1 |
Het ideaal der navolging van Christus ten tijde van Bernard van Clairvaux: proefschrift ... /Slotemaker de Bruine, Martinus Cornelis. January 1926 (has links)
Thesis--Groningen, 1926. / eContent provider-neutral record in process. Description based on print version record.
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2 |
Het ideaal der navolging van Christus ten tijde van Bernard van Clairvaux: proefschrift ... /Slotemaker de Bruine, Martinus Cornelis. January 1926 (has links)
Thesis--Groningen, 1926. / eContent provider-neutral record in process. Description based on print version record.
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3 |
Die älteste mittelenglische Übersetzung der Imitatio Christi des Thomas von Kempen und ihr Verhältnis zum OriginalRosenberg, Bernhard. January 1905 (has links)
Inaug.-Diss.-Münster.
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4 |
Die älteste mittelenglische Übersetzung der Imitatio Christi des Thomas von Kempen und ihr Verhältnis zum OriginalRosenberg, Bernhard. January 1905 (has links)
Inaug.-Diss.-Münster.
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5 |
Nachfolge und Nachahmung Jesu Christi im Neuen TestamentBetz, Hans Dieter. January 1967 (has links)
Habilitationsschrift--Mainz. / Bibliography: p. [196]-219.
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Nachfolge und Nachahmung Jesu Christi im Neuen TestamentBetz, Hans Dieter. January 1967 (has links)
Habilitationsschrift--Mainz. / Bibliography: p. [196]-219.
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7 |
Die implikasie van die diakonia van Jesus in woord- en daadverkondiging in die Markusevangelie : 'n eksegetiese studie / Gert Jacobus van WykVan Wyk, Gert Jacobus January 2009 (has links)
Many Christians, including Christian leaders, are spiritually blind. They do not
understand the purpose and implication of Jesus' Coming for each of His followers. So
often Christians seek self-interest and their own honour and are not in the least
concerned about their fellow believers and fellow man. They do not live up to God's
purpose with them. The main research problem of this study is: "What is the implication
of the ? of Jesus in word and deed proclamation in the Gospel of Mark?" The
main objective of this study is to determine what the implication is of the ? of
Jesus in word- and deed proclamation in the Gospel of Mark.
The specific question posed. in Chapter 2 is the following: "What research has been
done with reference to the implication of the ? of Jesus in word and deed
proclamation in the Gospel of Mark?" Research has shown that the disciples are
portrayed negatively in the Gospel of Mark. Researchers offer different explanations for
this negative portrayal of the disciples. There is concensus among researchers that this
specific portrayal of the disciples should be explained from the angle of Christology and
discipleship. This study examines the negative portrayal of the disciples focusing on the
? of Jesus and the discipleship of His followers. The intention is to propose an
answer to the calling of each follower in the missionary church. Research has further
shown that discipleship is not limited to the twelve disciples only, but includes all
followers of Jesus.
The specific question posed in Chapter 3 is the following: "What is the relevance of the
socio-historic and literary context of the Gospel of Mark for this study regarding the
implication of the ? of Jesus in word and deed proclamation in the Gospel of
Mark?" The socio-historic context indicates that the adressees of the Gospel of Mark
probably suffered persecution. The relevance of the socio-historic context can be read
from the fact that the author of the Gospel of Mark encourages the adressees in their
unique situation(s) en guides them on their response as followers. This corresponds
with Jesus' discipleship calling to bear one's own cross. From the literary context it
becomes clear that the central discipleship section in Mark 8:27-10:52 forms a structural
unit in the Gospel of Mark. Christology and discipleship are central themes in Mark 8:27-
10:52. These two themes are directly related to the implication of the ? of Jesus
in word- and deed proclamation in the Gospel of Mark?" The literary context also shows
that the Gospel of Mark is a dramatic, apocalyptic, eschatologic narrative that is also a
biography. As a biography of Jesus, the Gospel of Mark focuses on Jesus as Subject
who serves, but also on his disciples who must deny themselves and serve God.
