This essay aims to investigate the perceptions of responsible personnel in a primary school about the use and importance of EQ, emotional intelligence, in the school's early years. With a hermeneutic approach and by qualitative interviews, we have taken note of the respondents perceptions about EQ. The result shows that EQ can be understood in different ways. Instead of having a common understanding of what EQ is the respondents mention that there are different areas associated with EQ.  Two major results are 1. The respondents who work in the lower age groups prefer to work with EQ regularly in scheduled lessons, but also integrated during the school day. 2. The respondents who work in the older age range (year 4) prefer only an integrated approach and considers that there may be perceived as artificially in the process of EQ, but that it should be about natural dilemmas from everyday life. The result also shows that the children have changed over time when the society has changed. Children are now, more than ever before, being admitted to the various media and use a lot of awake time to computer games and watching TV and film. As a consequence, today's school requires a higher degree of emotional and social skills. / Denna studie har till syfte att studera hur pedagogiskt ansvarig personal på en skola reflekterar kring betydelsen av och arbetet med EQ, emotionell intelligens, i skolans tidiga år. Med hjälp av en hermeneutiskt inspirerad forskningsansats och kvalitativa intervjuer har vi tagit del av respondenternas uppfattningar kring EQ. I resultatet framgår det att EQ kan uppfattas på olika sätt. Istället för att ha en gemensam uppfattning om vad EQ är menar de olika respondenterna att det finns olika områden som förknippas med EQ. De respondenter som arbetar i de yngre årskurserna föredrar att arbeta med EQ regelbundet på schemalagda lektioner, men också integrerat i verksamheten. Respondenterna som arbetar i de äldre åldrarna (årskurs 4) föredrar enbart ett integrerat arbetssätt och anser att det inte får upplevas som konstlat i arbetet med EQ, utan att det ska handla om naturliga dilemman ur vardagen. Resultatet belyser även att barnen har förändrats över tid i samband med att samhället har förändrats. Då barn nu i högre grad än tidigare blir upptagna av olika media och använder mycket vaken tid till dataspel, TV-tittande och film kräver dagens samhälle en högre grad av emotionell och social träning i skolan.

The purpose of this thesis is to examine the Shanghai Cooperation Organization (SCO) as a regional organization and its role on the policies of People&rsquo / s Republic of China towards Central Asia. Central Asia region is important for Beijing because of plenty of reasons like energy, commercial ties, balancing weight of United States and security of Xinjiang Autonomous Region. In this respect, relations of China with this important region constitute great importance in order to understand current situation and future of China. SCO, as mainly a security organization, has been transformed to a multi purpose organization and it has begun to occupy important place in policies of China towards Central Asia. SCO is a very effective instrument for China in order to implement her policies, increase her influence and solve her problems in the region. This thesis consists of five chapters / explanation of conceptual framework and introduction of the study will be made in Chapter 1 and then broad definition of SCO will be made in Chapter 2. In the 3rd chapter, sources and aims of Chinese foreign policy, Central Asia policy and effects of SCO to these elements will be explained. In chapter 4, attitude of other important powers to SCO will be examined and at the last Chapter thesis will be concluded.

<p>This essay aims to investigate the perceptions of responsible personnel in a primary school about the use and importance of EQ, emotional intelligence, in the school's early years. With a hermeneutic approach and by qualitative interviews, we have taken note of the respondents perceptions about EQ. The result shows that EQ can be understood in different ways. Instead of having a common understanding of what EQ is the respondents mention that there are different areas associated with EQ.  Two major results are 1. The respondents who work in the lower age groups prefer to work with EQ regularly in scheduled lessons, but also integrated during the school day. 2. The respondents who work in the older age range (year 4) prefer only an integrated approach and considers that there may be perceived as artificially in the process of EQ, but that it should be about natural dilemmas from everyday life. The result also shows that the children have changed over time when the society has changed. Children are now, more than ever before, being admitted to the various media and use a lot of awake time to computer games and watching TV and film. As a consequence, today's school requires a higher degree of emotional and social skills.</p><p> </p> / <p>Denna studie har till syfte att studera hur pedagogiskt ansvarig personal på en skola reflekterar kring betydelsen av och arbetet med EQ, emotionell intelligens, i skolans tidiga år. Med hjälp av en hermeneutiskt inspirerad forskningsansats och kvalitativa intervjuer har vi tagit del av respondenternas uppfattningar kring EQ. I resultatet framgår det att EQ kan uppfattas på olika sätt. Istället för att ha en gemensam uppfattning om vad EQ är menar de olika respondenterna att det finns olika områden som förknippas med EQ. De respondenter som arbetar i de yngre årskurserna föredrar att arbeta med EQ regelbundet på schemalagda lektioner, men också integrerat i verksamheten. Respondenterna som arbetar i de äldre åldrarna (årskurs 4) föredrar enbart ett integrerat arbetssätt och anser att det inte får upplevas som konstlat i arbetet med EQ, utan att det ska handla om naturliga dilemman ur vardagen. Resultatet belyser även att barnen har förändrats över tid i samband med att samhället har förändrats. Då barn nu i högre grad än tidigare blir upptagna av olika media och använder mycket vaken tid till dataspel, TV-tittande och film kräver dagens samhälle en högre grad av emotionell och social träning i skolan.</p>

