Bibliografías temáticas / Christian higher education

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  2. Tesis
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Literatura académica sobre el tema "Christian higher education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Christian higher education"

1

Hulme, E. Eileen, David E. Groom y Joseph M. Heltzel. "Reimagining Christian Higher Education". Christian Higher Education 15, n.º 1-2 (enero de 2016): 95–105. http://dx.doi.org/10.1080/15363759.2016.1107348.

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Levy, Daniel. "Christian Higher Education's Place within Private Higher Education". International Higher Education, n.º 88 (17 de enero de 2017): 22–23. http://dx.doi.org/10.6017/ihe.2017.88.9690.

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Universities sponsored by Christian churches are a neglected but important part of private higher education everywhere. Christian higher education is rapidly expanding in Africa particularly. This article discusses the nature of expansion as well as the challenges facing Christian higher education worldwide.
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Felderhof, Marius C. "Christian Faith and Higher Education". Journal of Beliefs & Values 24, n.º 1 (abril de 2003): 101–9. http://dx.doi.org/10.1080/1361767032000053042.

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Hall Lewis, Heather. "Leadership in Christian Higher Education". International Journal of Christianity & Education 19, n.º 3 (mayo de 2015): 279–80. http://dx.doi.org/10.1177/2056997115578790.

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Jones, Alexander H. "Re-imagining Christian Higher Education". International Journal of Christianity & Education 23, n.º 2 (8 de abril de 2019): 251–54. http://dx.doi.org/10.1177/2056997119836406.

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Fowler, Stuart y Isaac N. Mutua. "Christian Higher Education in Africa". Christian Higher Education 11, n.º 5 (noviembre de 2012): 349–52. http://dx.doi.org/10.1080/15363759.2010.515924.

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Mannoia, V. James. "Christian Higher Education: An Education that Liberates". Christian Higher Education 14, n.º 1-2 (13 de diciembre de 2014): 89–107. http://dx.doi.org/10.1080/15363759.2015.975628.

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Shapiro, Bernard J. y G. A. Rawlyk. "Canadian Baptists and Christian Higher Education". History of Education Quarterly 29, n.º 3 (1989): 486. http://dx.doi.org/10.2307/368920.

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Nelson, Denise. "Selected Dissertations on Christian Higher Education". Christian Higher Education 21, n.º 3 (26 de mayo de 2022): 239–40. http://dx.doi.org/10.1080/15363759.2022.2031454.

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Dirks, Dennis H. "Moral Development in Christian Higher Education". Journal of Psychology and Theology 16, n.º 4 (diciembre de 1988): 324–31. http://dx.doi.org/10.1177/009164718801600403.

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Recent research concerning the mural development of evangelical college and seminary students utilizing Kohlberg's stage theory was examined. Biblical parallels to moral development theory were noted and briefly explored. Various explanations for evangelical students' lower than expected scores on moral development tests were considered including such factors as lack of reflection regarding the content of the faith as well as application of biblical principles, weaknesses in the evangelical educational process including the absence of cognitive disequilibrium, evangelical orientation toward biblical care and concern as well as toward justice, and the manner in which an institution's standards of conduct are communicated to students.
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Tesis sobre el tema "Christian higher education"

1

Woodward, Jonathan David II. "Spiritual Formation in Christian Higher Education". University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595350622682958.

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Millis, Brian David y n/a. "Faith, Learning and Christian Higher Education". Griffith University. School of Curriculum, Teaching and Learning, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061019.120201.

