TWU Thesis Collection

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Formation by Christocentricity-Grace-Spirit : Applying a Redemptive-Historical Preaching Paradigm to the Chinese Christian Community in Metro Vancouver
Title:
Contributor:
Peter Kwok-Ping Choy (author), Larry Perkins (thesis supervisor), Daryl Busby (second reader), Trinity Western University GSTS (Degree granting institution), Hing-Kau (Jason) Yeung (external examiner)
Abstract:
Assuming the potential practice of egocentric and works-based moralism in the Chinese Christian community in Metro Vancouver, this project investigates the validity of applying a redemptive-historical preaching paradigm to the community that may address this moralistic problem. This preaching paradigm emphasizes Christocentric, grace-based and pneumatic aspects in the redemptive truth, and this paper argues that from a gospel-kingdom perspective this triple-emphasis of proclamation provides the most effective solution to the matter and that only "through this proclamation by the Holy Spirit" generates a genuine spiritual formation in Christian life (true love and obedience towards God).
Discipline/Stream:
Publication Year:
2015
Going Through A 24-Hour Box: How Women’s Experiences of Childbirth Shape Their Embodied Sense of Self
Title:
Contributor:
Neeta Sai (author), Dr. Janelle Kwee (thesis supervisor), Dr. Mihaela Launeanu (second reader), Dr. Keren Epstein-Gilboa (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
Women’s experiences of childbirth are understood primarily in terms of role change and physical or cognitive impacts. This study adopted a holistic, embodied perspective to explore how women’s childbirth experiences shape their embodied sense of self. Six women’s childbirth experiences were analysed using Gilligan’s (1982) Listening Guide method, adapted by integrating Längle’s (1993) Existential Analysis framework of the Four Fundamental Motivations. The analysis uncovered women’s voices of fulfillment and suffering as dynamic interplay suggesting that positive birth experience led to positive embodied sense of self while negative birth experience (e.g., disrupted embodiment) led to negative sense of self. These findings indicate that childbirth and motherhood can empower women to grow and be strong even in spite of possible traumatic or negative birth experience. This study has important implications for promoting a holistic understanding of the role of women’s subjective experiences of childbirth in shaping their embodied sense of self.
Discipline/Stream:
Publication Year:
2018
Grieving in Community: Accompanying Bereaved Parents
Title:
Contributor:
Marnie C Venema (author), Derrick W Klaassen (thesis supervisor), Janelle L Kwee (second reader), Richard A Young (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
This study explored relational grieving in community through examining how community members grieve with bereaved parents after the death of a child. Three bereaved parent couples and their community members were interviewed together using the qualitative action-project method (QA-PM) to examine their shared grieving actions. Data was analyzed through top-down and bottom-up processes to understand the shared intentions of their grieving actions together. The findings of this research elicited thick descriptions of relational grieving at a community level. Four main assertions of how communities grieve with bereaved parents emerged including: (a) selflessly offering emotional and practical support, (b) engaging in and honouring vulnerability, (c) holding the complexity of grieving, and (d) fostering remembrance of the deceased child together. The novel descriptions of relational grieving in community contributed to the growing area of relational bereavement research. The theoretical, empirical, and clinical implications of this study were discussed.
Discipline/Stream:
Publication Year:
2019
Grieving Together: An Ethnography of Relational Grief in Community
Title:
Contributor:
Benjamin J Bentum (author), Derrick W Klaassen (thesis supervisor), Janelle Kwee (second reader), Terry Lynn Gall (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
In this study community relational grief was researched by addressing how community members reciprocally interacted during bereavement. A focussed ethnography was used to address the research question which was, how does a religious community grieve the deaths of members together? Data analysis used the constant comparative method and was presented back to the community in a performance ethnography for confirmation and further data collection. The result was a contextually situated description of how this community grieved the deaths of community members. The four main themes were that community members: (a) shared a desire to care for the bereaved, (b) assessed relational proximity to the bereaved and the deceased to inform action according to role expectations, (c) grieved together, being impacted and impacting each other reciprocally, and (d) grieved, and interacted, according to their own unique characteristics and experiences. Implications for bereavement theory, research and practice were discussed.
