No description available.

No description available.

This study investigated the effect of instruction that included graphic organizers on LDS seminary students’ ability to understand scriptural text and their ability to identify doctrines in scriptural text, utilizing a repeated measures, quasi-experimental design involving 209 ninth-grade student participants. The participants were randomly assigned by class to one of two treatment groups. Participants in the treatment group received instruction using graphic organizers with the standard curriculum and participants in the comparison group received instruction using only the standard curriculum. Three different measures were employed to measure the effectiveness of the graphic organizers intervention: (a) a multiple-choice test of LDS doctrines and principles; (b) an identifying doctrines and principles in text test; and (c) a student perception survey. Results of the ANOVA for the multiple-choice test indicated no significant difference between instructional groups for ability to recall facts from the class instruction and the class text, F (1, 205) = 1.60, p = .21, partial ή² = .21. Results of the ANOVA for the identifying doctrines and principles in text test, measuring transferability of the skills learned while studying the Doctrine and Covenants to a different text containing some of the same doctrines and principles, also indicated no significant difference between groups, F (1, 196) = 1.93, p = .17. The results for the student perception survey were positive; most students felt confident about their ability to comprehend scriptural text, but were slightly less confident about their ability to identify doctrines and principles in the text. The participants in this study were generally positive in their willingness to learn about and use graphic organizers. Results of this study indicated that graphic organizers did not significantly impact students’ ability to identify doctrines and principles in scriptural text or to learn concepts from scriptural text.

This thesis provides a critique of the penology of capital punishment from the perspectives of Christianity and Islam. In order to ascertain the basic theological approaches of both religions towards capital punishment, Chapters 2 and 3 examine the core Scriptural texts, laws and traditions of both Christianity and Islam respectively. These chapters reveal how different methods of Scriptural interpretation and differences in religious practice, within each faith, have led to divergent opinions regarding the legitimacy and acceptability of capital punishment. Chapters 4 and 5 examine two of the primary penological justifications for the death penalty; retributivism and deterrence. It is demonstrated how they can be used, within secular and religious frameworks, to both condemn and condone the use of the punishment. Chapter 6 considers a variety of contemporary methods used to execute offenders and asks whether the methods used have any effect on the religious acceptance or rejection of the penalty. Finally, Chapter 7 presents one of the most controversial aspects of the contemporary death penalty debate, namely the unequal application of the penalty as it pertains particularly to black offenders, indigent offenders and mentally ill offenders. This serious criticism of the death penalty is considered first in general secular terms and then in light of the teachings of both religions and it is asked how the religious arguments in favour of the death penalty stand in light of such serious violations of human rights and justice. The thesis concludes with the assertion that, while a strong case can be made from within both religions for the use of capital punishment in principle, in practice given current practices of criminal justice systems worldwide there is a strong case to be made, if not for abolition, then at least for a drastic curtailment of the practice and a long-term moratorium on capital punishment on religious grounds.

Thesis advisor: Dayton Haskin / Using methods drawn from literary analysis, theology, and political history, <italic>Loving Liberty</italic> explores the relationship between Milton's thinking about liberty and his practice of scriptural interpretation. It argues that Milton advances a model of a free society ultimately modeled on the charitable relations between the Father and the Son, who in his view differ essentially from one another. This model of liberated unity in difference derives from, and responds to, Milton's encounter with the Reformation ideal of each believer reading the Bible for him or herself, along with the social chaos that accompanied the resulting proliferation of interpretations. Using a complex concept of charity, Milton's writings imagine a society in which all are free to use scripture in highly individualized ways that nevertheless conduce to unity rather than chaos. In the end, the very interpretative practice through which Milton thinks his way toward this model also stands as its shining example, culminating in a rich body of writing that creatively re-imagines scripture and that invites its readers to use these new creations or not, as charity demands and in keeping with their own freely exercised gifts. In contrast to what he calls &ldquo;obstinate literality&rdquo; and &ldquo;alphabetical servility&rdquo in <italic>The Doctrine and Discipline of Divorce</italic>, Milton's liberated interpretative method requires the interpreter to generate his or her own Bible, whether by radically reassembling the text (as Milton does in <italic>De Doctrina Christiana</italic>), by prophetically speaking the scripture written on one's heart (as Michael teaches Adam to do in <italic>Paradise Lost</italic>). / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: English.