The specific question posed in Chapter 4 is the following: "What is the relevance of the
revelation-historic context of the "Son of man" enunciations in Mark 8:27-10:52 for the
implication of the ? of Jesus in word and deed proclamation in the Gospel of
Mark? In Chapter 4 it is shown that the "Son of man" enunciations should be understood
within the revelation-historical relation between the Old and the New Testament. Jesus
proclaims Himself, amongst other titles in the Gospel of Mark as the Son of man. The
Son of man is a glorious and kingly figure (cf Dan 7:13 & 14), .but also a humble figure
who suffers (cf Isaiah Jes 40-55; Sagaria; the Psalms). It is further more important to
realize that there is a relationship between the Messiah and His servants in the Old
Testament and the Son of man and his followers in the Gospel of Mark.
The specific question, posed in Chapter 5 is the following: "What is the implication of the
? of Jesus in word and deed proclamation in the Gospel of Mark?" It is shown
from Mark 8:27-9:1 that the ? of Jesus has redemptive, discipleship, as well as
judgemental implication. Following Jesus means to serve Him as believer and saved
person. Following Jesus is to serve Jesus and God with the same attitude as Jesus
served His Father and people. It is shown from Mark 9:30-37 that humble and loving
service is necessary between leaders and all followers. This service should be
specifically aimed at the least ones in the community of faith. Humble service towards
one another and the least ones is not degraded. It is extremely important work because
it is at the same time service towards Jesus and God. At the feet of the least in church
and society we receive the most humble Servant and our Supreme God, the most
important of all. It is shown from Mark 10:32-45 that selfish behaviour and pride among
leaders must be replaced with a humble attitude and submission to God, fellow believers
and fellow man." This discipleship has its origin in the reconciliatory work of Jesus. It is
shown from Mark 10:46-52 that Jesus sent people to the outsiders and sufferers along
the road to call them to Him. His aim is to save them that they may join and serve Him
and others.
In Chapter 6 this study reaches its conclusion. God had according to the Gospel of Mark
a specific purpose with the ? of Jesus in word and deed proclamation. Through
His word proclamation Jesus reveals the will of His Father who sent Him to earth. This
message of the Kingdom of God is a message of hope. Through His deed proclamation
Jesus brings salvation to many people. The life of Jesus was a life of humble, sacrificing
and loving service. His service makes their service possible. He calls all His followers to
serve God until! He comes again. Every believer is a follower of Jesus and part of the
missionary church as fishers of men. Each believer is sent out in the world with the
sacrificing love of Jesus to serve God, fellow believers, his fellow man especially the
least ones and those who suffer. Leaders and followers should live according to the
same principle: Follow Jesus by serving God and your fellow man. Every follower is a
servant not only at the feet of the least ones and those who suffer, but also at the feet of
the greatest Servant and our Supreme God. / Thesis (Ph.D. (New Testament))--North-West University, Potchefstroom Campus, 2010
|
8 |
Die implikasie van die diakonia van Jesus in woord- en daadverkondiging in die Markusevangelie : 'n eksegetiese studie / Gert Jacobus van WykVan Wyk, Gert Jacobus January 2009 (has links)
Many Christians, including Christian leaders, are spiritually blind. They do not
understand the purpose and implication of Jesus' Coming for each of His followers. So
often Christians seek self-interest and their own honour and are not in the least
concerned about their fellow believers and fellow man. They do not live up to God's
purpose with them. The main research problem of this study is: "What is the implication
of the ? of Jesus in word and deed proclamation in the Gospel of Mark?" The
main objective of this study is to determine what the implication is of the ? of
Jesus in word- and deed proclamation in the Gospel of Mark.
