In 2008, the topic of “evolution” was introduced into the Life Science syllabus for the first time in South African schools. Evolution is a controversial topic in most countries and the controversy will be experienced in South African schools. This controversy results from the erroneous belief that teachers and most people have that religion and evolutionary theory contradict each other. This research study explored the difficulties faced by teachers with strong religious beliefs when they teach evolution. Eight teachers with strong religious beliefs were identified. Teachers of the Muslim and Christian faith who taught at either religious or secular schools formed part of the research study. The teachers were subjected to an in-depth interview where they were questioned about their religious beliefs and their opinions about creation and evolution. They also described how they taught evolution and explained how they coped with the conflict of faith and science that they experienced when they taught evolution. These teachers also experienced myriad difficulties when they taught evolution. These difficulties were described to me as the researcher. The findings indicated that all of the Muslim teachers and three of the four Christian teachers interviewed are Creationists. This leads to personal conflict that some of the teachers interviewed experience because of their belief that evolution and religious belief contradict each other. Two of the teachers in this study also experience a lack of confidence with the subject knowledge because they lack training in evolutionary theory. Due to this lack of training there are some teachers who harbour misconceptions about evolutionary concepts and who pass these misconceptions to learners. There is also pressure placed on teachers to teach creationism or to teach creationism alongside evolution from some religious leaders, some parents and certain members of the community. A few teachers with strong religious beliefs could teach evolution very superficially or these teachers could even sabotage their teaching of evolution. Teachers also experience difficulties teaching the learners in their class. The findings indicate that learners in religious schools may refuse to learn about evolution and learners in certainschools choosenot to do Life Sciences from Grade 10 to avoid learning about evolution. There are certain strategies that teachers employ to minimise the conflict they experience when teaching evolution. Learners were told they had to study evolution in order to pass the matriculation examination. Teachers also explained to learners that they needed to study evolution so that they could argue for Creationism from a position of knowledge and not ignorance. Certain teachers interviewed taught learners that science needs to be considered separate to religion. The conflict of faith and science that teachers experience when they teach evolution causes difficulties for these teachers.This conflict could arise from personal conflict with their faith or they could experience discord from learners, parents and members from the community in which they teach.

Thesis (Ph. D.)--Boston University. / The purpose of this study is to describe the OT creation concept, assess its importance, and investigate the problem of creation ex nihilo. The approach of biblical theology is made, postulating some degree of unity and validity in major OT ideas. Every passave in the OT bearing on creation is noted. The word bara is used 48 times, always of action by God only, but the word does not require the ex nihilo idea. Twelve other verbsal roots express creation. [truncated]

Thesis advisor: Richard Lennan / This dissertation in Christian eschatology affirms the cosmic implications of the notion of the parousia, and proposes the latter as a suitable symbol for a renewed eschatological narrative of God’s transforming encounter with the whole of creation. Over the last several decades, eschatological reflection has ceased to refer simply to future events, and has become an interpretative key for the entire theological enterprise. The cornerstone of any contemporary eschatological reflection is God as end and goal of the whole of creation. In addition, two other elements arise in the work of most contemporary theologians, namely the anthropological interpretation of eschatology, and an apparent sobriety in the use of images for depicting the future of creation. This dissertation will explore the complementary counterpoints of these perspectives. On the one hand, this work argues for an all-embracing eschatology that broadens those theologies that either restrict God’s eschatological fulfillment only to what will happen to human beings and earth, or give to human beings a role that, seen in a broader, cosmic perspective, seems to be disproportionate. On the other hand, this dissertation maintains the necessary renewal of an eschatological narrative from a Christological, cosmic perspective in a context where the loss of figurative language for eschatology negatively affects our ability to conceive the future of the whole of creation and to be really inspired by it in the present time. The main thesis of this dissertation is that the theological notion of the parousia grounds all eschatological statements in Jesus Christ, broadens the interpretation of God’s fulfillment to a fully transformed creation, offers an illustrative image of this cosmic process, and can empower believers to recognize and embrace their eschatological role within the framework of God’s action upon all things. This seems especially urgent in the contemporary theological context, where an all-embracing narrative about future fulfillment is either challenged or has almost disappeared. / Thesis (STD) — Boston College, 2018. / Submitted to: Boston College. School of Theology and Ministry. / Discipline: Sacred Theology.

