CRISTOLOGIA ANGELOMÓRFICA DE HEBREUS Estudo Sócio-Retórico e História das Religiões Comparadas em Hebreus 1.1-14; 2.5-18; 7.1-10

A Epístola aos Hebreus apresenta já em seus primeiros versos Jesus Cristo assentado à destra de Deus (Hebreus 1,1-4). Assim, desde o princípio a Carta aos Hebreus revela a estratégia de seu autor ao expressar Jesus Cristo em termos honrosos. Tais indícios sugerem o meio ambiente cultural típico do mundo mediterrâneo do século I E.C., em que honra e vergonha exerciam uma função pivô nessa sociedade. A estratégia de Hebreus apresenta a dignidade de Jesus Cristo e sustenta o controle social de seus leitores diante de uma eminente evasão do grupo religioso. Para isso, o autor de Hebreus lança mão de tradições angelológicas amplamente conhecidas do entorno religioso judaico do período do segundo templo. Caracterizam principalmente essas tradições elementos gloriosos desenvolvidos pela religião judaica (anjos, figuras hipostáticas, Melquisedec), que contribuíram para a confissão do Cristo exaltado de Hebreus. Fazemos um estudo da História das Religiões Comparadas das figuras mediadoras nos escritos do AT e da literatura pseudepígrafa, entendendo que essas figuras foram adquirindo cada vez mais características divinizadas possibilitando a elaboração da Cristologia angelomórfica de Hebreus 1.1-14; 2.5-18; 7.1-10. Além disso, uma aproximação sócio-retórica à Hebreus garante resultados mais claros no que diz respeito à estratégia pretendida por seu autor.

ESPERANÇAS E DECEPÇÕES Uma análise crítica da Prática Pastoral do neopentecostalismo na Igreja Internacional da Graça de Deus sob a perspectiva da Práxis Religiosa

O texto analisa a prática pastoral do neopentecostalismo na Igreja Internacional da Graça de Deus. Esta Igreja expandiu-se substancialmente no Brasil, conseguiu arregimentar um número enorme de seguidores e conquistou expressiva visibilidade na mídia. A pesquisa estuda a trajetória histórica do neopentecostalismo, o seu desenvolvimento no Brasil e os aspectos teológicos do movimento. Estuda-se também a Igreja da Graça, sua origem, sua teologia, sua estrutura de governo, seu ministério pastoral e expansão. Por estar inserida dentro do neopentecostalismo, a Igreja da Graça reflete também a sua teologia, que propõe banir a doença, a pobreza e todo o tipo de sofrimento da vida humana, a fim de produzir uma nova geração de fiéis: ricos e saudáveis. De acordo com a sua teologia, o cristão deve viver todo o tempo de sua vida livre de qualquer aspecto negativo da existência humana. Se isso não acontece, é porque ele não tem fé, está sob o poder de Satã ou tem um comportamento que desagrada a Deus. Assim, a marca do verdadeiro cristão é a plena saúde física e emocional, além da prosperidade financeira. Entretanto, a pregação neopentecostal tem produzido desapontamentos, principalmente, quando a cura física não acontece e o dinheiro não aparece. Portanto, esta tese formula uma proposta de prática pastoral de esperança que possibilite aos decepcionados com essa mensagem triunfalista retomarem a vida cristã dentro do seu espaço cristão.(AU)

Inducing preschool children's emotional eating:relations with parental feeding practices

Background: Children's emotional eating is related to greater body mass index and a less-healthy diet, but little is known about the early development of this behavior. Objective: This study aimed to examine the relations between preschool children's emotional eating and parental feeding practices by using experimental manipulation of child mood and food intake in a laboratory setting. Design: Twenty-five 3–5-y-old children and their mothers sat together and ate a standard meal to satiety. Mothers completed questionnaires regarding their feeding practices. Children were assigned to a control or negative mood condition, and their consumption of snack foods in the absence of hunger was measured. Results: Children whose mothers often used food to regulate emotions ate more cookies in the absence of hunger than did children whose mothers used this feeding practice infrequently, regardless of condition. Children whose mothers often used food for emotion regulation purposes ate more chocolate in the experimental condition than in the control condition. The pattern was reversed for children of mothers who did not tend to use food for emotion regulation. There were no significant effects of maternal use of restriction, pressure to eat, and use of foods as a reward on children's snack food consumption. Conclusions: Children of mothers who use food for emotion regulation consume more sweet palatable foods in the absence of hunger than do children of mothers who use this feeding practice infrequently. Emotional overeating behavior may occur in the context of negative mood in children whose mothers use food for emotion regulation purposes. This trial was registered at clinicaltrials.gov as NCT01122290.