The specific question posed. in Chapter 2 is the following: "What research has been
done with reference to the implication of the ? of Jesus in word and deed
proclamation in the Gospel of Mark?" Research has shown that the disciples are
portrayed negatively in the Gospel of Mark. Researchers offer different explanations for
this negative portrayal of the disciples. There is concensus among researchers that this
specific portrayal of the disciples should be explained from the angle of Christology and
discipleship. This study examines the negative portrayal of the disciples focusing on the
? of Jesus and the discipleship of His followers. The intention is to propose an
answer to the calling of each follower in the missionary church. Research has further
shown that discipleship is not limited to the twelve disciples only, but includes all
followers of Jesus.
The specific question posed in Chapter 3 is the following: "What is the relevance of the
socio-historic and literary context of the Gospel of Mark for this study regarding the
implication of the ? of Jesus in word and deed proclamation in the Gospel of
Mark?" The socio-historic context indicates that the adressees of the Gospel of Mark
probably suffered persecution. The relevance of the socio-historic context can be read
from the fact that the author of the Gospel of Mark encourages the adressees in their
unique situation(s) en guides them on their response as followers. This corresponds
with Jesus' discipleship calling to bear one's own cross. From the literary context it
becomes clear that the central discipleship section in Mark 8:27-10:52 forms a structural
unit in the Gospel of Mark. Christology and discipleship are central themes in Mark 8:27-
10:52. These two themes are directly related to the implication of the ? of Jesus
in word- and deed proclamation in the Gospel of Mark?" The literary context also shows
that the Gospel of Mark is a dramatic, apocalyptic, eschatologic narrative that is also a
biography. As a biography of Jesus, the Gospel of Mark focuses on Jesus as Subject
who serves, but also on his disciples who must deny themselves and serve God.
The specific question posed in Chapter 4 is the following: "What is the relevance of the
revelation-historic context of the "Son of man" enunciations in Mark 8:27-10:52 for the
implication of the ? of Jesus in word and deed proclamation in the Gospel of
Mark? In Chapter 4 it is shown that the "Son of man" enunciations should be understood
within the revelation-historical relation between the Old and the New Testament. Jesus
proclaims Himself, amongst other titles in the Gospel of Mark as the Son of man. The
Son of man is a glorious and kingly figure (cf Dan 7:13 & 14), .but also a humble figure
who suffers (cf Isaiah Jes 40-55; Sagaria; the Psalms). It is further more important to
realize that there is a relationship between the Messiah and His servants in the Old
Testament and the Son of man and his followers in the Gospel of Mark.
The specific question, posed in Chapter 5 is the following: "What is the implication of the
? of Jesus in word and deed proclamation in the Gospel of Mark?" It is shown
from Mark 8:27-9:1 that the ? of Jesus has redemptive, discipleship, as well as
judgemental implication. Following Jesus means to serve Him as believer and saved
person. Following Jesus is to serve Jesus and God with the same attitude as Jesus
served His Father and people. It is shown from Mark 9:30-37 that humble and loving
service is necessary between leaders and all followers. This service should be
specifically aimed at the least ones in the community of faith. Humble service towards
one another and the least ones is not degraded. It is extremely important work because
it is at the same time service towards Jesus and God. At the feet of the least in church
and society we receive the most humble Servant and our Supreme God, the most
important of all. It is shown from Mark 10:32-45 that selfish behaviour and pride among
leaders must be replaced with a humble attitude and submission to God, fellow believers
and fellow man." This discipleship has its origin in the reconciliatory work of Jesus. It is
shown from Mark 10:46-52 that Jesus sent people to the outsiders and sufferers along
the road to call them to Him. His aim is to save them that they may join and serve Him
and others.