Modern interpreters of Paul, confronted with the ubiquitous and enigmatic phrase “in Christ,” have generally ignored “messiah” as a determinative category for explaining the idiom. This is due in part to a scholarly tradition which holds that Paul did not use χριστός with its conventional sense of “messiah.” However, recent scholarship on early messianology, emphasizing the creative interpretation of scripture in the production of messiah texts, has found that Paul’s usage follows the conventions of ancient Jewish messiah language. Drawing upon this revisionist model, I argue that Paul’s use of the phrase ἐν χριστῷ and its variants is explicable in terms of his messianic re-appropriation of authoritative literary traditions. Put differently, Paul’s “in Christ” language is an innovation that nevertheless follows the customs of ancient Jewish messiah speculation. Chapter one, recounting modern treatments of “participationism” and associated language in Paul, illustrates a virtually uniform neglect of messiahship in describing his “in Christ” language. Chapter two reviews the rise of revisionist accounts of ancient Jewish messiah language which eschew the totalizing concept of “the messianic idea” and emphasize instead linguistic conventions common to messiah texts: the creative re-appropriation of scripture, the reuse of messiah syntagms in new literary contexts, and the frequent recourse to a relatively small pool of literary sources to generate conceptions of messiahship. Chapter three, a study of Paul’s messianic interpretation of the promises concerning Abraham’s seed, concludes that the phraseology “in Christ” derives from the Jewish scriptural words “in your seed,” and that the use of the idiom to denote Christ’s instrumentality in God’s actions and the identification of people as believers arises from this tradition. Chapter four, a study of Paul’s messianic interpretation of the victory of the Danielic heavenly man, concludes that Paul’s concept of solidarity with the messiah is based on that between Daniel’s “one like a son of man” and the people of God and is often expressed with the phrase “in Christ.” Finally, chapter five is a two-part catalog of “in Christ” language in Paul’s letters, part one consisting of a syntactical analysis of every instance and part two a conceptual analysis of every instance in light of the findings of chapters three and four. In sum, Paul’s “in Christ” language, like ancient Jewish messiah language generally, is the product of its author’s creative interpretative enterprise to understand and explain his messiah.

Notre recherche sur la genèse orthographique est descriptive etpraxéologique. Les phénomènes sémiographiques ayant contribué à opacifierle principe phonographique et à autonomiser l'écrit, nous interrogeons lesapproches de l'orthographe phonocentrées. Nous montrons qu'une seule desdescriptions linguistiques parues entre 1967 et 1988 est exploitéedidactiquement. Phonocentrée, elle s’accorde aux pratiques d’éveil inscritesdans le plan Rouchette et aux approches successivistes de la lecturesyllabiques et de la grammaire traditionnelle. Nous postulons que ledéveloppement de l'orthographe aurait provoqué une rupture épistémologiquequi peut former obstacle pour l'enseignement.Pour interroger l'articulation entre le développement individuel et les conditionsd'apprentissage, nous intégrons le concept d’habitus dans le cadre descommunautés discursives disciplinaires scolaires. Nous pensons que ledéveloppement de schèmes orthographiques est corrélé aux pratiques delecture et d'écriture proposées aux élèves ; la mise en place récurrente etprolongée d'une activité scripturale phonographique pourrait figer des schèmesliés aux conversions phonie-graphie.Nous observons comment des enseignantes de CP, instituent une communautédiscursive cripturale orthographique en focalisant l'activité sur le mot et initientla genèse orthographique par la valorisation de manières d'agir fédérées par leprincipe d'hétérographie distinctive. Les élèves, observés pendant deux ans,s'approprient les scénarios proposés. La secondarisation orthographique deleur habitus scriptural primaire est marquée par l'émergence de dispositionsaccordées aux règles de l'écriture orthographique. / Our research about orthographic genesis is descriptive andpraxeologic. Semiographic phenomena contribute to opacify the phonographicprinciple and to autonomize writing. So we interrogate phonocentric approachesof orthography. We show that among the four linguistic descriptions presentbetween 1967 and 1988, only one is being used in didactics today. Because ofits phonocentrism, it is in accordance with child awareness practices asstipulated in the Rouchette plan and with consecutive approaches of syllabicreading methods and traditionnel grammar teaching. We postulate thatorthography development may have provoked an epistemologistic breach. It isour opinion that this breach could be an obstacle as for teaching.In order to question the articulation between individual development and sociallearning conditions, the concept of habitus is integrated in the framework ofeducational discursive communities. We believe that orthographic schematadevelopment is correlated with the reading and writing practices proposed topupils. The setting up of recurrent and prolonged phonographic scripturalactivity may immobilise schemata linked to the phonic-graphic conversion.We observe how teachers in the first year of primary school institute anorthographic scriptural educational discursive community focalising activity onwords and initiating the orthographic genesis by bringing value to orthographicmanners brought about by the distinctive heterographic principle. The pupils,observed for two years, appropriate the proposed patterns about word's usage.The orthographic secondarisation of their scriptural primary habitus ischaracterised by the emergence of dispositions accorded to the rule oforthographic writing.

Research has shown that the benefits of having a populace literate in science are great. Even if citizens are not literate in basic science, it is important that citizens still appreciate science and those with expertise in the field for many reasons. Recent research suggests that the United States (U.S.) has lower levels of science literacy than it should. Evidence may also suggest that many U.S. citizens are not appreciative of science. Overall, little research has been conducted on what may predict science literacy and science appreciation which is the aim of this research. Specifically, I have examined socio-personal variables, beliefs, thought paradigms, and various demographic variables that may be predictive of science literacy and science appreciation. Results indicated that scriptural literalism, religiosity, and magical ideation were predictive of low levels of science literacy. In addition, predictors of low levels of science appreciation included scriptural literalism and magical ideation. Implications of the findings are discussed.

