This thesis examines the relationship between the Holy Spirit and the Word of God and attempts to describe the precise nature of this relationship. Thus, after the introduction, a survey of research and a methodological introduction, the study illuminates the background of the Pauline understanding of the relationship between word and Spirit by examining the same relationship in the Old Testament, in Early Judaism, in the Jesus tradition and in the wider Graeco-Roman world. It emerges that Paul - in analogy to the Old Testament, Early Judaism and the theology of Jesus - saw a close relationship between the Holy Spirit and God's word. Obviously for Paul the Holy Spirit as a divine person of the trinity is more than the word but in his - mainly soteriological - work the Spirit has bound himself to God's word. Paul makes it clear that the Spirit works with the word everything for the spiritual life. Zusammenfassung In vorliegender Arbeit wird die Frage nach dem Zusammenhang von Gottes Geist und dem Wort Gottes bei Paulus aufgegriffen und der Versuch unternommen, eine Antwort zu geben. Dabei wird - nach der Einleitung, dem Forschungsüberblick und einer methodischen Einführung -, als Hintergrund des paulinischen Verständnisses von Wort und Geist, das Alte Testament, Frühjudentum, die Jesusüberlieferung und der Hellenismus auf diesen Zusammenhang hin befragt. Dabei zeigt sich, dass der Apostel Paulus in Analogie zum Alten Testament, Frühjudentum und der Theologie Jesu, einen engen Zusammenhang zwischen Heiligem Geist und Gottes Wort lehrt (,,Wort-Theologie"). Der Geist Gottes ist für Paulus als göttliche Person der Trinität natürlich mehr als das Wort, doch in seinem - vor allem soteriologischen - Wirken, hat er sich an das Wort Gottes gebunden. Paulus macht deutlich, dass der Geist mit dem Wort alles zum geistlichen Leben wirkt: Glaube (Wiedergeburt), Innewohnung des Geistes, ewiges Leben, Führung, Erkenntnis, Kraft, Gaben u.v.a. / New Testament / (M.Th.(New Testament))

The aim of this research is to construct a biblical theology of social justice drawn specifically from the book of Amos. This is done on the basis of rhetorical analysis. The use of rhetorical analysis is considered to correspond with the genre of the selected texts analyzed (Am 2:6-8; 5:1-17; and 8:4-6), which are mostly rhetorical and relates to the issue of social justice in nature. The rhetorical criticism used in this research combines both diachronic and synchronic approaches, and consists of several steps such as dividing the rhetorical units, finding rhetorical situations, drawing rhetorical inventions, describing rhetorical dispositions and identifying rhetorical techniques. The analysis shows that the prophet Amos used a wide variety of literary devices to persuade his audience, the people of Israel, such as chiasm, rhetorical entrapment, oracle against the nations (OAN), N + 1 formula, inclusion and progression, woe oracle, dirge or lament, wordplay, hymn, wisdom techniques, imagery, sevenfold structure, cause-effect form of speech and “quoting what the accused have said.” These primary devices are utilized in the context or in the imagery of a courtroom. In this connection, Amos used the epideictic, judicial and deliberative rhetoric in order to bring his audience to the “divine court” for the religious and social sins that they have committed. These rhetorical devices function as a means of exposing a theological intention of the utterances of Amos, which is establishing justice in the land of Israel. The message of social justice is mainly based on the covenantal relationship between YHWH and his people, as seen in traditions of creation and redemption in the Old Testament, particularly in the Torah (the codes of law) and the former prophetic writings. The covenant calls for God’s people to love YHWH and to act socially just toward other fellow human beings. As a concept, this research proposes a triangular relational model. YHWH, as the theological angle must be independent, and his people, either the powerful (the political angle) or the powerless (the social angle), are dependent on him. Meanwhile, the powerful and the powerless are interdependent with each other. Keeping a balanced relationship among the angles means manifesting the ideal state of social justice in the land. This research shows that the covenant was broken by the Israelites when the powerful disobeyed YHWH and did social injustices toward other human beings. The powerful became independent both toward YHWH and the powerless. As a result, YHWH took responsibility and action to keep his covenant, and called his rebellious people back into repentance and obedience. In other words, justice must be maintained in the land of Israel. Such a divine decision was carried out in the context of the day of Lord (DOL), a day of either judgment or salvation. The option of death and life are offered to be chosen by the powerful. However, God’s people deliberately choose death, and, consequently, their end is near. YHWH himself definitely will defeat and exile them by using the mighty army of Assyria. / Thesis (PhD)--University of Pretoria, 2010. / Old Testament Studies / unrestricted