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Responding to the absence of readily available models in Australia for thinking about Christian higher education, this thesis investigates what might constitute its foundational principles and distinctive character. The thesis considers the Western Christian tradition, the history of the university, and the contemporary experience of Christian higher education in the United States to identify models for thinking about Christian higher education. It is argued that a central issue to be addressed in developing a distinctively Christian approach to scholarship is the relationship of faith and reason, an issue to which the Christian tradition offers a range of approaches. The question of faith and reason has a wider cultural significance since, it is argued, Western culture is fundamentally constituted by the relationship of Jerusalem and Athens, in which the inherent tensions do not obscure an ultimate commitment to the unity of truth. In contemporary debates over Christian higher education, the concept of faith-learning integration is a central issue. Given the variety of definitions and models proposed, the thesis considers the approaches which have been adopted in the Christian tradition. The approaches of Philo and the Church Fathers to classical learning are considered, with extended attention given to the 'faith seeking understanding' model attributed to St Augustine. Drawing upon Neoplatonism, Augustine's theory of illumination explained why true knowledge was dependent upon divine revelation. Augustine's approach also held that 'all truth is God's truth', and justified the appropriation of classical learning as analogous to the Hebrews 'spoiling Egypt' at the time of the Exodus. The Augustinian approach offers significant insight into the role of the will and the affections in knowing, and justifies belief as a reliance upon authority. While Augustine's is not the only model that might validly be termed 'Christian', and is not without its problems, it is a model which still has much to offer to Christian higher education today. The Augustinian approach has a profound historical significance since it established the epistemological framework for western Christendom throughout the middle ages. In responding to the criticism that the term 'Christian university' is an oxymoron, the thesis also considers aspects of the history of the medieval and Reformation universities, seeking to establish the extent to which it is possible for the university to be regarded as a Christian institution. It is argued that the university did not arise out of the rediscovery of Aristotelian philosophy, and that it is indeed possible to regard the university as a Christian institution for much of its history. The possibility of a Christian university today is thus not inconsistent with the history and institutional character of the university. The contributions to thinking about faith and learning and Christian higher education of Thomas Aquinas, Martin Luther, John Calvin, and John Henry Newman are also discussed. One of the critical tasks of Christian higher education generally, and of a Christian university specifically, is the synthesis or integration of faith and learning, of which both Augustine and Thomas Aquinas were exemplars. It is argued however that, while the Thomistic approach can validly be termed 'Christian', it has been more successfully pursued in Catholic institutions than in their Protestant counterparts in which a central authority to regulate the boundaries of the domains of faith and reason is absent. A critical issue for Christian higher education today is that of secularising pressures, and thus the recent history of the secularisation of Christian higher education institutions in the United States is also considered. It is argued that the secularisation of these institutions was due particularly to the view of faith and learning which they had adopted. The study concludes that the 'worldview' approach advocated by Abraham Kuyper offers an approach to scholarship which is both resistant to secularisation, and consistent with the Christian tradition, particularly as expressed by Augustine and Calvin.
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Millis, Brian David. "Faith, Learning and Christian Higher Education". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366985.

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Responding to the absence of readily available models in Australia for thinking about Christian higher education, this thesis investigates what might constitute its foundational principles and distinctive character. The thesis considers the Western Christian tradition, the history of the university, and the contemporary experience of Christian higher education in the United States to identify models for thinking about Christian higher education. It is argued that a central issue to be addressed in developing a distinctively Christian approach to scholarship is the relationship of faith and reason, an issue to which the Christian tradition offers a range of approaches. The question of faith and reason has a wider cultural significance since, it is argued, Western culture is fundamentally constituted by the relationship of Jerusalem and Athens, in which the inherent tensions do not obscure an ultimate commitment to the unity of truth. In contemporary debates over Christian higher education, the concept of faith-learning integration is a central issue. Given the variety of definitions and models proposed, the thesis considers the approaches which have been adopted in the Christian tradition. The approaches of Philo and the Church Fathers to classical learning are considered, with extended attention given to the 'faith seeking understanding' model attributed to St Augustine. Drawing upon Neoplatonism, Augustine's theory of illumination explained why true knowledge was dependent upon divine revelation. Augustine's approach also held that 'all truth is God's truth', and justified the appropriation of classical learning as analogous to the Hebrews 'spoiling Egypt' at the time of the Exodus. The Augustinian approach offers significant insight into the role of the will and the affections in knowing, and justifies belief as a reliance upon authority. While Augustine's is not the only model that might validly be termed 'Christian', and is not without its problems, it is a model which still has much to offer to Christian higher education today. The Augustinian approach has a profound historical significance since it established the epistemological framework for western Christendom throughout the middle ages. In responding to the criticism that the term 'Christian university' is an oxymoron, the thesis also considers aspects of the history of the medieval and Reformation universities, seeking to establish the extent to which it is possible for the university to be regarded as a Christian institution. It is argued that the university did not arise out of the rediscovery of Aristotelian philosophy, and that it is indeed possible to regard the university as a Christian institution for much of its history. The possibility of a Christian university today is thus not inconsistent with the history and institutional character of the university. The contributions to thinking about faith and learning and Christian higher education of Thomas Aquinas, Martin Luther, John Calvin, and John Henry Newman are also discussed. One of the critical tasks of Christian higher education generally, and of a Christian university specifically, is the synthesis or integration of faith and learning, of which both Augustine and Thomas Aquinas were exemplars. It is argued however that, while the Thomistic approach can validly be termed 'Christian', it has been more successfully pursued in Catholic institutions than in their Protestant counterparts in which a central authority to regulate the boundaries of the domains of faith and reason is absent. A critical issue for Christian higher education today is that of secularising pressures, and thus the recent history of the secularisation of Christian higher education institutions in the United States is also considered. It is argued that the secularisation of these institutions was due particularly to the view of faith and learning which they had adopted. The study concludes that the 'worldview' approach advocated by Abraham Kuyper offers an approach to scholarship which is both resistant to secularisation, and consistent with the Christian tradition, particularly as expressed by Augustine and Calvin.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
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Marshall, Craig Lithgow. "Mormon student religiosity and higher education". Thesis, University of Nottingham, 1996. http://eprints.nottingham.ac.uk/11281/.