區凱琳. / "2004年6月". / 論文(藝術碩士)--香港中文大學, 2004. / 參考文獻 (leaves 56). / 附中英文摘要. / "2004 nian 6 yue". / Ou Kailin. / Lun wen (yi shu shuo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (leaves 56). / Fu Zhong Ying wen zhai yao. / Chapter 一 --- 本事 --- p.1 / Chapter 1.1 --- 相刃相靡與肉身備忘錄 / Chapter 1.2 --- 藝術創作與藝術論述 / Chapter 二 --- 個人的座標 --- p.9 / Chapter 2.1 --- 藝術創作與日常生活 / Chapter 2.2 --- 個體痕跡與自身技術 / Chapter 2.3 --- 詮釋以外的寧靜 / Chapter 三 --- 手藝的故事 --- p.23 / Chapter 3.1 --- 非如此不可 / Chapter 3.2 --- 同是手藝人 / Chapter 3.3 --- 手藝的充盈 / Chapter 3.4 --- 時間與知識 / Chapter 3.5 --- 自身的書寫 / Chapter 四 --- 桎梏與逍遙(結論） --- p.51 / 參考書目 --- p.56 / 圖片來源 --- p.57

何遠良. / "2002年8月" / 論文 (藝術碩士)--香港中文大學, 2002. / 參考文獻 (leaves 18-20) / 附中英文摘要. / "2002 nian 8 yue" / He Yuanliang. / Lun wen (yi shu shuo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (leaves 18-20) / Fu Zhong Ying wen zhai yao. / 前言 --- p.1 / Chapter 一） --- 專業槪說 --- p.1 / Chapter 二） --- 工業革命與藝術的通俗化 --- p.2 / Chapter 1. --- 勞動分工與媚俗文化 --- p.2 / Chapter 2. --- 責任倫理的失 --- p.3 / Chapter 三） --- 藝術專業化的創新和自主性迷思 --- p.4 / Chapter 1. --- 爲藝術而藝術 --- p.5 / Chapter 2. --- 盲目創新 --- p.5 / Chapter 3. --- 譁眾取寵的遊戲 --- p.6 / Chapter 4. --- 藝術館的大眾化 --- p.6 / Chapter 5. --- 策展人的篩選標準 --- p.8 / Chapter 6. --- 畫廊的市場導向 --- p.9 / Chapter 四） --- 從專業化反思個人的雕塑創作 --- p.10 / Chapter 1. --- 專業的態度 --- p.10 / Chapter 2. --- 形式的決定 --- p.10 / Chapter 3. --- 材料的選擇和收集 --- p.11 / Chapter 4. --- 創作的自然規律 --- p.13 / Chapter 5. --- 因材施工：變化與突破 --- p.13 / Chapter 6. --- 展覽的完滿佈局 --- p.15 / 結語 --- p.16 / 註釋 --- p.18 / 參考書目 --- p.19 / 圖版 / 幻燈片目錄

Previous research has shown that people’s judgments about who owns an object depend on the amount and type of labor involved in acquiring it. While informative about the influence of labor on the acquisition of existing objects, little is known about how ownership judgments are made for objects that are created out of non-owned materials. The current studies investigated whether people judge that creation confers ownership, and how an agent’s intent influences people’s ownership judgments. Experiment 1 revealed that people view creation as conferring ownership, but that ownership is not established when an agent’s attempt to create fails. Experiment 2 revealed that creators own objects that they create intentionally, but not objects that they create without intent. Experiment 3 revealed that people consider true creation to be the result of intentional actions, and that those responsible for true creation are granted ownership at higher rates than those viewed as only having modified an existing object. The similar pattern of responses in previous research about labor involving acquiring objects and the current research on labor involving creating objects suggests that a general notion of labor could underlie people’s ownership judgments.

This research describes the relationship between several social network characteristics and knowledge creation outputs in the form of patented intellectual property of researchers by investigating the case of the University of Waterloo. Based on a literature review in the domains of social networks and knowledge creation, this research focuses on the position of knowledge creation between social closure theory and structural hole theory. These are the two seminal theories of the creation of social capital through social networks. From this body of literature, this thesis develops the research question involving five hypotheses. These hypotheses test whether network density, strength of relationships, diversity of relationships, and amount of research funding have a positive correlation with the number of patents held by the researcher, and whether network size has a negative correlation with number of patents held by a researcher. The data for this research comes from a variety of secondary sources including the University's Office of Research, UWDIR online directory, NSERC research awards search engine, and CIPO patent database. Using a combination of social network analysis and statistical regression analysis, this research shows that network density, diversity of relationships, and amount of research funding have a positive correlation with knowledge creation outputs, while network size has a negative relationship with knowledge creation outputs. Understanding the relationship that these social network factors have with the knowledge creation outputs can help the University develop strategies to help improve their knowledge creation processes, thereby putting the University in a stronger position to facilitate the development of patentable ideas and innovations by encouraging the development of research centres and institutes that intersect disciplinary boundaries.

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Thesis (Ph. D.)--University of Pennsylvania, 1942. / Printed also as a Kenan fellow study, University of North Carolina. cf. p. 5.

Thesis (M.A.)--Trinity Evangelical Divinity School, 2000. / Abstract. Includes bibliographical references (leaves 139-144).