Discipline/Stream:
Publication Year:
2017
Growing up Male: a Social-Emotional Program for Grade 11 Males with Behavioural Needs in a BC Secondary School
Title:
Contributor:
Brendan Kwiatkowski (author), Allyson Jule (thesis supervisor), Janelle Kwee (second reader), Byle Frank (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
Male adolescents who have behavioural needs are some of the most vulnerable students in schools today. To meet the pressing need of helping such students, a gender-conscious 9-session intervention course was developed and implemented by the researcher for nine grade 11 male students with behavioural needs for and at a public secondary school in British Columbia. Exit interviews with participants suggest that participants gained social and emotional insights via the intervention. Quantitatively, participants filled out the Gender Role Conflict Scale for Adolescents to self assess three variables associated with emotional health, while their teachers completed the Conners 3-TS to assess for two variables related to social health. Only one variable improved, Restricted Emotionality (p < .05), from the start to end of the intervention. Within this study’s ethnographic framework, the researcher’s interactions with the young men also revealed their frustrations regarding their feelings of being marginalized by educators in schools.
Discipline/Stream:
Publication Year:
2016
Habermas on Religion in the Public Sphere: a Post-Secular Conservative Critique
Title:
Contributor:
André Costa (author), Grant Havers (thesis supervisor), Jens Zimmermann (second reader), Paul Gottfried (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
Jürgen Habermas “institutional proviso” purports to overcome secularism by inviting religion back into the public debate. This paper examines Habermas’ understanding of the role of religion in the public sphere and his attempt to make room for religious citizens in the post-secular society. My main argument is that Habermas’ desire to welcome religion in the public sphere is blocked by aspects of his own philosophy: namely, an understanding of religion over against the secular, and a concept of neutrality informed by the Enlightenment’s prejudice against tradition. Habermas fails to grasp the difficulties involved in the “translation” process. His own political project relies upon the truth-validity of religious presuppositions and in some ways operates in terms of what some have called “political religion.” While Habermas’ effort to welcome religion is rightly celebrated, he is still not able to articulate a coherent affirmation of the necessity of religion in the public life.
Discipline/Stream:
Publication Year:
2015
Hellenistic Greek Middle Voice: Semantic Event Structure and Voice Typology
Title:
Contributor:
Rachel E. Aubrey (author), Steven E. Runge (thesis supervisor), David J. Sigrist (second reader), Richard A. Rhodes (third reader), Trinity Western University SGS (Degree granting institution)
Abstract:
This thesis advocates a semantic approach to Hellenistic Greek middle voice, endeavoring to capture a variety of middle expressions and their internal semantic relations. Various event types that receive middle expression in Greek form a continuum; they adopt the scale of semantic transitivity as a conceptual foundation for middle phenomena, among middle systems cross-linguistically and in Ancient Greek (Kemmer 1993). Historical traditions in voice analysis point to syntactic relationships, with alternations framed as choices in clausal subject. Such narrow definitions do not capture the semantic behavior of the Greek middle. Neglecting differences in semantic event structure overlooks fundamental aspects of the Greek voice system. The present analysis describes Greek voice in terms of meaning-oriented distinctions in event structure, as they pertain to shifts in both the type of action and attentional focus regarding facets of an event frame, engaging semantic and pragmatic motivations in voice (Langacker 2006, Shibatani 2006).
Discipline/Stream:
Publication Year:
2020
How a story means : a narrative linguistic reading of Exodus 2-4
Title:
Contributor:
Douglas Dunbar (author), Robert Hiebert (thesis supervisor), Larry Perkins (second reader), Trinity Western University GSTS (Degree granting institution), Dirk Büchner (external examiner)
Abstract:
Well-written narratives communicate more than information. What a story communicates is as important as how the story communicates. The narrative flow of a story engages the reader in the action. Narrative conventions assist the reader in connecting prior knowledge or experience with the story. Authors also make linguistic decisions as to how the story is conveyed. The syntax of clauses, sentences, paragraphs and whole documents conveys the story to the reader in expected, and at times unexpected, ways. This study merges narrative and text-linguistic exegetical methods in the reading of Exodus 2-4. Text-linguistics, the primary method employed, examines the syntax of the story in an effort to understand how the language has been employed in the communicative act. These observations are then combined with narrative observations: characterization, plot, type-scenes, and connections with other stories within the same work, in this case the Pentateuch.
Discipline/Stream:
Publication Year:
2015
How Do Participants in an Evangelism Training Program Assess Its Impact on Their Ability and Confidence in Sharing Their Personal Faith?
