scholarly journals Intepreters of Luther

1971 ◽  
Vol 24 (1) ◽  
pp. 117-119
Author(s):  
Viggo Mortensen
Keyword(s):  
Human Life ◽  
Future Research ◽  
Original Research ◽  
General Tendency ◽  
Central Concept ◽  
Precise Formulation ◽  
The Creation ◽  
The Absolute ◽  
The Difference ◽  
The University

Interpreters of Luther. Essays in Honor of Wilhelm PauckReviewed by Viggo MortensenThe reason why this book is mentioned here is that it includes articles on Grundtvig’s and Kierkegaard’s views on Luther. A paper on Grundtvig and Luther is written by Ernest D. Nielsen, President of Grand View College, Iowa, who gives an introduction to Grundtvig’s thoughts on human life and Christianity by comparing them with Luther’s relatively well known opinions. The account is based on Den christelige Børnelærdom and Den danske Statskirke upartisk betragtet ( 1834), an^ inspiration from Kaj Thaning’s interpretation of Grundtvig is obvious, but the article does not claim to be more than an introduction to Grundtvig. A deeper analysis of the difference between Grundtvig’s and Luther’s views on man would be extremely important, however. The fact that there is a difference has been shown by Thaning (Menneske først, p. 661 ff.), and through genetico-historical investigations Michelsen has shown what this difference consists in as far as the conception of history is concerned (Tilblivelsen af Grundtvigs historiesyn, p. 127 ff.).In Denmark there is an increasing dislike against mentioning both Kierkegaard and Luther as one’s spiritual ancestors; K. E. Løgstrup is more inclined to mention Grundtvig and Luther because of the importance both of them attach to the Creation.—But are Kierkegaard’s and Luther’s views on Christianity compatible? This has never been documented in detail. Up till now scholars have contended themselves with elucidating what Kierkegaard thought about Luther, and it has been demonstrated that, gradually, Kierkegaard became more and more critical against Luther. The exception to this general tendency is Johs. Sløk’s article in Kierkegaardiana II, 1957. Only rarely has the question been analysed in a systematic way. Ernest B. Koenker’s article in the volume under review is no exception. The author is a professor of history at the University of South California. He demonstrates that the decisive points of controversy are their opinion about the Passion and the paradox of faith. According to Kierkegaard the Passion originates in the clash between the temporal and the eternal, i. e. the absolute that is the central concept in Kierkegaard’s conception of Christianity. Koenker’s essay does not claim to be a work of original research, but is does give a precise formulation of the questions to be dealt with in future research.

scholarly journals An Empirical Study on Smartphone Addiction of the University Students

2019 ◽  
Vol 13 (12) ◽  
pp. 184
Author(s):  
Abdulmohsin Suliman Alkhunzain
Keyword(s):  
Empirical Study ◽  
University Students ◽  
Undergraduate Students ◽  
Quantitative Method ◽  
Human Life ◽  
Public University ◽  
Future Research ◽  
Smartphone Addiction ◽  
The People ◽  
The University

<p>Smartphones have become an import part of the human life from the beginning of the 21<sup>st</sup> century. Most of the people of different ages are using most modern smartphones. The present study is an attempt to examine the university students’ smartphone addiction and their perception on its usefulness for the academic purposes. The study employed quantitative method to measure the smartphones addiction. Two questionnaires were used to gather the data for the present attempt. One questionnaire was used to gather the data for smartphone addition and the second questionnaire was use to attain learners perception on the smartphone addiction for the learning purposes. The participants of the present attempt were (N=174) undergraduate students of a public university. The finding of the study displayed that university students spend more than 8 hours in a day on their smartphones. Findings also indicate that participants are aware of the positive aspects of smartphones. The study also recommends suggestion on the future research.</p>

Understanding differences in the receipt of chemotherapy between African-American (AA) and white (W) patients with stage III colon cancer