In Chapter 6 this study reaches its conclusion. God had according to the Gospel of Mark
a specific purpose with the ? of Jesus in word and deed proclamation. Through
His word proclamation Jesus reveals the will of His Father who sent Him to earth. This
message of the Kingdom of God is a message of hope. Through His deed proclamation
Jesus brings salvation to many people. The life of Jesus was a life of humble, sacrificing
and loving service. His service makes their service possible. He calls all His followers to
serve God until! He comes again. Every believer is a follower of Jesus and part of the
missionary church as fishers of men. Each believer is sent out in the world with the
sacrificing love of Jesus to serve God, fellow believers, his fellow man especially the
least ones and those who suffer. Leaders and followers should live according to the
same principle: Follow Jesus by serving God and your fellow man. Every follower is a
servant not only at the feet of the least ones and those who suffer, but also at the feet of
the greatest Servant and our Supreme God. / Thesis (Ph.D. (New Testament))--North-West University, Potchefstroom Campus, 2010
|
9 |
Verbetering van visueel–motoriese integrasie by 6– tot 8–jarige kinders met Aandaggebrekhiperaktiwiteitsindroom / van Wyk J.Van Wyk, Yolanda January 2011 (has links)
The visual system and good ocular motor control play an important role in the effective
development of gross motor, sport, fine motor and academic skills (Erhardt et al., 1988:84;
Desrocher, 1999:36; Orfield, 2001:114). Various researchers report a link between ocular motor
problems and attention–deficit hyperactivity disorder (ADHD) (Cheatum & Hammond,
2000:263; Farrar et al., 2001:441; Gould et al., 2001:633; Armstrong & Munoz, 2003:451;
Munoz et al., 2003:510; Borsting et al., 2005:588; Hanisch et al., 2005:671; Mason et al.,
2005:1345; Loe et al., 2009:432). A few studies were carried out to analyse the links between
ADHD and ocular motor control with regard to matters like visual attention, visual perception
and ocular motor control like eye movement outside the normal fixation point, but no studies
have been reported on the status of the ocular motor control of South African populations, and
the effect of visual–motor intervention on the ocular motor control or visual–motor integration of
learners with ADHD.
The aim of the study was twofold, namely firstly to determine the ocular motor control functions
and status of visual–motor integration of a selected group of 6– tot 8–year–old learners with
ADHD in Brakpan, South Africa, while the second aim was to determine whether a visualmotor–
based intervention programme can improve the ocular motor control and status of the
visual–motor integration of a selected group of 6– to 8–year–old learners with ADHD in Brakpan,
South Africa.
Statistica for Windows 2010 was used to analyse the data. The Sensory Input Screening
measuring instrument and the Quick Neurological Screening Test II (QNST–II) were used to
assess the ocular motor control functions (fixation, ocular alignment, visual tracking and
convergence–divergence), while the Beery Developmental Test of Visual–Motor Integration
(VMI–4de weergawe) was used to determine the status of the learners’ visual–motor integration
(VMI), visual perception (VP) and motor coordination (MC). The Disruptive Behaviour Scale, a
checklist for ADHD (Bester, 2006), was used as measuring instrument to identify the learners
with ADHD.
Fifty–six learners (31 boys, 25 girls, with an average age of 7,03 years +0,65) participated in the
pre–test and were divided into an ADHD (n=39) and a non–ADHD (n=16) group for aim one.
Two–way tables were used to determine the percentage of ocular motor control deficits in the learners with and without ADHD, and an independent t–test was used to analyse the visual–motor
integration of these learners. The Pearson Chi–squared test was used to determine the practical
significance of differences in VMI and VP (d>0,05). The results of the study reveal that the
majority of learners displayed ocular motor control deficits, regardless of whether they were
classified with ADHD or not. The biggest percentage of learners fell into Class 2 (moderate
deficits), particularly with regard to horizontal (68,57%; 52,63%; w=0,16) and vertical tracking
(65,71%; 73,68%), as well as convergence–divergence (80%; 78,95%; w=0,11). However, it
appears that ADHD learners experience more serious problems (Class 3) with visual tracking
than learners without ADHD (both eyes: 22,86%; compared to 10,53% (w=0,22); right eye:
11,43% compared to 0% (p=0,05; w=0,34); left eye: 14,29% compared to 0% (p=0,02; w=0,38)).
