An Historical and Theological Analysis of Campus Crusade for Christ's Evangelistic Practice in Two American University Contexts

This dissertation, an exercise in practical theology, consists of a critical conversation between the evangelistic practice of Campus Crusade for Christ in two American university contexts, Bryan Stone's ecclesiologically grounded theology of evangelism, and William Abraham's eschatologically grounded theology of evangelism. It seeks to provide these evangelizing communities several strategic proposals for a more ecclesiologically and eschatologically grounded practice of evangelism within a university context. The current literature on evangelism is long on evangelistic strategy and activity, but short on theological analysis and reflection. This study focuses on concrete practices, but is grounded in a thick description of two particular contexts (derived from qualitative research methods) and a theological analysis of the ecclesiological and eschatological beliefs embedded within their evangelistic activities. The dissertation provides an historical overview of important figures, ideas, and events that helped mold the practice of evangelism inherited by the two ministries of this study, beginning with the famous Haystack Revival on Williams College in 1806. Both ministries, Campus Crusade for Christ at Bowling Green State University (Ohio) and at Washington State University, inherited an evangelistic practice sorely infected with many of the classic distortions that both Abraham and Stone attempt to correct. Qualitative research methods detail the direction that Campus Crusade for Christ at Bowling Green State University (Ohio) and Washington State University have taken the practice of evangelism they inherited. Applying the analytical categories that emerge from a detailed summary of Stone and Abraham to qualitative data of these two ministries reveals several ways evangelism has morphed in a manner sympathetic to Stone's insistence that the central logic of evangelism is the embodied witness of the church. The results of this analysis reveal the subversive and pervasive influence of modernity on these evangelizing communities—an influence that warrants several corrective strategic proposals including: 1) re-situating evangelism within a reading of the biblical narrative that emphasizes the present, social, public, and realized nature of the gospel of the kingdom of God rather than simply its future, personal, private, and unrealized dimensions; 2) clarifying the nature of the evangelizing communities and their relationship to the church; and 3) emphasizing the virtues that characterize a new evangelistic exemplar who is incarnational, intentional, humble, and courageous

Um Sistema de Realização Superficial para Geração de Textos em Português

Sistemas de geração de língua natural (GLN) - que produzem texto a partir de dados não-linguísticos - possuem uma ampla gama de aplicações em visualização textual de conteúdos complexos e/ou em grandes volumes. Este trabalho enfoca a implementação de um módulo de realização textual baseado em regras para o português brasileiro, chamado PortNLG, que trata da tarefa de linearização sentencial para aplicações computacionais que necessitem apresentar dados de saída em formato textual. PortNLG é apresentado na forma de uma biblioteca JAVA, e seus resultados são superiores aos de modelos de n-gramas na tarefa de geração de manchetes de jornal

3rd EGEE User Forum

We have organized this book in a sequence of chapters, each chapter associated with an application or technical theme introduced by an overview of the contents, and a summary of the main conclusions coming from the Forum for the chapter topic. The first chapter gathers all the plenary session keynote addresses, and following this there is a sequence of chapters covering the application flavoured sessions. These are followed by chapters with the flavour of Computer Science and Grid Technology. The final chapter covers the important number of practical demonstrations and posters exhibited at the Forum. Much of the work presented has a direct link to specific areas of Science, and so we have created a Science Index, presented below. In addition, at the end of this book, we provide a complete list of the institutes and countries involved in the User Forum

Inquiry in University Mathematics Teaching and Learning. The Platinum Project

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students‘ own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of „modelling“ in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

Inquiry in University Mathematics Teaching and Learning

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

A MECHANISTIC APPROACH TO POSTURAL DEVELOPMENT IN CHILDREN

Upright standing is intrinsically unstable and requires active control. The central nervous system's feedback process is the active control that integrates multi-sensory information to generate appropriate motor commands to control the plant (the body with its musculotendon actuators). Maintaining standing balance is not trivial for a developing child because the feedback and the plant are both developing and the sensory inputs used for feedback are continually changing. Knowledge gaps exist in characterizing the critical ability of adaptive multi-sensory reweighting for standing balance control in children. Furthermore, the separate contributions of the plant and feedback and their relationship are poorly understood in children, especially when considering that the body is multi-jointed and feedback is multi-sensory. The purposes of this dissertation are to use a mechanistic approach to study multi-sensory abilities of typically developing (TD) children and children with Developmental Coordination Disorder (DCD). The specific aims are: 1) to characterize postural control under different multi-sensory conditions in TD children and children with DCD; 2) to characterize the development of adaptive multi-sensory reweighting in TD children and children with DCD; and, 3) to identify the plant and feedback for postural control in TD children and how they change in response to visual reweighting. In the first experiment (Aim 1), TD children, adults, and 7-year-old children with DCD are tested under four sensory conditions (no touch/no vision, with touch/no vision, no touch/with vision, and with touch/with vision). We found that touch robustly attenuated standing sway in all age groups. Children with DCD used touch less effectively than their TD peers and they also benefited from using vision to reduce sway. In the second experiment (Aim 2), TD children (4- to 10-year-old) and children with DCD (6- to 11-year-old) were presented with simultaneous small-amplitude touch bar and visual scene movement at 0.28 and 0.2 Hz, respectively, within five conditions that independently varied the amplitude of the stimuli. We found that TD children can reweight to both touch and vision from 4 years on and the amount of reweighting increased with age. However, multi-sensory fusion (i.e., inter-modal reweighting) was only observed in the older children. Children with DCD reweight to both touch and vision at a later age (10.8 years) than their TD peers. Even older children with DCD do not show advanced multisensory fusion. Two signature deficits of multisensory reweighting are a weak vision reweighting and a general phase lag to both sensory modalities. The final aim involves closed-loop system identification of the plant and feedback using electromyography (EMG) and kinematic responses to a high- or low-amplitude visual perturbation and two mechanical perturbations in children ages six and ten years and adults. We found that the plant is different between children and adults. Children demonstrate a smaller phase difference between trunk and leg than adults at higher frequencies. Feedback in children is qualitatively similar to adults. Quantitatively, children show less phase advance at the peak of the feedback curve which may be due to a longer time delay. Under the high and low visual amplitude conditions, children show less gain change (interpreted as reweighting) than adults in the kinematic and EMG responses. The observed kinematic and EMG reweighting are mainly due to the different use of visual information by the central nervous system as measured by the open-loop mapping from visual scene angle to EMG activity. The plant and the feedback do not contribute to reweighting