2007 ◽  
Vol 25 (18_suppl) ◽  
pp. 6568-6568
Author(s):  
B. N. Polite ◽  
B. Huskey ◽  
M. McKee ◽  
J. J. Dignam
Keyword(s):  
Colon Cancer ◽  
Tumor Location ◽  
Stage Iii ◽  
Future Research ◽  
Insurance Status ◽  
University Of Chicago ◽  
Stage Iii Colon Cancer ◽  
The Difference ◽  
The University ◽  
To Receive

6568 Background: Even when stage is controlled for, AA are more likely to die from colon cancer than are W. Previous research suggests that AA are less likely to receive adjuvant chemotherapy for Stage III colon cancer than W. This study examines the differences in the receipt of chemotherapy for stage III colon cancer and the reasons behind those differences. Methods: The records of patients diagnosed with and/or receiving their first-course of treatment for Stage III colon cancer at the University of Chicago between 1995–2004 were examined. Specifically, patient charts were audited to determine whether the patients had received chemotherapy, and if not, the documented reasons for the non-receipt of therapy. In the case of incomplete records, the patients’ outside physicians were contacted to ascertain the chemotherapy history. Chemotherapy information was unavailable for only 13 patients (5 AA and 8 W). Results: A total of 186 patients (110 AA and 76 W) were diagnosed with stage III colon cancer at the University of Chicago between 1995–2004. No significant differences were seen with respect to age, sex or tumor location between AA and W. In total, 65% of AA versus 82% of W received chemotherapy (OR 0.43; 95% CI: 0.20–0.86). AA were more likely to not undergo chemotherapy because of comorbidities (OR 3.80; 95%CI 1.35–10.50). Those pts not receiving therapy because of comorbidities had a poorer overall survival than those who received therapy (HR 5.9; 95%CI 3.4–10.3). This effect held for both AA and W pts (p=0.65 for race and comorbidity interaction). Among the 146 pts (86AA, 63W) for whom it is known that chemotherapy was recommended, AA were over 9 times as likely to have a documented refusal (OR 9.5; 95% CI 1.19–75.4). These findings were robust to adjustments for age, sex, insurance status and marital status. Conclusions: AA were significantly less likely than W to receive chemotherapy for stage III colon cancer. The reasons for the difference include both refusal of therapy and the presence of comorbidities that the treating physicians felt were a contraindication to therapy. Future research should be directed at better understanding the reasons behind the higher refusal rates for AA patients. No significant financial relationships to disclose.

scholarly journals Political Church, Procedural Europe, and the Creation of the Islamic Other

2008 ◽  
Vol 1 (3) ◽  
pp. 273-301 ◽  
Author(s):  
Luca Mavelli
Keyword(s):  
Catholic Church ◽  
The Other ◽  
European Identity ◽  
Pope Benedict Xvi ◽  
Benedict Xvi ◽  
The Creation ◽  
The Difference ◽  
The University ◽  
The Catholic Church

AbstractTaking the cue from the controversial speech of Pope Benedict XVI at the University of Regensburg in 2006, this paper explores the connection between the apparently divergent positions taken by the Catholic Church and the European secular establishment on the question of European identity and Islam. The argument is advanced that the proceduralism of the European secular establishment contributes to breed its nemesis, a conservative politicised church, but also converges with it in identifying Islam as 'the Other.' It is thus asked whether a critical valorisation of Europe's emotional attachments may not actually strengthen its capacity to embrace the 'difference' represented by Islam.

L'esistenza dell'assoluto. Sulla Dottrina della scienza 1805

2009 ◽  
pp. 295-307
Author(s):  
Marco Ivaldo
Keyword(s):  
Central Concept ◽  
Philosophical Reflection ◽  
Philosophy And Religion ◽  
The Absolute ◽  
The University ◽  
The Relationship

- The Doctrine of Science of 1805, which Fichte developed at the University of Erlangen, is a philosophical reflection displaying great theoretical vigour. It can be seen as consisting of two parts: the theory of existence or of knowledge and the theory of form or of objectivity. In this work Fichte makes a criticism of certain concepts of Schelling, as expounded in Philosophy and Religion (1804), concerning the relationship between thought and life, between subjectivity and absolute reason (or essence) and between form and being, as well as the idea of nothingness. Considered here to be the central concept in Fichte's doctrine is the idea of knowledge (Wissen) or of thought as absolute existence and as the existence of the absolute.