Liddells Coaches v Cook 2012

Case law report - online

Web-based Simultaneous Equation Solver

* This work has been supported by NIMP, University of Plovdiv under contract No MU-1.

A Solver for Complex-Valued Parametric Linear Systems

This work reports on a new software for solving linear systems involving affine-linear dependencies between complex-valued interval parameters. We discuss the implementation of a parametric residual iteration for linear interval systems by advanced communication between the system Mathematica and the library C-XSC supporting rigorous complex interval arithmetic. An example of AC electrical circuit illustrates the use of the presented software.

The predictive power of homework assignments on student achievement in grade three

Homework has been a controversial issue in education for the past century. Research has been scarce and has yielded results at both ends of the spectrum. This study examined the relationship between homework performance (percent of homework completed and percent of homework correct), student characteristics (SAT-9 score, gender, ethnicity, and socio-economic status), perceptions, and challenges and academic achievement determined by the students' average score on weekly tests and their score on the FCAT NRT mathematics assessment. ^ The subjects for this study consisted of 143 students enrolled in Grade 3 at a suburban elementary school in Miami, Florida. Pearson's correlations were used to examine the associations of the predictor variables with average test scores and FCAT NRT scores. Additionally, simultaneous regression analyses were carried out to examine the influence of the predictor variables on each of the criterion variables. Hierarchical regression analyses were performed on the criterion variables from the predictor variables. ^ Homework performance was significantly correlated with average test score. Controlling for the other variables homework performance was highly related to average test score and FCAT NRT score. ^ This study lends support to the view that homework completion is highly related to student academic achievement at the lower elementary level. It is suggested that at the elementary level more consideration be given to the amount of homework completed by students and to utilize the information in formulating intervention strategies for student who may not be achieving at the appropriate levels. ^

The relationship between prekindergarten social and emotional development and academic success among Hispanic children from low-income families

Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity (Bandura, 1989). This study examined the relationship between Hispanic children’s prekindergarten social and emotional development and their academic success. Hispanic children from a large southeastern city whose parents were receiving subsidized child-care were followed from their prekindergarten year through third grade (N=1,978). Several hierarchical regressions were run to determine the relationship between children’s social and emotional development, during their prekindergarten year using the DECA (Devereaux Early Childhood Assessment), and the their academic success, as measured by kindergarten through third grade end of the year reading and mathematics academic grades, second grade SAT (Stanford Achievement Test) scores, and third grade FCAT (Florida Comprehensive Assessment Test) and NRT (Norm Referenced Test) scores. Hierarchical regressions were conducted for each grade and subject in order to control for demographics and prior achievement. The results of this study revealed that for Hispanic children from low-income families, the best predictor for academic success was the children’s prior academic achievement. Social and emotional development showed no significant predictive value for the third grade criterion variables as well as end of the year academic grades in second grade and kindergarten reading. Evidence did suggest that for first grade end of the year academic grades and kindergarten math, social and emotional development had a small predictive value. Further research must be conducted as to why social and emotional development, after controlling for demographics and previous academic achievement, bears such a small predictive value when it is clear that many professionals feel it is the most important factor for school readiness.

The moderate voice of John Sherman and the Republican agenda 1855-1898

Republican John Sherman, United States Congressman, Senator, Treasury Secretary, and Secretary of State had a political career of major importance from 1855 to 1898, yet there have been only casual references by historians and only two biographies of him, with the most recent published in 1902. From a strong Whig Party background, he was first elected to the United States House of Representatives in 1854; switching to the Republicans that same year. Then elevated to the Senate in 1861, he served in that body throughout the Civil War and Reconstruction when he was the most important voice of party unity and moderation. In 1877, the new President Rutherford Hayes appointed Sherman Secretary of the Treasury. He returned to the Senate after the Hayes administration where he sat for the following 15 years. In this particularly notable period, he not only led the upper house, but he engineered more bills in Congress which bore his name than any other member of either house. These included the critically important Sherman Silver Purchase Act, the Sherman Anti-Trust Act and Sherman Inter-State Commerce Act. In 1897 he left the Senate finally when William McKinley appointed him Secretary of State. ^ Through this long, distinguished career, Sherman was involved in all the important legislation that brought the country through the Civil War and Reconstruction and into the post-war world of the Gilded Age of rapid industrialization, and urban growth, Politically, he never strayed far from the nationalistic and economic principles of the Whig Party, and brought both these values to bear in the Republican Party that dominated American political life from 1860 to 1900. Similarly, party loyalty and loyalty to the President always characterized his service. He was indeed, an exemplar of political and statesmanship. ^ While research for this dissertation included review of both journal and monographic literature, its basis lies more critically in primary research in unpublished archival material in repositories from Maine to Ohio, in particular the Library of Congress. ^