This dissertation examines the influence and role of the Holy Spirit in the task of apologetics. The first chapter recognizes the historical dearth of apologetic engagement dealing with the Spirit, and it lays out the need to intentionally correct this scarcity. This chapter in particular acknowledges that certain perspectives--Reformed, Anglican-Methodist, and charismatic--have already begun to reengaged the essential work of the Spirit in apologetics. And, finally, this chapter argues that various thinkers within these perspectives will shed light on developing a more robust Spirit apologetic. Chapter 2 highlights the impetus for re-engaging the Spirit as he relates to apologetics Alvin Plantinga, and so-called Reformed Epistemology, have reintroduced a place for the Spirit in apologetics, focusing primarily on the experiential component of the internal instigation of the Holy Spirit, which operates as a special kind of cognitive equipment. Chapter 3 discusses the Spirit and apologetics as relates to the Anglican-Methodist perspective. This chapter begins by connecting these two perspectives--Anglican and Methodist--into a fused perspective. Two key thinkers within this perspective--William Alston and William Abraham--are then examined for their contributions to the Spirit and his experiential deliverance of knowledge. The key part of this Spirit apologetic hones in on the perception or awareness of God . Chapter 4 discusses the charismatic contribution to philosophy in general and the Spirit in particular. As the newest perspective to engage Spirit apologetics, the charismatic chapter begins with a justification for including this perspective in this project. This chapter also examines thinkers--like James K. A. Smith--as they isolate a Spirit apologetic more bent toward affective or emotional epistemic grounding. Chapter 5 concludes this dissertation with a summary of these three perspectives. The Spirit is discussed briefly for his role as an apologist and evangelist, and a concise discussion is included concerning further areas of research and suggestive comments that may be drawn from the conclusions. In addition, this chapter offers a brief and evaluative discussion--based on observations from all perspectives--on the main trajectory of Spirit apologetics.

The thesis examines the interface between theology and development by a careful examination of the Holy Spirit as presented in the third article of the Nicene Creed with reference to how that interacts with some of the foremost development thinkers. It shows that there is indeed considerable overlap between the Missio Dei and the (secular) field of development and that they share a common end. The Holy Spirit is shown to be a primary tool in development as well as the eschaton of development both on a personal and a global social level. The thesis aims to make a contribution to the development of a theology for development by suggesting and investigating areas of our faith, that can be emphasised, interpreted and reinterpreted in the formation of a theology for development. We must begin to discover new understandings and possibilities as approaches to theology that while consistent with the faith of the church, are also able to take their place in the world as tools of development. This thesis hopes to make a contribution to setting out in a anew way of thinking by returning to the fore Christianity's original and inherent focus of transforming this world and its involvement and coherence with development. / Thesis (M.Th.)-University of KwaZulu- Natal, Pietermaritzburg, 2005.

The relationship between mbira dzavadzimu mode and Zezuru Spirit Possession. This thesis investigates the relationship between mbira dzavadzimu modes and different levels of Zezuru spirit possession. The research adopted an ethnographic paradigm. Fieldwork, participant observation, face-to-face interviews and video recordings were employed during data collection. The theoretical underpinnings of the research were grounded in Neher’s 1960 theory of auditory driving1, Seeger’s 1987 theory of metamorphosis, Wiredu’s 2007 theory of interpretation and Tempels’ 1959 theory of cosmology. The researcher carried out the research from an emic perspective. Both deep reflexivity and narrative reflexivity frameworks were used in the writing of this documentation and editing of my film. The position of mbira music in the religious life of the Zezuru is quite significant in that it is used to evoke spirits in spirit mediums during occasions when the Zezuru communicate with their ancestors. Mbira music is embedded in the modes and tuning systems played on the mbira. The Zezuru believe that the modes belong to the ancestors and are passed from generation to generation as part of their heritage. My hypothesis is that mbira dzavadzimu modes are responsible for evoking spirits in spirit mediums. / Thesis (M.Mus.)-University of KwaZulu-Natal, Durban, 2009.

Thesis (Ph. D.)--Michigan State University. Dept. of Rhetoric and Writing, 2008. / Title page also has title printed in Cherokee syllabics. Title from PDF t.p. (viewed on July 10, 2009) Includes bibliographical references (p. 281-290). Also issued in print.

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 141-152).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 141-152).

Thesis (D. Min.)--Northern Baptist Theological Seminary, 2003. / Abstract. Includes bibliographical references (leaves 141-152).