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This study examines the religiosity of Mormon college students in Britain and its relationship with higher education and their church. Past research has demonstrated a negative association between the level and length of education and religiosity. However, many American studies identify in Mormon students an exception to this general trend. The initial hypothesis to be tested is that British Mormons will show the same resistance to the secularizing influence of higher education as their American counterparts, despite an apparently less favourable social environment. A further proposal is that various agencies of Church support, particularly the Institutes of Religion, are an important element in sustaining religious commitment. Research methods include questionnaire surveys of students, Church administrators and Institute instructors. Religiosity scales are developed from the student questionnaire through factor analysis, utilizing procedures developed in America. Differences between the British and American scales underline the complex nature of religiosity and reflect the generally contradictory and inconclusive character of wider research in this field. The scales are used to measure student religiosity and correlations with other variables are calculated. Results confirm that for Mormon students in Britain there is no significant association between years of higher education and religiosity. Associations are demonstrated between religiosity and various Church agencies, including Institute, thus supporting the second hypothesis; however the dependency in several relationships is problematic and the influence of these agencies is not conclusive. This result stimulated a consideration of other areas of belief and practice likely to be important; characteristics of LDS faith are identified which may be significant for the resilience of Mormon religiosity.
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Goins, Mervyn L. "Harold W. Reed : contributions to Christian higher education /". Full-text version available from OU Domain via ProQuest Digital Dissertations, 1991.

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Pohl, Mark. "An investigation of the relationship between Christian spirituality and the intercultural effectiveness of academic leaders in Christian higher education". Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716649.

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This study examined the extent to which a relationship exists between Christian spirituality and the intercultural effectiveness of academic leaders in Christian higher education. The study utilized a sequential mixed methods approach, with two quantitative surveys administered first, followed by a qualitative open-ended e-mail survey in order to delve deeper into the quantitative findings and answer the research questions. Thirty-four academic leaders responded to the quantitative surveys for a response rate of 51.5%, and eight academic leaders were purposefully selected for the subsequent qualitative survey. No statistically strong relationships between Christian spirituality and intercultural effectiveness were found in this investigation. The quantitative research found Awareness of God to have a slight moderate relationship with interpersonal engagement, and instability was found to have a slight negative moderate relationship with hardiness. Subsequently, eight academic leaders participated in the qualitative research that further explained some relationship between Christian spirituality and intercultural effectiveness in the context of Christian higher education.

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Lincoln, Lawrence H. "The message and ministry of Howard G. Hendricks in Christian higher education". Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2791/.

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Howard G. Hendricks influenced generations of leaders in Christian education during the last half of the 20th century through the practical communication of his unique message and the personal nature of his teaching ministry. This study explored his life through interpretive biography, compared his message with current models of secular and religious education, and evaluated his ministry through case study research. Hendricks has contributed to the field of Christian higher education through the publication of several books and periodical articles, as well as film series, audiotapes, and videotapes. He has presented thousands of messages across America and in over 75 countries worldwide. Hendricks has spent his entire 50-year educational career at Dallas Theological Seminary, teaching in the classroom, mentoring his students, and modeling positive values of Christian leadership. Chapter 1 introduces the study, explains the purpose and significance of the project, and defines key terms. Chapter 2 describes the methodology employed for the study. Chapter 3 provides an interpretive biography of Hendricks, and chapter 4 compares the educational philosophy of Hendricks with secular and Christian models. Chapter 5 examines the ministry of Hendricks in a case study approach. Chapter 6 summarizes the study and offers conclusions and implications for future research.
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Haase, Daniel T. "A philosophy and handbook for mentoring within Christian higher education". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Stewart, Mark. "The transformation and development of Christian institutions of higher education". Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2557.