This thesis examines the relationship between the Holy Spirit and the Word of God and attempts to describe the precise nature of this relationship. Thus, after the introduction, a survey of research and a methodological introduction, the study illuminates the background of the Pauline understanding of the relationship between word and Spirit by examining the same relationship in the Old Testament, in Early Judaism, in the Jesus tradition and in the wider Graeco-Roman world. It emerges that Paul - in analogy to the Old Testament, Early Judaism and the theology of Jesus - saw a close relationship between the Holy Spirit and God's word. Obviously for Paul the Holy Spirit as a divine person of the trinity is more than the word but in his - mainly soteriological - work the Spirit has bound himself to God's word. Paul makes it clear that the Spirit works with the word everything for the spiritual life. Zusammenfassung In vorliegender Arbeit wird die Frage nach dem Zusammenhang von Gottes Geist und dem Wort Gottes bei Paulus aufgegriffen und der Versuch unternommen, eine Antwort zu geben. Dabei wird - nach der Einleitung, dem Forschungsüberblick und einer methodischen Einführung -, als Hintergrund des paulinischen Verständnisses von Wort und Geist, das Alte Testament, Frühjudentum, die Jesusüberlieferung und der Hellenismus auf diesen Zusammenhang hin befragt. Dabei zeigt sich, dass der Apostel Paulus in Analogie zum Alten Testament, Frühjudentum und der Theologie Jesu, einen engen Zusammenhang zwischen Heiligem Geist und Gottes Wort lehrt (,,Wort-Theologie"). Der Geist Gottes ist für Paulus als göttliche Person der Trinität natürlich mehr als das Wort, doch in seinem - vor allem soteriologischen - Wirken, hat er sich an das Wort Gottes gebunden. Paulus macht deutlich, dass der Geist mit dem Wort alles zum geistlichen Leben wirkt: Glaube (Wiedergeburt), Innewohnung des Geistes, ewiges Leben, Führung, Erkenntnis, Kraft, Gaben u.v.a. / New Testament / (M.Th.(New Testament))