Title:
Contributor:
Albert T. Y. Kwan (author), Daryl Busby (thesis supervisor), Curtis Congo (second reader), Brian Cooper (external examiner), Trinity Western University GSTS (Degree granting institution)
Abstract:
This research project probed the question, “How do participants in an evangelism training program assess its impact on their ability, confidence and enthusiasm in sharing their faith to non-believers?” Current research suggests that although “evangelicals” firmly believe in the exclusivism of the Gospel message, few actually tell others about this message (a practice called “witnessing to others”). However, current research also suggests that when evangelicals are trained and encouraged to tell others, their confidence and skill level in witnessing is increased. The project reviews both historical and current theological understandings of the term “evangelism”. The project also probes some of the ethical issues related to the motives and reasons for witnessing to others. The project then culminates by presenting the findings of a phenomenological study of thirty people from selected Chinese churches in Calgary who participated in a training program designed to enhance their confidence and skill in witnessing to others.
Discipline/Stream:
Publication Year:
2016
How Parents of Children with Autism Access Service: The Recollection of Eight Families
Title:
Contributor:
Kaitlyn G Born (author), Ken Pudlas (second reader), Trinity Western University SGS (Degree granting institution), David Carter (thesis supervisor), Ted Wormeli (external examiner)
Abstract:
Autism Spectrum Disorder has an increasing prevalence in children; diagnostic tools have become more refined and children are diagnosed younger. Parents of children with ASD learn to cope with challenges. It was hypothesized that many parents in the lower mainland of British Columbia are self-educating instead of learning from healthcare professionals. It was also hypothesized that parents are unaware of the resources available to them after receiving a diagnosis, and are therefore seeking help for their child and assembling services in much the same way they self-educated themselves. Eight families were interviewed about their experiences post-diagnosis. It was observed that families varied greatly in emotional response and were provided with information from a physician. However, few actually used the information provided to achieve a service assembly. This qualitative research revealed that families experience relational strain and parents desired a resources to guide, support, and educate them throughout their autism journey.
Discipline/Stream:
Publication Year:
2018
The Impact of Three Math Interventions on Number Fact Knowledge among Elementary School Students: Emphasis on Students with Lower Math Abilities
Title:
Contributor:
Katrina Korb (thesis supervisor), Angela C. Feyter (author), Lara Ragpot (external examiner), Kenneth Pudlas (second reader), Trinity Western University SGS (Degree granting institution)
Abstract:
This study examined the impact of three math interventions on students with lower math abilities (LMA) in connection to their ability to gain number fact knowledge. Grade level was also used as a variable. Sixty-five students in Grades 2-6 participated in one of the following three interventions: drill-and-practice, strategy instruction and peer-mediated practice. At the end of 10 weeks, participants completed a number fact test that consisted of addition and multiplication statements. ANOVAs were used to analyze the results for each research question. Results demonstrated that the three interventions had no significant interaction effect on the number fact knowledge gained by the students with LMA. As well, students with LMA and without LMA benefitted equally from the interventions. It was also found that there was no significant interaction between the grade of the student and the intervention used. However, all students benefitted from all three interventions.
Discipline/Stream:
Publication Year:
2018
Incidental Correction of Pronunciation: Beliefs and Classroom Practice
Title:
Contributor:
Rebeka K. Delamorandiere (author), William Acton (thesis supervisor), Amanda Baker (second reader), Kay McAllister (third reader), Jennifer Foote (external examiner), Trinity Western University SGS (Degree granting institution)
Abstract:
Pronunciation instruction is currently being integrated into task-based English language education. However, instructors question the appropriateness of pronunciation correction, especially in a setting that focuses on meaning and content. Despite research suggesting successful techniques for correcting pronunciation, few studies explore the impact of correction in a class-based setting. In order to explore the appropriate locale for correction, this thesis describes observed instances of correction and then recounts student perspectives and instructor attitudes about correction in an academic setting. Observations show that instructors correct pronunciation errors by using primarily implicit recasts. Students desire pronunciation correction; however, they tend to be wary of interruption. Instructors believe that correction is necessary, but not if it will increase student stress and anxiety. Suggestions for effective implementation of feedback are given, including recommendations for when and how feedback could have occurred in the observed classes.
Discipline/Stream:
Publication Year:
2016

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