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A qualitative case study was conducted of Bethany College of the Assemblies of God in Scotts Valley, CA. A twofold purpose motivated this study: The first was to add to the understanding of the transformation processes of Christian higher education institutions, and the second was to develop a set of principles to be applied to the changing Christian institution by administrators and governing boards. From the study, which consisted primarily of document analysis and was supported by interview data, findings were reported and five major emergent themes were identified. These themes were: (a) The vital role of key leaders and the qualities they exhibited; (b) the importance of maintaining an unchanging core central mission; (c) the necessity of ongoing program expansion; (d) the environment or climate impacting change; and (e) the role of other key “players” in the growth and change process. Findings were discussed from the perspective of an administrator in Christian Higher Education.
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Menna, Tamene Yoseph. "The Relationship of Cultural Intelligence, Transformational Leadership Style, and Team Performance in Culturally Diverse Student Leaders in Christian Higher Education". Thesis, Biola University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600568.

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The purpose of this study was to examine the relationship between cultural intelligence, transformational leadership, and team performance in one private Christian higher education institution in Southern California. The study further conducted initial exploration of how student leaders’ Christian worldview (humility) influences their cultural intelligence, transformational leadership, and team performance. A quantitative research design was used to carry out this study. Data were collected from 174 student leaders from four departments including Resident Life, Spiritual Development, Global Students Development and Student Enrichment and Intercultural Development. The quantitative data was analyzed using descriptive statistic and correlational analysis on SPSS software.

The finding of this study revealed that there was no significant relationship between overall cultural intelligence and overall team cohesion of student leaders. Analysis on the subscale level revealed that there was a very weak negative relationship between cognitive CQ and task cohesion. In addition, a significant weak relationship was found between transformational leadership and team cohesion. The social cohesion subscale was significantly correlated to all of the five subscales of transformational leadership scale. The individual attraction subscale was significantly correlated with four of the subscales of transformational leadership except for intellectual stimulation. The task cohesion subscale was not related to any of the subscales of transformational leadership.

An initial exploration of student leaders’ understanding of humility was conducted using six survey questions developed by the researcher based on five key elements of humility stated by Tangany (2000). Based on the results of the survey data analysis, participants appeared to exhibit certain aspects of cultural intelligence, transformational leadership behaviors and team cohesion. This survey was intended to serve as an initial step for future research to fully explore how student leader’s Christian worldview (humility) contributes to their leadership effectiveness and team performance.

In summary, overall cultural intelligence was not related to overall team cohesion. There was a significant very weak relationship between overall transformational leadership and overall team cohesion. These findings suggest that there are still more underlying factors that influence overall team cohesion of student leaders in a Christian higher education context.

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Libros sobre el tema "Christian higher education"

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The higher Christian education. New York: A.S. Barnes & Burr, 1986.

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Sullivan, John. The Christian Academic in Higher Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69629-4.

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A, Rawlyk George, ed. Canadian Baptists and christian higher education. Kingston: McGill-Queen's University Press, 1988.

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1935-, Heie Harold, ed. Slogans or distinctives: Reforming Christian higher education. Lanham, Md: University Press of America, 1993.

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Howard, Yoder John, ed. Concern for education: Essays on Christian higher education, 1958-1966. Eugene, Or: Cascade Books, 2010.

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S, Dockery David y Thornbury Gregory Alan, eds. Shaping a Christian worldview: The foundations of Christian higher education. Nashville, TN: Broadman & Holman, 2002.

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Dockery, David S. y Gregory Alan Thornbury, eds. Shaping a Christian Worldview: The Foundations of Christian Higher Education. Nashville, TN, USA: B&H Publishing Group, 2002.

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Organizing a Christian mind: A theology of higher education. Valley Forge, Pa: Trinity Press International, 1996.