Learners with and without ADHD displayed a practically significant difference with respect to
visual perception (d=0,37) and motor coordination (d=0,5) compared to learners without ADHD
(who achieved better results).
For aim 2 the subjects were divided into three groups. A pre–test–post–test design compiled from
an availability sample of three groups (intervention group with ADHD (n=20); control group
with ADHD (n=10) and control group without ADHD (n=17)) was used for this part of the
study. The intervention group participated in a nine–week (3x/week and for 45 minutes) visualmotor–
based intervention programme in which the ocular motor control functions section was
applied for about 5 minutes per learner. Forty–seven learners (25 boys and 22 girls) with an
average age of 6,95 years (+0,69) constituted the experimental group, while a control group with
ADHD with an average age of 7,2 years (+0,79) and a control group without ADHD with an
average age of 7,12 years (+0,60) did not receive any intervention and just participated in the
pre– and post–test opportunity. A two–way cross–tabulation table was used to determine the
changes in ocular motor control functions. These results mainly revealed that practically
significant changes occurred in all three groups, be it improvement or deterioration in the various
classes of ocular motor control. It appears that as far as horizontal and vertical visual tracking is
concerned, and with convergence–divergence, more subjects were moved back from Class 3
(serious cases) to Class 1 (no deficits) and 2 (moderate deficits) in particular than in the other
two groups that had received no intervention. Independent t–testing was used to analyse
intragroup differences in the visual–motor integration subdivisions, while a covariance analysis
(ANCOVA) (corrected for pre–test differences) was used to determine adjusted average post–test
difference values. These results revealed that the motor coordination of the intervention group
improved more than that of the control group with ADHD (p=0,18). This can lead to the
conclusion that the intervention programme did have an effect on this specific skill.
Abstract The overall indications of the results are that learners with ADHD have a general tendency to
achieve poorer results in ocular motor control tests and with skills involving visual–motor
integration, visual perception and motor coordination than learners without ADHD. Although
only a minor improvement was identified in the experimental group after participation in the
intervention programme, it is recommended with regard to motor coordination in particular that a
similar programme be compiled for ADHD learners that focuses more specifically on the ocular
motor control needs of each learner, and that it be presented on a more individual basis in order
to accomplish greater improvement. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2012.
|
10 |
Verbetering van visueel–motoriese integrasie by 6– tot 8–jarige kinders met Aandaggebrekhiperaktiwiteitsindroom / van Wyk J.Van Wyk, Yolanda January 2011 (has links)
The visual system and good ocular motor control play an important role in the effective
development of gross motor, sport, fine motor and academic skills (Erhardt et al., 1988:84;
Desrocher, 1999:36; Orfield, 2001:114). Various researchers report a link between ocular motor
problems and attention–deficit hyperactivity disorder (ADHD) (Cheatum & Hammond,
2000:263; Farrar et al., 2001:441; Gould et al., 2001:633; Armstrong & Munoz, 2003:451;
Munoz et al., 2003:510; Borsting et al., 2005:588; Hanisch et al., 2005:671; Mason et al.,
2005:1345; Loe et al., 2009:432). A few studies were carried out to analyse the links between
ADHD and ocular motor control with regard to matters like visual attention, visual perception
and ocular motor control like eye movement outside the normal fixation point, but no studies
have been reported on the status of the ocular motor control of South African populations, and
the effect of visual–motor intervention on the ocular motor control or visual–motor integration of
learners with ADHD.
The aim of the study was twofold, namely firstly to determine the ocular motor control functions
and status of visual–motor integration of a selected group of 6– tot 8–year–old learners with
ADHD in Brakpan, South Africa, while the second aim was to determine whether a visualmotor–
based intervention programme can improve the ocular motor control and status of the
visual–motor integration of a selected group of 6– to 8–year–old learners with ADHD in Brakpan,
South Africa.