scholarly journals Integrating Reference Practices and Information Literacy in Academic Writing: A Collaboration Between Faculty and Library

2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Miguel Garcia Yeste ◽  
Karin Pettersson ◽  
Anna Svensson
Keyword(s):  
Information Literacy ◽  
Academic Writing ◽  
Digital Literacy ◽  
Research Question ◽  
Future Research ◽  
Original Research ◽  
Information Searching ◽  
Starting Point ◽  
History Of ◽  
The University

The aim of our presentation is to show the advantages of collaboration between faculty and library when it comes to introducing students to different aspects of academic writing. We will share our experience on integrating reference practices, reference management software (Zotero) and information searching into the curriculum.The English Studies section at the Department of Languages and Literatures and the University Library at Gothenburg University have a history of collaboration at all undergraduate levels in order to support the development of the students’ information literacy. During 2014-2015 the courses in academic writing have been revised, which has led to rethinking the collaboration with the library. The syllabus has been redesigned following the principle of progression, so that students: (a) learn the formal aspect and style basics of academic writing (first term); (b) critically assess previous research and identify a gap for future research (second term); and (c) pose an original research question in the form of a research proposal (third term).As a result of the close collaboration between faculty and library, the course progression described above is also reflected in the library sessions. In an attempt to address some aspects of academic and digital literacy more explicitly, the library sessions (offered to the students in the form of workshops) have been designed to: (a) use reference practices as a starting point to explore information searching and metadata; and (b) to integrate the use of digital tools specific to academia. In addition, specific tasks have been designed in collaboration between the teacher and the librarians for the students to work on during the library sessions. These tasks must then be submitted as part of the students’ coursework.In our presentation, we discuss and evaluate the outcomes of this initiative, as well as the students’ perceptions.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

Translocation Relative to Range

Methodology ◽  
2008 ◽  
Vol 4 (3) ◽  
pp. 132-138 ◽  
Author(s):  
Michael Höfler
Keyword(s):  
Risk Difference ◽  
Binary Outcomes ◽  
Number Needed To Treat ◽  
Likert Scales ◽  
Psychological Science ◽  
The Absolute ◽  
The Difference ◽  
Variance Parameters ◽  
Standardized Index ◽  
Maximum Possible Magnitude

A standardized index for effect intensity, the translocation relative to range (TRR), is discussed. TRR is defined as the difference between the expectations of an outcome under two conditions (the absolute increment) divided by the maximum possible amount for that difference. TRR measures the shift caused by a factor relative to the maximum possible magnitude of that shift. For binary outcomes, TRR simply equals the risk difference, also known as the inverse number needed to treat. TRR ranges from –1 to 1 but is – unlike a correlation coefficient – a measure for effect intensity, because it does not rely on variance parameters in a certain population as do effect size measures (e.g., correlations, Cohen’s d). However, the use of TRR is restricted on outcomes with fixed and meaningful endpoints given, for instance, for meaningful psychological questionnaires or Likert scales. The use of TRR vs. Cohen’s d is illustrated with three examples from Psychological Science 2006 (issues 5 through 8). It is argued that, whenever TRR applies, it should complement Cohen’s d to avoid the problems related to the latter. In any case, the absolute increment should complement d.

Native Americans and the Third World Strike at UC Berkeley

2019 ◽  
Vol 42 (2) ◽  
pp. 32-39
Author(s):  
LaNada War Jack
Keyword(s):  
Native American ◽  
Native Americans ◽  
Personal Experience ◽  
Third World ◽  
Leadership Roles ◽  
The Third ◽  
The Creation ◽  
The 1960S ◽  
The Third World ◽  
The University

The author reflects on her personal experience as a Native American at UC Berkeley in the 1960s as well as on her activism and important leadership roles in the 1969 Third World Liberation Front student strike, which had as its goal the creation of an interdisciplinary Third World College at the university.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

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