No description available.

No description available.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 2001. / Includes bibliographical references (leaves 127-132).

On January 30, 1972, in Derry, Northern Ireland, British soldiers opened fire on Irish citizens participating in a peaceful civil rights march, killing thirteen men and injuring as many others. This event, called “Bloody Sunday,” was the subject of two formal inquiries by the British government, one conducted by Lord Widgery in 1972 that exonerated the British soldiers and one led by Lord Saville, which published its findings in June 2010 and found the British troops to be at fault. Before the second investigation gave its report, a number of dramatic productions had contradicted the official British version of events and presented the Irish point of view. Two films and two plays in particular—the drama The Freedom of the City (1973), the filmed docudramas Bloody Sunday and Sunday (both 2002), and the documentary theater production Bloody Sunday: Scenes from the Saville Inquiry (2005)—were aimed at audiences that did not recognize the injustices that took place in Derry. All four dramatic presentations in some way replicate the words and actions of one or more significant individuals involved in the march or in the investigation that followed it. This report examines the possibilities and limitations of the three different genres the authors used to present the truth about the atrocity that the British government refused to acknowledge for thirty-eight years. It also reassesses the success and value of each production in the light of the Saville Inquiry findings. / text

This study was concerned with the learning that takes place in the adult learning context of adult Sunday school classes in Southern Baptist churches. Using Lev Vygotsky's concept of the Zone of Proximal Development (ZPD), a test of learning was created and administered to adults from ages 18 to over 65 in four geographically and socio-economically diverse areas of the United States who attended Sunday school at a Southern Baptist church between January and May 2011. Using descriptive and inferential statistics, the data gathered through the experimental protocol was analyzed to test for differences in the learning measured for control and test groups at each sample site. The results at two sample sites showed significantly higher posttest scores for the participants who took part in small group activities rather than attempting to learn alone. For the other sites, small sample sizes prevented significant results however, the data indicated that results were likely to match those of the other sites if sufficient sample data had been collected. Through multiple regression, the data was tested for a continuation of the relationship when age, gender, and education level were considered. Upon analysis it was found that only education level had a significant impact on the learning that took place. Participants who were more highly educated scored higher than those at lower education levels on the posttest. The variation is sample site was found not to be a significant factor in the scores. The study shows that the ZPD is applicable for adults, at least in the learning context of Sunday school. Additional research should consider adult learning in the ZPD in other learning contexts as well as testing other learning theories for adult learners.

Thesis (D. Min.)--Western Theological Seminary, 1989. / Abstract. Vita. Includes bibliographical references (leaves 203-206).

Thesis--University of Chicago. / Includes bibliographical references (p. 223-225).

Thesis (Ph. D.)--Bob Jones University, 1996. / Includes bibliographical references (leaves 290-297).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 1997. / Includes bibliographical references (leaves 163-167).

Project (D. Min.)--Trinity Evangelical Divinity School, 1989. / Includes bibliographical references (leaves 225-227).