The Introduction sets out the two major aims of the thesis. The first is to evolve a precise and economical terminology for describing the language of prophetic eschatology and to find objective criteria for description, the problem being how to decide whether such language is intended literally or otherwise. The second aim is to show that and how the prophets use nonliteral poetic imagery, not for comment or decoration, but in attempts to sway their audience, present condensed argument or assertion, and show contemporary situations in a new light. The main lines of approach in subsequent chapters are then sketched out.

In this research, the teaching styles of one biology teacher in each of three high schools in Rwanda are investigated. The purpose of the research is to find out how the adopted biology teaching styles impact on the teacher-student interaction and on the student‟s learning of biology in Kigali City in Rwanda. This research is descriptive and it is conducted in the qualitative research paradigm. The research approach used is a case study in three state and subsidised high schools. The research methods included interviews with six students and three teachers, classroom observations of three biology lessons per teacher and field-notes. The Rwandan education system has introduced a new approach to teaching i.e. the learner-centred pedagogy through an associative teaching style. In high schools, this new approach was first implemented in the school year 2011 but this implementation has been constrained by the scarcity of resources. Furthermore, some biology teachers, at the start of 2011, were not yet informed by educational authorities about the implementation of the learner-centred pedagogy. Thus, this research shows that some biology teachers are still using the teacher-centred approach; this is the case for Mr. Odumbe, whose teaching style is dominated by the transmissive approach, or the case of Mr. Kaggwa, whose view is that the educational authorities encourage the transmissive method of teaching. Even though the learner-centred pedagogy is encouraged because it fosters lasting knowledge and easy application of knowledge acquired in everyday life, the group work approach to teaching has been poorly managed and did not achieve desired results where it was used during this research. The participating biology students and teachers see the learner-centred pedagogy as slowing down the progression of teaching the content matter while the national examination covers the whole curriculum content. Therefore, although teachers were using different teaching approaches, once they are asked which approach they can choose to use, both students and teachers prefer to continue to use the teacher-centred approach in order to meet the content outcomes required in the national examination. Another result was that all participating students found their teachers supportive and nurturing and research is encouraged by all teachers regardless of their dominating teaching styles.

Globalization, cultural flow, and crossfertilization are terms that now appear in many conversations, articles, and research studies. The contemporary world becomes more and more complex while the exchange of information, business development, media, and cultural events are promoted and welcomed. The models of response to globalization may vary between countries and their cultures. This study depicts the response of Moscow’s choral world to globalization. The choral art form is one of many layers of national identity that have been developing over centuries. Performance practices, choral vocal methodologies, and choral music education have undergone influences and changes and have continued their evolution into the 21st century. The purpose of this study was to explore, through in-depth interviews, Russian choral conductors’ perceptions and reflections on contemporary Russian choral sound and whether it has been affected by globalization in recent decades. Using grounded theory, I examined the impact of globalization on Russian choral culture, specifically focusing on the choral sound. Goodenough’s (1981) cultural theory served as the framework for this research, providing a strong understanding of what culture is and the methods of its transmission as well as the explanation of the role of individuals in a social process of constructing its evolution. The current relationship between traditional Russian choral pedagogy and performance practice and the innovations introduced by globalization demonstrates that the deeply-embedded traditions continue to be an important aspect of Russian choral culture. Nevertheless, lifelong informal learning in a global choral community was an impetus for the transformation of choral culture, choral performance, and choral music education.

The period after A.D. 1100 in western Pennsylvania was a dynamic period in history occupied by diverse populations with rapidly changing social interactions. The Johnston site located in Indiana County represents one of the most important village sites during this period. Through a combination of ceramic analyses and radiocarbon dating previous hypotheses posited about this site are investigated. Archaeologists have relied on final twist direction of cordage impressions on shell-tempered and cord-marked ceramics to argue for population amalgamation between social groups from northwestern and southwestern Pennsylvania. In addition, ceramics recovered from the site have been used to define the date range for occupation at the site and for the Johnston phase of the late Middle Monongahela period. By combining radiocarbon dating and ceramic analyses these previous hypotheses are investigated. Specifically the usefulness of using cordage twist as a sole attribute to define social groups at the intrasite level is challenged. / Dr. Sarah Neusius Dr. Beverly Chiarulli Dr. Phillip Neusius

Texte remanié de: Thèse de doctorat--Littérature française--Paris 3, 1995. / Bibliogr. p. 391-396. Notes bibliogr. Glossaire.

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