 2006)en lo que toca las sociabilidades; tambi?n estar? presente la conceptuaci?n de ese recreo bajo la mirada de Delalande (2001) y un an?lisis de las im?genes a trav?s de la ?ptica de Berino. (2010, 2009, 2008, 2006, 2013, 2007, 2009, 2012); as? como una conversaci?n entre Bakhtin (2008, 1988, 2002, 1997, 1993a, 1993b, 1981) y Freire (2000, 1988, 2011a, 2011b, 1996, 1970, 2001) sobre dialogocidad. El estudio se llev? a cabo en el Campus Engenho Novo II del Col?gio Pedro II, escuela de educaci?n b?sica de la red federal de ense?anza, con grupos desde el sexto a?o de la Primaria hasta el tercer a?o de la Secundaria, que circulan en ese espaciotiempo, dividiendo experiencias, angustias, victorias y miedos. El objetivo general de este trabajo es analizar, a partir del estudio de im?genes, de qu? forma las pr?cticas culturales que se dan en el espaciotiempo del recreo escolar contribuyen para la producci?n y el fortalecimiento de las identidades juveniles. Las rutas metodol?gicas para la investigaci?n se basaron en los estudios nos/dos/com los cotidianos de aprendizaje desarrollados por Nilda Alves (2003, 2001, 2012, 1998, 2004), que buscan una mayor comprensi?n de los procesos cotidianos de aprendizaje producidos por los diferentes modos de inserci?n de los sujetos en los diversos espaciotiempos de interacci?n social, con el objetivo de ampliar el entendimiento sobre las maneras y criterios de comprensi?n de mundo que se dan a trav?s de esas inserciones. Teniendo en cuenta la sensaci?n de lo que se observa, a partir de apuntes en los ?diarios de campo? y de los registros de las conversas con los alumnos, la narrativa textual carece insuflarse por una visibilidad que le brinde enriquecimiento; de ser as?, el trabajo tiene como base las im?genes de ese cotidiano, en el ?mbito del espaciotiempo del recreo escolar, analizada bajo el sesgo de Photoethnography. Se llega a la conclusi?n de que el patio de la escuela es un territorio de singularidades y (re) definida, en la que vemos la formaci?n de las identidades juveniles de las pr?cticas culturales que no estaban constituidos como movimiento de ocupaci?n Ocupen. / Muitas pesquisas s?o realizadas em educa??o a respeito de curr?culo, de pr?tica docente, de rotina de sala de aula, de pol?ticas p?blicas em educa??o; por?m, pouco ainda se tem falado a respeito do recreio escolar. Muitas falas docentes v?m apontando a dicotomia entre a dificuldade destes em lidar com seus alunos, a falta de motiva??o discente na realiza??o das atividades na sala de aula e a regularidade de frequ?ncia do alunado em pleno processo de socializa??o durante o recreio. Da? surgiu o interesse na pesquisa acerca desse espa?otempo de privilegiada constru??o da identidade juvenil, n?o mais apenas atrav?s das falas docentes, mas agora tamb?m (e principalmente) pelas imagens constitutivas desse momento e das conversas com esse p?blico. Para o desenvolvimento desse trabalho, lan?arei m?o de aportes te?ricos no campo dos Estudos Culturais, como Hall, al?m da contribui??o de Maffesoli (2010, 2006) a respeito das sociabilidades; mas tamb?m de uma conceitua??o desse recreio atrav?s do olhar de Delalande (2001) e de uma an?lise das imagens sob o vi?s de Berino; al?m de uma conversa entre Bakhtin (2008, 1988, 2002, 1997, 1993a, 1993b, 1981) e Freire (2000,1988, 2011a, 2011b, 1996, 1970, 2001) acerca da dialogicidade O estudo foi realizado no campus Engenho Novo II do Col?gio Pedro II, escola de educa??o b?sica da rede federal de ensino, com turmas do sexto ano do Ensino Fundamental ao terceiro ano do Ensino M?dio, que transitam nesse espa?otempo, dividindo experi?ncias, ang?stias, vit?rias e medos. O objetivo geral deste trabalho ? analisar, partindo do estudo das imagens, de que maneira as pr?ticas culturais que ocorrem no espa?otempo do recreio escolar contribuem para a produ??o e o fortalecimento das identidades juvenis. Os caminhos metodol?gicos para o estudo basearam-se nos estudos nos/dos/com os cotidianos, desenvolvidos por Nilda Alves (2003, 2001, 2012, 1998, 2004), que buscam uma maior compreens?o dos processos cotidianos de aprendizagem produzidos pelos diferentes modos de inser??o dos sujeitos nos diversos espa?otempos de intera??o social, objetivando estender o entendimento sobre as maneiras e crit?rios de compreens?o do mundo enredado por meio dessas inser??es. Partindo da sensa??o daquilo que est? sendo observado, atrav?s das anota??es nos ?di?rios de campo? e dos registros das conversas com os alunos, a narrativa textual carece ser insuflada por uma visualidade que a enrique?a; da? o trabalho tendo por base as imagens desse cotidiano, com o recorte do espa?otempo do recreio escolar, analisado sob o vi?s da fotoetnografia. Chega-se a conclus?o de que o recreio escolar ? um territ?rio de singularidades e de (re)significa??es, onde percebe-se a forma??o das identidades juvenis a partir das pr?ticas culturais que ali se constroem, como o movimento de ocupa??o Ocupen.

Les sceaux de plomb sont des artefacts relativement inconnus mais très importants comme sources d’information sur les textiles et leur consommation aux XVIIe et XVIIIe siècles. Ces étiquettes en plomb souvent attachées aux textiles ont servi comme indicateurs de qualité, de possession et de paiement des impôts sur ces textiles et autres biens commerciaux. Trouvés sur plusieurs sites archéologiques en Amérique du Nord, ces sceaux sont des indicateurs des origines éuropéennes des textiles ainsi que des réseaux marchands nécessaires pour les transporter vers la Nouvelle-France, un espace colonial fort dépendant de la métropole. Cette étude vise à découvrir de nouveaux détails sur les formes de consommation textile uniques de trois sites différents par leur localisation, leurs fonctions et leur population en utilisant les sceaux de plomb qui s’y trouvent. Les sceaux de trois sites français de l’époque coloniale seront examinés; le fort Saint-Joseph (Niles, MI), fort Ticonderoga (à Ticonderoga, NY, aussi connu sur le nom de fort Carillon) et la forteresse de Louisbourg (Louisbourg, NÉ). / Lead seals are relatively unknown artifacts, but are important as sources of information concerning textiles and their consumption in the seventeeth and eighteenth centuries. These lead tags were often attached to textiles and were proof of quality, ownership, and payment of taxes on textiles and other commercial goods. Found at many archaeological sites in North America, these seals are indicators of the European origins of imported textiles as well as merchant networks needed in order to transport them to New France, a colonial territory that was very dependent on the metropole. This study aims to discover new details concerning the unique consumption patterns present as three sites with different functions, locations, and populations, using the lead seals found at these sites. Seals from three French sites from the colonial period will be examined; Fort St. Joseph (Niles, MI), Fort Ticonderoga (Ticonderoga, NY, also known as Fort Carillon), and Fortress Louisbourg (Louisbourg, NS).

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