[pt] De acordo com o Tribunal Superior Eleitoral, de 2014 a 2018, o número de jovens eleitores com idade entre 16 e 17 anos decresceu mais de 14 por cento no Brasil. Esse aparente desinteresse dos jovens é preocupante, posto que o fortalecimento da democracia está diretamente ligado ao nível de formação política das pessoas. Este panorama desperta a seguinte questão: como a educação política nas aulas de geografia escolar contribui para o empoderamento dos estudantes através do aperfeiçoamento da cidadania? Diante disso, nesta dissertação objetiva-se analisar o potencial da educação política em tornar o conhecimento geográfico poderoso no Ensino Básico. Os procedimentos metodológicos basearam-se em estudos de cunho teórico acerca dos seguintes temas: práticas políticas brasileiras; letramento político; conceitos liminares; política nos currículos escolares; e o conhecimento poderoso relacionado à Geografia. Baseou-se também na aplicação de questionários a estudantes do Ensino Básico visando identificar o nível de conhecimento sobre política; o grau de importância dado à política como contributo para transformações espaciais; o grau de importância dado a possibilidade de estudarem política na escola; e o nível de conhecimento sobre as funções no Sistema Político Brasileiro. Alguns resultados mostram que: 96 por cento conhecem nada ou pouco sobre política; apenas 37 por cento consideram que a política contribui para transformações espaciais; 84 por cento acham muito importante ou importante estudar política na escola; e houve desconhecimento quase total sobre as funções de vereadores, deputados, prefeitos etc. Acreditamos que esta pesquisa possa fomentar discussões e ações pedagógicas para a promoção do conhecimento sobre política nas aulas de geografia escolar. / [en] According to the Superior Electoral Court, from 2014 to 2018, the number of young voters aged between 16 and 17 years decreased by more than 14 percent in Brazil. This apparent lack of interest on the part of young people is worrying, since the strengthening of democracy is directly linked to the level of people s political education. This panorama raises the following question: how does political education in school geography classes contribute to the empowerment of students through the improvement of citizenship? Therefore, this dissertation aims to analyze the potential of political education to make geographic knowledge powerful in Basic Education. The methodological procedures were based on theoretical studies on the following themes: brazilian political practices; political literacy; threshold concepts; politics in school curricula; and the powerful knowledge related to geography. It was also based on the application of questionnaires to Basic Education students in order to identify the level of knowledge about politics; the degree of importance given to politics as a contribution to spatial transformations; the degree of importance given to the possibility of studying politics at school; and the level of knowledge about the functions in the Brazilian Political System. Some results show that: 96 percent know nothing or little about politics; only 37 percent believe that politics contributes to spatial transformations; 84 percent think it is very important or important to study politics at school; and there was almost total lack of knowledge about the functions of councilors, deputies, mayors, etc. We believe that this research can foster discussions and pedagogical actions to promote knowledge about politics in school geography classes.

Any reasonably large group of individuals, families, states, and parties exhibits the phenomenon of subgroup formations within the group such that the members of each group have a strong connection or bonding between each other. The reasons of the formation of these subgroups that we call alliances differ in different situations, such as, kinship and friendship (in the case of individuals), common economic interests (for both individuals and states), common political interests, and geographical proximity. This structure of alliances is not only prevalent in social networks, but it is also an important characteristic of similarity networks of natural and unnatural objects. (A similarity network defines the links between two objects based on their similarities). Discovery of such structure in a data set is called clustering or unsupervised learning and the ability to do it automatically is desirable for many applications in the areas of pattern recognition, computer vision, artificial intelligence, behavioral and social sciences, life sciences, earth sciences, medicine, and information theory. In this dissertation, we study a graph theoretical model of alliances where an alliance of the vertices of a graph is a set of vertices in the graph, such that every vertex in the set is adjacent to equal or more vertices inside the set than the vertices outside it. We study the problem of partitioning a graph into alliances and identify classes of graphs that have such a partition. We present results on the relationship between the existence of such a partition and other well known graph parameters, such as connectivity, subgraph structure, and degrees of vertices. We also present results on the computational complexity of finding such a partition. An alliance cover set is a set of vertices in a graph that contains at least one vertex from every alliance of the graph. The complement of an alliance cover set is an alliance free set, that is, a set that does not contain any alliance as a subset. We study the properties of these sets and present tight bounds on their cardinalities. In addition, we also characterize the graphs that can be partitioned into alliance free and alliance cover sets. Finally, we present an approximate algorithm to discover alliances in a given graph. At each step, the algorithm finds a partition of the vertices into two alliances such that the alliances are strongest among all such partitions. The strength of an alliance is defined as a real number p, such that every vertex in the alliance has at least p times more neighbors in the set than its total number of neighbors in the graph). We evaluate the performance of the proposed algorithm on standard data sets.

No description available.