The relationship between a retention program and the persistence and graduation rates of first-generation low-income students at an urban, public university

The purpose of this study was to examine the relationship between participation in a retention program designed to promote academic and social integration and the persistence rates of first generation, low-income college students at an urban, public multiethnic university. Archival data were collected from the university’s Office of Institutional Research and the retention program office and included SAT/ACT scores, GPA, gender, ethnicity, and program participation data. A total of 292 first-generation, low-income students who were admitted to the university in the summer of 1999 were identified for the study. A group of 166 students were selected for the comparison group because they had not participated in the retention program; 126 students had participated in the retention program. ^ Three major research questions guided this study: (a) Are there differences in persistence rates and other academic characteristics of underprepared, low-income, first generation college students who participate and do not participate in the retention program?; (b) Does involvement in the retention program predict student persistence of first generation low-income, underprepared students?, and (c) Can predictors of GPA be identified for students in the retention program using program and descriptive variables? ^ A series of logistic regression analyses were conducted to assess the relationship between various retention services and the persistence and graduation rates of participants. The results showed that there were statistically significant relationships between participation and non-participation in the retention program and having higher GPAs and higher graduation and persistence rates. Of the four program features, participation in tutoring, workshops, and social events were found to be predictors of graduation. College GPA was also found to be a predictor of graduation for all students. The results also showed that women were more likely to graduate than men.^

Social and environmental regulation of signal plasticity and signal reliability in the electric fish Brachyhypopomus gauderio

The balance between the costs and benefits of conspicuous signals ensures that the expression of those signals is related to the quality of the bearer. Plastic signals could enable males to maximize conspicuous traits to impress mates and competitors, but reduce the expression of those traits to minimize signaling costs, potentially compromising the information conveyed by the signals. ^ I investigated the effect of signal enhancement on the information coded by the biphasic electric signal pulse of the gymnotiform fish Brachyhypopomus gauderio. Increases in population density drive males to enhance the amplitude of their signals. I found that signal amplitude enhancement improves the information about the signaler's size. Furthermore, I found that the elongation of the signal's second phase conveys information about androgen levels in both sexes, gonad size in males and estrogen levels in females. Androgens link the duration of the signal's second phase to other androgen-mediated traits making the signal an honest indicator of reproductive state and aggressive motivation. ^ Signal amplitude enhancement facilitates the assessment of the signaler's resource holding potential, important for male-male interactions, while signal duration provides information about aggressive motivation to same-sex competitors and reproductive state to the opposite sex. Moreover, I found that female signals also change in accordance to the social environment. Females also increase the amplitude of their signal when population density increases and elongate the duration of their signal's second phase when the sex ratio becomes female-biased. Indicating that some degree of sexual selection operates in females. ^ I studied whether male B. gauderio use signal plasticity to reduce the cost of reproductive signaling when energy is limited. Surprisingly, I found that food limitation promotes the investment in reproduction manifested as signal enhancement and elevated androgen levels. The short lifespan and single breeding season of B. gauderio diminishes the advantage of energy savings and gives priority to sustaining reproduction. I conclude that the electric signal of B. gauderio provides reliable information about the signaler, the quality of this information is reinforced rather than degraded with signal enhancement.^

Differential effects of single -sex versus coed education on the mathematical reasoning ability, verbal reasoning ability, and self-concept of high school girls