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Ostrander, Richard. Reconsidering college: Christian higher education for working adults. Abilene, Tex: Abilene Christian University Press, 2014.

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John, Lee D. y Stronks Gloria Goris, eds. Assessment in Christian higher education: Rhetoric and reality. Lanham: University Press of America, 1994.

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Capítulos de libros sobre el tema "Christian higher education"

1

Sullivan, John. "Christian Scholars". En The Christian Academic in Higher Education, 51–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69629-4_3.

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Sullivan, John. "Christian Universities". En The Christian Academic in Higher Education, 167–94. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69629-4_7.

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Echelbarger, David T. "Intellectual Humility & Higher Education". En Christian Faith and University Life, 149–63. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61744-2_9.

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Sullivan, John. "Polarities in Christian Pedagogy". En The Christian Academic in Higher Education, 221–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-69629-4_9.

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Messmore, Ryan. "The Trinity, Love and Higher Education: Recovering Communities of Enchanted Learning". En Reimagining Christian Education, 39–50. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_3.

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Robinson, Simon. "A Christian Perspective on Love and Higher Education". En Higher Education and Love, 17–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82371-9_2.

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Hightower, Christopher T. "Intercultural competence at Texas Christian University". En Intercultural Competence in Higher Education, 192–96. First edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315529257-22.

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Norsworthy, Beverley. "Christian Higher Education: Capturing a Personal Passionate Profession". En Innovating Christian Education Research, 59–71. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8856-3_5.

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Gowan, Sunaina y Maureen Miner. "Distinctively Christian Higher Education as the Wholistic Formation of Students". En Innovating Christian Education Research, 221–38. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8856-3_14.

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Konz, D. J. "Dietrich Bonhoeffer and Christo-ecclesial Unity in Christian Higher Education". En Innovating Christian Education Research, 87–102. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8856-3_7.

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Actas de conferencias sobre el tema "Christian higher education"

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Woodward, Jonathan. "Spiritual Formation in Christian Higher Education". En 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685984.

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Li, Xuejiao, Na Wang y Yi Liu. "Study on the Political Participation of Chinese Rural Christian Believers". En 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.47.

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Edwards, Sachi. "Problematizing Christian Hegemony in Higher Education Research: A Systematic Review of Large-Scale Survey Measures". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576321.

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Sihombing, Lince. "Reconstruction Of Instructional Material For Christian Higher Education; A Way Of Strenghtening Attitude Upon Fear Of God". En Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302114.

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Parihala, Yohanes, Rolland A. Samson y Dewi Tika Lestari. "The Education of "Orang Basudara": The Development of Multicultural Education in the Higher Education of Maluku Indonesian Christian University and Its Contribution to Maintain Peace in Maluku". En Proceedings of the International Conference on Religion and Public Civilization (ICRPC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icrpc-18.2019.6.

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Malinda, Maya, Miki Tjandra, Asni Harianti y Olivia Vania Olius. "Analysis of the Effectiveness of Financial Education for Students in Higher Education to Increase Financial Literacy (Case Study: Financial Planning Class in Maranatha Christian University)". En 8th International Conference of Entrepreneurship and Business Management Untar (ICEBM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200626.026.

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Floroaia, Mihai. "The role of religious education in the development of competencies specific to the training profile of high school graduates". En Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p268-273.

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Through the information, knowledge and values offered, the educational process aims at forming and shaping characters. The Christian character presupposes an improvement of each faculty of the soul through the relationship between grace and freedom and their constant harmonization, which can be achieved only with the help of a moral-religious education.If in most study disciplines the emphasis is mainly on information, in the case of religious education, the emphasis is on the formative aspect, which brings a balance in the holistic training of the young person. Based on the descriptions of the key competencies, the training profile of the high school graduate was derived from a European Commission document on these competencies on three levels of acquisition: elementary, functional and developed. Thus, by achieving the derived competencies proposed in the religious classes, the eight competencies aimed at training the graduate for integration into society can be developed.
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Prijanto, Jossapat Hendra, Ariani T. Padang y Asih Enggar Susanti. "Indication of the Effect of Radicalism on Christian High School Students, Lippo Karawaci". En Proceedings of the 1st International Conference on Social Knowledge Sciences and Education (ICSKSE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icskse-18.2019.4.