This study explores nature as a source of inspiration in Zulu poetry. With the exception of the introductory and concluding chapters all chapters are structurally similar. Each chapter consists of an introduction, communication of meaning, elements of poetry employed to communicate meaning, types of poems and observations and conclusion. Chapter 1 deals with the aim of the study, definition of terms, motivation, delimitation of scope of study and research methodology. Chapter 2 discuses poetry of the period between 1935 and 1945. Chapter 3 looks at poetry of the period between 1946 and 1955. Chapter 4 deals with poetry of the period between 1956 and 1965. Chapter 5 investigates poetry of the period between 1966 and 1975. Chapter 6 focuses on observations and conclusion. / African Languages / MA (African Languages)

This study sought to determine the extent a relationship exists between locus of control and the rate of completion for proposal and dissertation defense among doctoral students. Levenson's Internal, Powerful Others, and Chance scales were utilized to identify locus of control orientation. Findings indicated that: (1) a majority, 102, scored highest on the Internal scale; (2) Internal scale scores above the median related to increased probability of a proposal and dissertation defense and to reduced time in reaching those points; (3) no significant difference was found between male and female defensive externals in completing the proposal or dissertation defense; and (4) females tended to score higher than males on the Internal scale. Among conclusions drawn are: (1) Internal scale scores above the median relate to a reduced length of time to complete the proposal and dissertation defense; and (2) few doctoral candidates scoring higher on the Powerful Others or Chance scales were identified in this doctoral program after the point of qualifying examinations.

O presente trabalho tem como objeto de estudo os conteúdos das disciplinas integradoras de alguns cursos presenciais de Licenciatura em Química das Instituições de Ensino Superior do país (IES). Essas disciplinas são denominadas assim, pois integram os conhecimentos específicos de química e também os conhecimentos pedagógicos. Desta forma, nossa investigação centra-se em mapear os conteúdos que são considerados para formar professores a partir do que é prescrito nos currículos de alguns cursos presenciais de Licenciatura em Química. No intuito de lograr tal objetivo desenvolvemos uma pesquisa documental de abordagem qualitativa em que os documentos que compõem nosso corpus incluem: as ementas das disciplinas integradoras, os Projetos Políticos Pedagógicos ou Planos do Curso e, até mesmo algumas matrizes curriculares que apresentavam as informações sobre as disciplinas de interesse. Tais documentos foram obtidos por meio do levantamento das Instituições de Ensino Superior de cada região do país que mais oferecem cursos presenciais de Licenciatura em Química. Nosso aporte teórico fundamenta-se nas ideias de Michael Young, pois, compreendemos que ao mapear os conteúdos de Ensino de Química estamos olhando para o objeto de estudo do currículo, e além disso, estamos identificando o conhecimento poderoso que as IES consideram para formar professores de química. Para isso, optamos pela análise de conteúdo na perspectiva indutiva em que os dados são o ponto de partida para construir as categorias. Como ferramenta de apoio para organização dos dados usamos o software ATLAS.ti que, por meio de interpretação nos permitiu organizar e criar um sistema de categorias. Ao todo, obtivemos 38 conteúdos que foram agrupados semanticamente resultando em sete famílias: natureza da ciência, profissão docente, estratégias, recursos didáticos, currículo, função do ensino e teorias/abordagens. Cada família agrupa um determinado conjunto de subcategorias que são os nossos conteúdos extraídos dos documentos analisados. Podemos dizer que as disciplinas investigadas apontam que os conteúdos mais prescritos estão relacionados às famílias estratégias com destaque para o conteúdo organização/gestão e para a família currículo o destaque é para o conteúdo documentos oficiais. Entretanto, os conteúdos mapeados nas disciplinas integradoras neste trabalho não podem ser chamados de conhecimento poderoso para o professor de Química, pois eles não se voltam aos conteúdos do ensino de Química mas sim especificam conteúdos voltados à didática geral. Apesar de serem consideradas disciplinas integradoras percebemos que suas ementas deixam em segundo plano a questão do conteúdo de Química voltado para a Escola Básica e, assim, dificultam o trabalho do professor formador que atua nessas disciplinas. Acreditamos que esses resultados possam contribuir para uma reflexão necessária sobre o direcionamento dos currículos dos cursos de Licenciatura em Química, em especial no que concerne as ementas de disciplinas integradoras. / The aim of this work is investigate the syllabus of integrative disciplines of some classroom courses of Chemistry Teachers\' Education at Brazilian Institutions of higher education (IHE). These disciplines are called so because they integrate chemistry specific content with pedagogical content. In this way, our research focuses on mapping the content that is considered to form teachers from what is prescribed in the curriculum of some Chemistry Teachers\' Education courses. In order to achieve this goal we have developed a qualitative approach research in the official documents that include: the syllabus of integrative disciplines, the Political Pedagogical Project and even some curricular matrices presenting information on subjects of interest. These documents were obtained through a survey of higher education institutions in each region of the country that offer more classroom courses on Chemistry Teachers\' Education. Our theoretical framework is based on the ideas of Michael Young as we understand that while mapping the chemistry teaching contents on the official documents we are identifying the powerful knowledge that IHEs consider to train chemistry teachers. For this, we opted for the inductive content analysis perspective in which the data is the starting point to build categories. As support for data organization we used the ATLAS.ti software that, through interpretation allowed us to organize and create a system of categories. Altogether, we obtained 38 contents which were grouped semantically resulting in seven families: The nature of science, teaching as profession, instructional strategies, teaching resources, curriculum, function of teaching, and learning theories and approaches. Each family group has a certain set of subcategories that are our contents extracted from the analyzed documents. We can say that the subjects investigated indicate that the most prescribed contents are related to the family instructional strategies with emphasis on content organization / management and related to the family curriculum with emphasis on official documents contents. However, the mapped content on integrative disciplines in this work cannot be called powerful knowledge for Chemistry teachers; they do not turn to didactis of Chemistry itself but specify content focused on general didactics. Although they are considered integrative disciplines realize that their syllabus leave in the background the issue of Chemistry content facing the k-12 school and thus hinder the work of the former teacher who acts in these disciplines. We believe that these results can contribute to a necessary reflection on the improvement of the Chemistry Teachers Education curriculum, in particular as regards the sillabus of the integrative disciplines