Syftet med undersökningen är att bilda mig en uppfattning om skrivverktygens betydelse för elevers lärande. Jag har valt att undersöka två förskoleklasser som jobbar med olika verktyg i skrivandet. Den ena använder iPad och den andra penna. Huvudmålet med undersökningen är att få förståelse för om metoden loggboken och den process som sker vid skrivandet av den påverkas av det verktyg som eleverna får möjlighet att använda. Vidare vill jag se om eleverna kan utvecklas under skrivandet av loggboken och om även utvecklingen är beroende av det skrivverktyg som eleven använder. Metoderna jag har valt är kvalitativa intervjuer, strukturerade observationer och en form av textanalys kring materialet loggboken. Mitt huvudmaterial är loggboken. Jag har valt ut 2 elever från varje klass vars loggböcker jag studerat från början av höstterminen tills idag. Genom att gå igenom loggböckerna över skolåret som gått kan jag se om det går att utläsa en progression. Intervjuer genomfördes med klasslärarna från respektive förskoleklass. De två utvalda eleverna från varje klass deltog även i två intervjuer. Observationerna utfördes under 8 loggboks-lektioner med stöd av ett observationsschema. Resultatet blev att eleverna utvecklas oavsett vilket verktyg de skriver med. Det jag kommit fram till är att de två verktygen hjälper till att skapa grunden för skrivandet men med olika stil. Jag kom till insikt om att skrivverktygen iPad och penna var svåra att undersöka utifrån ett av kursplanens krav som undersökningen syftar till. Inget av verktygen är mindre bra utan det handlar om att få lärare att bli medvetna om att verktygen bidrar på skilda sätt till att lära eleverna skriva enligt våra ramar. Grunden till skrivandet anläggs under de tidiga åren och eleverna behöver bearbeta skriften med hjälp av olika verktyg. Detta innebär att eleverna ska ges möjlighet att öva och pröva olika skrivverktyg för att lära sig känna trygghet i flera sätt att skapa en text. / The purpose with this study is to find myself a perception if the tools that are being used in the writing process has any meaning for students' learning. I've choosed to examine two classes in preschool who are working with different tools for writing. One of them is using iPads and the other one is using pencils. The main goal with my survey is to get an understanding whether the logbook and the process that comes with it has any affects from the different tools that are being used in the process of writing in the logbook. Furthermore, I want to see if the students can develop during the writing of the logbook and if the development is dependent on the writing tool used by the student. The methods I have chosen are qualitative interviews, structured observations and a form of text analysis around the material logbook. My main material is the logbook. I have chosen 2 students from each class whose logbooks I studied from the beginning of the autumn term until today. Interviews were conducted with class teachers from each pre-school class. The two selected students from each class also participated in two interviews. The observations were performed under 8 logbook lessons based on an observation schedule. As a result, pupils developed no matter what tool they are writing with. What I also found out is that the two tools help to create the basis for writing but with different styles. I realized that the writing tools iPad and pen were difficult to investigate based on one of the syllabus requirements that the study aims at. None of the tools are less good, but it´s about getting teachers to become aware that the tools contribute differently to teaching students writing according to our frameworks. The reason for writing is placed in the early years. This means that students in pre-school have to exercise a lot and must be given the opportunity to try different writing tools to learn to feel safe in using them.

L’œuvre de Jean-Marie Gustave Le Clézio a déjà donné lieu à de nombreuses investigations, mais celles-ci n’apportent que de rares lumières sur le lecteur potentiel, figure pourtant essentielle du phénomène littéraire. Le rôle de ce lecteur en tant que récepteur de l’œuvre possède une importance particulière dans la qualité de l’acte de communication, car il reçoit le livre avec la somme de ses préjugés et de ses aspirations ; il participe à la production du sens et au développement des thèmes qui parcourent l’œuvre de l’écrivain. Quelle est l’image de lecteur virtuel telle qu’elle est projetée dans le texte de Le Clézio ? Quel est son rôle dans la création de l’œuvre ? Et comment l’auteur s’arrange-t-il pour réduire le plus possible la distance qui risque de s’établir entre l’écriture et la lecture ? Nous tenterons de répondre à ces questions en effectuant une analyse sémiostylistique des recueils de nouvelles de l’écrivain : La fièvre, Mondo et autres histoires, La ronde et autres faits divers, Printemps et autres saisons et Cœur brûle et autres romances. / The work of Jean-Marie Gustave Le Clézio has already been the subject of numerous investigations, but they provide little lights on the potential reader who is nevertheless an essential literary phenomenon. The role of the reader as receiver of the work has a particular importance on the quality of the act of communication because he receives the book with the sum of his prejudices and aspirations. He participates in the production of meaning and development of themes that run through the work of the writer. What is the virtual reader’s image as projected in the text of Le Clézio? What is his role in creating the work? And how does the author manage to minimize the distance between writing and reading? We try to answer these questions by making a sémiostylistique analysis on short story cycles of the writer : Fever, Mondo and Other Stories, The Round and Other cold Hard Facts, Spring and other seasons and Burn Heart and Other Romances.