Statistica for Windows 2010 was used to analyse the data. The Sensory Input Screening
measuring instrument and the Quick Neurological Screening Test II (QNST–II) were used to
assess the ocular motor control functions (fixation, ocular alignment, visual tracking and
convergence–divergence), while the Beery Developmental Test of Visual–Motor Integration
(VMI–4de weergawe) was used to determine the status of the learners’ visual–motor integration
(VMI), visual perception (VP) and motor coordination (MC). The Disruptive Behaviour Scale, a
checklist for ADHD (Bester, 2006), was used as measuring instrument to identify the learners
with ADHD.
Fifty–six learners (31 boys, 25 girls, with an average age of 7,03 years +0,65) participated in the
pre–test and were divided into an ADHD (n=39) and a non–ADHD (n=16) group for aim one.
Two–way tables were used to determine the percentage of ocular motor control deficits in the learners with and without ADHD, and an independent t–test was used to analyse the visual–motor
integration of these learners. The Pearson Chi–squared test was used to determine the practical
significance of differences in VMI and VP (d>0,05). The results of the study reveal that the
majority of learners displayed ocular motor control deficits, regardless of whether they were
classified with ADHD or not. The biggest percentage of learners fell into Class 2 (moderate
deficits), particularly with regard to horizontal (68,57%; 52,63%; w=0,16) and vertical tracking
(65,71%; 73,68%), as well as convergence–divergence (80%; 78,95%; w=0,11). However, it
appears that ADHD learners experience more serious problems (Class 3) with visual tracking
than learners without ADHD (both eyes: 22,86%; compared to 10,53% (w=0,22); right eye:
11,43% compared to 0% (p=0,05; w=0,34); left eye: 14,29% compared to 0% (p=0,02; w=0,38)).
Learners with and without ADHD displayed a practically significant difference with respect to
visual perception (d=0,37) and motor coordination (d=0,5) compared to learners without ADHD
(who achieved better results).
For aim 2 the subjects were divided into three groups. A pre–test–post–test design compiled from
an availability sample of three groups (intervention group with ADHD (n=20); control group
with ADHD (n=10) and control group without ADHD (n=17)) was used for this part of the
study. The intervention group participated in a nine–week (3x/week and for 45 minutes) visualmotor–
based intervention programme in which the ocular motor control functions section was
applied for about 5 minutes per learner. Forty–seven learners (25 boys and 22 girls) with an
average age of 6,95 years (+0,69) constituted the experimental group, while a control group with
ADHD with an average age of 7,2 years (+0,79) and a control group without ADHD with an
average age of 7,12 years (+0,60) did not receive any intervention and just participated in the
pre– and post–test opportunity. A two–way cross–tabulation table was used to determine the
changes in ocular motor control functions. These results mainly revealed that practically
significant changes occurred in all three groups, be it improvement or deterioration in the various
classes of ocular motor control. It appears that as far as horizontal and vertical visual tracking is
concerned, and with convergence–divergence, more subjects were moved back from Class 3
(serious cases) to Class 1 (no deficits) and 2 (moderate deficits) in particular than in the other
two groups that had received no intervention. Independent t–testing was used to analyse
intragroup differences in the visual–motor integration subdivisions, while a covariance analysis
(ANCOVA) (corrected for pre–test differences) was used to determine adjusted average post–test
difference values. These results revealed that the motor coordination of the intervention group
improved more than that of the control group with ADHD (p=0,18). This can lead to the
conclusion that the intervention programme did have an effect on this specific skill.
Abstract The overall indications of the results are that learners with ADHD have a general tendency to
achieve poorer results in ocular motor control tests and with skills involving visual–motor
integration, visual perception and motor coordination than learners without ADHD. Although
only a minor improvement was identified in the experimental group after participation in the
intervention programme, it is recommended with regard to motor coordination in particular that a
similar programme be compiled for ADHD learners that focuses more specifically on the ocular
motor control needs of each learner, and that it be presented on a more individual basis in order
to accomplish greater improvement. / Thesis (M.A. (Kinderkinetics))--North-West University, Potchefstroom Campus, 2012.
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