Thesis (MSc. Soc. Ecol. (Honours)--University of Western Sydney, Hawkesbury, 1997. / Thesis submitted for Masters of Science (Hon) Social Ecology. Thesis is an inquiry into how a consulting approach can be used by a church helping organisation in the Seventh-day Adventist Church to assist congregations.

The problem with which this study is concerned is that of devising methods to assist teachers of Christianity in reaching and attracting a fast-growing and enlightened country. The Adventist church, along with other churches, is being challenged in communicating its message to a populace consisting of varied ethnic groups. This investigation has a two-fold purpose: (1) to study intercultural communications in order to locate principles which are applicable to missionary endeavors, and (2) to place these principles at the disposal of missionary personnel for their selective use in disseminating the beliefs of Christianity.

This study was concerned with making a comparative analysis of reading skills development resulting from two different approaches to reading instruction at the seventh-grade level. The two approaches were: (a) instruction emphasizing specifically the reading skills, Approach A, and (b) instruction using the regular classroom activities approach, Approach B.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Thesis (D.Min.)--Andrews University, Seventh-day Adventist Theological Seminary, 2007. / Vita. Bibliography: leaves 181-197.

The purpose of this research is to explore the implementation of problem posing teaching activities in the seventh grade math class, including cooperative posing and individual posing, and to suggest specific teaching methods to those teachers who are interested in introducing problem-posing instruction in their classes. The research subjects were from one of grade seven classes and class materials were mainly based on textbook. In the first semester of the school year 2002, students received in a traditional mathematics class, and then in the second semester, they received one problem-posing lesson per week self-study period. There are two phases for this problem-posing research: four times cooperative posing and three times individual posing. During this research period, the researcher used a variety of ways to collect data, such as observing, interviewing, video-taping, self-introspecting, and asking students to keep diaries. The researcher examined results by triangulation and evaluated students¡¦ problem-posing abilities. The result of this research showed that students performed differently in different units. Of the seven units, the order of the highest score to the lowest is: Negative numbers, Volume and capacity, Approximation, Division of fraction, H.C.F. and L.C.M., The four basic operation, and, Number and Measures. In this regard, the researcher suggested that if teachers want to integrate problem posing into instruction , it would be more appropriate to apply to those units students received higher scores. As for the early phase of this implememtation, students did not know how to discuss with each other. Gradually they improved and understood the meaning of team work. As for the topics of activities, some students came out with something related to names and life events; other students used news and adolescent topics as discussion materials. As for evaluating classmates¡¦ topics, students did not know how to give suggestions nor to spot other classmates¡¦ mistakes. Sometime, they contradicted themselves when they gave suggestions. Finally they could focus on data, discussed, and gave concrete suggestions. The researcher also found that students evaluated the numerical information content of the problems they posed and checked if they are reasonable and if the problems meet teachers¡¦ requirements. As for editing their own questions, some students did not pay attention to their classmates¡¦ suggestions; some paid attention to peer suggestions but made the problems worse. After thorough practice, students learned how to make proper revisions. In all, there are advantages of implementing problem posing into matehmatics instruction. The advantage of cooperative posing is to create a team learning environment while the advantage of individual posing is to stimulate individual creative thinking in posing problems.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed March 2, 2010). PDF text: . 1 v. ; Mb. UMI publication number: AAT 3379833. Includes bibliographical references. Also available in microfilm and microfiche formats.

The Seventh-day Adventist Church is a denomination that has contributed much to the development of American society. Although the Church is a religious and social institution, its views on race in America have changed over the years, from its abolitionist approach during the mid 19th century to its stance of non-involvement during the Civil Rights Movement. By studying the race relations in the Adventist Church, this thesis reveals the factors that may have caused its position of non-intervention during the Civil Rights Movement. The thesis analyzes the development of black/white race relations in the Seventh-day Adventist Church, and how it has led to the Church’s stance regarding race during the Civil Rights Movement. The functionalist theory is utilized to elucidate the Church’s racial approach from a sociological perspective. This thesis allows for future research of other religious organizations and how those institutions have helped advance or delay the quest for social freedom amongst African Americans.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (31-33 p.).

Thesis (Ph. D.)--North Texas State University, 1984. / Leaves 132-134 not reproduced. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 145-160).