Self-regulated learning skills have been shown to positively impact academic achievement in educational settings. This same set of skills becomes critically important as graduates enter today‟s dynamic work environment. That environment increasingly requires accountants and other professionals to be lifelong learners. This study is a response to the call of the Accounting Education Change Commission (AECC) to make "learning to learn" a priority in the accounting classroom. This study used a quantitative, quasi-experimental design within the context of a beginning accounting course. The course is characterized by high failure rates, highly conceptual content, and a population of novice learners. Study participants were stratified according to ACT level, prior GPA level, and academic major. The control group received instruction based on course content only. The treatment group received an intervention in which instruction focused on the process of learning as well as on regular course content. The purpose of the study was to determine whether academic performance differed between the 2 groups. The study further examined whether differences in the means on exam scores varied as a function of ACT level, prior GPA level, or academic major. A MANOVA indicated a significant difference in exam scores between the control and treatment groups with the treatment group outperforming the control group on 4 of the 5 exams. Follow-up ANOVAS were used to determine on which exams statistical significance was found. Two-way ANOVAS revealed no significant interaction between classroom method and prior GPA or academic major. Although statistical significance was not found in the interaction between classroom method and ACT level, descriptive statistics revealed that the greatest differences (between the mean exam scores of the control and treatment groups) occurred among the high-ACT group. The researcher did not attempt to trace causal paths, or changes in the mediating variables that may have linked changes in the learning environment to changes in academic performance. This study provided evidence that instruction related to the process of learning did not diminish academic performance on content-based exams and for most groups of students who received such instruction performance on exams was enhanced. This study casts doubt on the presence of a "ceiling effect," which is often associated with high-ACT students.