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Triwijayanti, Nobita, Rusdarti, F. Totok Sumaryanto y Titi Prihatin. "Online Learning Management During COVID-19 Pandemic: A Study at Satya Wacana Christian Junior High School". En 6th International Conference on Science, Education and Technology (ISET 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211125.012.

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С.В., Очеретина, y Кабаев, Д.А. "THE NECROPOLIS OF THE ANCIENT TOWN OF VLADIMIR ON THE TERRITORY OF THE PATRIARCH’S GARDEN BASED ON THE RESULTS OF ARCHAEOLOGICAL RESEARCH IN 2016-2017". En Археология Владимиро-Суздальской земли. Crossref, 2021. http://dx.doi.org/10.25681/iaras.2021.978-5-94375-365-7.56-66.

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Статья освещает варианты погребального обряда городского некрополя древнего Владимира, обнаруженного и исследованного в ходе охранных археологических раскопок 2016-2017 гг. на территории учебного комплекса «Патриарший сад» г. Владимира. Могильник расположен на высоком мысу, образованном южным склоном левого берега р. Клязьма и склоном рельефной впадины, на которой находится сад. Древнее кладбище локализовано на площади не менее 1000 м². Захоронения располагались в три яруса. Поздние захоронения, зафиксированные в культурном слое, выполнены по христианскому погребальному обряду, их датировка - вторая половина XIII - XV в. Ранние захоронения XII - начала XIII в. выполнены в могильных ямах, впущенных в материк. В этих захоронениях при преобладании христианской обрядности встречены черты иных вариантов погребального обряда: захоронение в бересте, захоронение с ритуальным сосудом, захоронения иной пространственной ориентировки, кремация. Разнообразие элементов погребального обряда свидетельствует о сложном и продолжительном пути становления христианской погребальной обрядности. Вариативность погребального обряда представляет население древнего Владимира как общность выходцев с разных территорий, носивших различные культурные традиции. The article highlights the funeral ceremony options of the ancient Vladimir necropolis discovered and researched during the protective archaeological excavations in 20162017 on the territory of the educational complex “The Patriarch’s garden” in Vladimir. The burial ground is located on a high promontory formed by the southern slope of the left bank of the Klyazma river and the slope of the relief depression where the garden is situated. The ancient cemetery is located on an area of at least 1000 m. Burials were located in 3 tiers. Later burials recorded in the cultural layer are made according to the christian burial ritual, it is dated by the second half of the XIII-XVth centuries. Early burials (XII-early XIIIth centuries) were made in burial pits let into the mainland. There are features of other funeral rite variants with the predominance of christian rites in these burials: burial in birch bark, burial with a ritual vessel, burial of a different spatial orientation, cremation. The variety of the funeral rite elements indicates the complex and long path of Christian funeral rites formation. The funeral rite variation represents the population of ancient Vladimir as a community of people from different territories who had different cultural traditions
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Informes sobre el tema "Christian higher education"

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Martin, Kathi, Nick Jushchyshyn y Claire King. Christian Lacroix Evening gown c.1990. Drexel Digital Museum, 2017. http://dx.doi.org/10.17918/wq7d-mc48.

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The URL links to a website page in the Drexel Digital Museum (DDM) fashion image archive containing a 3D interactive panorama of an evening gown by French fashion designer Christian Lacroix with related text. This evening gown by Christian Lacroix is from his Fall 1990 collection. It is constructed from silk plain weave, printed with an abstract motif in the bright, deep colors of the local costumes of Lacroix's native Arles, France; and embellished with diamanté and insets of handkerchief edged silk chiffon. Ruffles of pleated silk organza in a neutral bird feather print and also finished with a handkerchief edge, accentuate the asymmetrical draping of the gown. Ruching, controlled by internal drawstrings and ties, creates volume and a slight pouf, a nod to 'le pouf' silhouette Lacroix popularized in his collection for Patou in 1986. Decorative boning on the front of the bodice reflects Lacroix's early education as a costume historian and his sartorial reinterpretation of historic corsets. It is from the private collection of Mari Shaw. The panorama is an HTML5 formatted version of an ultra-high resolution ObjectVR created from stitched tiles captured with GigaPan technology. It is representative the ongoing research of the DDM, an international, interdisciplinary group of researchers focused on production, conservation and dissemination of new media for exhibition of historic fashion.
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