This study explored the differential effects of single-sex versus coed education on the cognitive and affective development of young women in senior year of high school. The basic research question was: What are the differential effects of single-sex versus coed education on the development of mathematical reasoning ability, verbal reasoning ability, or self-concept of high school girls?^ This study was composed of two parts. In the first part, the SAT verbal and mathematical ability scores were recorded for those subjects in the two schools from which the sample populations were drawn. The second part of the study required the application of the Piers-Harris Children's Self-Concept Scale to subjects in each of the two sample populations. The sample schools were deliberately selected to minimize between group differences in the populations. One was an all girls school, the other coeducational.^ The research design employed in this study was the causal-comparative method, used to explore causal relationships between variables that already exist. Based on a comprehensive analysis of the data produced by this research, no significant difference was found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 verbal reasoning section. Nor was any significant difference found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 mathematical reasoning section. Finally, no significant difference between the mean total scores of the senior girls in the single-sex school and the coed school on the Piers-Harris Children's Self-Concept Scale was found to exist.^ Contrary to what many other studies have found in the past about single-sex schools and their advantages for girls, this study found no support for such advantages in the cognitive areas of verbal and mathematical reasoning as measured by the SAT or in the affective area of self-concept as measured by the Piers-Harris Children's Self-Concept Scale. ^

Relationships between gifted selection criteria and performance in sixth -grade gifted science

This study examined the relationships between gifted selection criteria used in the Dade County Public Schools of Miami, Florida and performance in sixth grade gifted science classes.^ The goal of the study was to identify significant predictors of performance in sixth grade gifted science classes. Group comparisons of performance were also made. Performance in sixth grade gifted science was defined as the numeric average of nine weeks' grades earned in sixth grade gifted science classes.^ The sample consisted of 100 subjects who were formerly enrolled in sixth grade gifted science classes over two years at a large, multiethnic public middle school in Dade County.^ The predictors analyzed were I.Q. score (all scales combined), full scale I.Q. score, verbal scale I.Q. score, performance scale I.Q. score, combined Stanford Achievement Test (SAT) score (Reading Comprehension plus Math Applications), SAT Reading Comprehension score, and SAT Math Applications score. Combined SAT score and SAT Math Applications score were significantly positively correlated to performance in sixth grade gifted science. Performance scale I.Q. score was significantly negatively correlated to performance in sixth grade gifted science. The other predictors examined were not significantly correlated to performance.^ Group comparison results showed the mean average of nine weeks grades for the full scale I.Q. group was greater than the verbal and performance scale I.Q. groups. Females outperformed males to a highly significant level. Mean g.p.a. for ethnic groups was greatest for Asian students, followed by white non-Hispanic, Hispanic, and black. Students not receiving a lunch subsidy outperformed those receiving subsidies.^ Comparisons of performance based on gifted qualification plan showed the mean g.p.a. for traditional plan and Plan B groups were not different. Mean g.p.a. for students who qualified for gifted using automatic Math Applications criteria was highest, followed by automatic Reading Comprehension criteria and Plan B Matrix score. Both automatic qualification groups outperformed the traditional group. The traditional group outperformed the Plan B Matrix group. No significant differences in mean g.p.a. between the Plan B subgroups and the traditional plan group were found. ^

A comparative study of high -achieving and low -achieving African -American students in an urban setting

The purpose of this study was to delineate which demographic and school variables were important for predicting the achievement of 10th grade African-American students. The sample population was divided into two groups: high-achievers, students with GPAs of 3.5 or higher, and low-achievers, students with GPAs of 1.5 or lower. Variables examined in the study included: gender; birth place; student's native language; exceptionality (ESE); history of English proficiency (LEP); SES (lunch status) in elementary and high school; the percentage of the Black student population in high school; and suspensions, absences, tardies, and the Stanford Achievement Test (SAT) scores in reading comprehension, mathematics computation, and mathematics applications in elementary and middle school. Two separate logistic regression analyses were conducted to determine which variables were influential in predicting achievement.^ Analysis 1 (N = 366), which included all the variables, except the SAT percentile scores, correctly classified 87% of the students as high-achievers or low-achievers. The results from Analysis 1 revealed that students who--were female; spoke a language other than English as their first language; did not apply for free or reduced lunch in elementary school; were in the gifted program; had no absences or tardies in elementary school; had no suspensions or tardies in middle school; and attended a high school with a lower percentage of Black students--were more likely to be high-achieving than low-achieving.^ Analysis 2 (N = 274) included all the variables and resulted in 94% of the students being correctly classified. It was found that students who--were female; were currently or previously classified as Limited English Proficient (LEP); did not apply for free or reduced lunch in elementary school; had no suspensions or tardies in middle school; and had higher percentile scores in reading comprehension and mathematics computation on the SAT in middle school--were more likely to high-achieving than low-achieving.^ The quantitative analyses were coupled with interviews from a purposeful sample of the population (N = 12) to gain additional insight about why some African-American students are succeeding in our schools and others are not. This study provides a viable means for assessing African-American students' achievement patterns in our schools. ^