03887nam 2200685Ia 450 991045405410332120200520144314.01-282-07333-897866120733353-11-173133-23-11-021214-510.1515/9783110212143(CKB)1000000000724274(EBL)429294(OCoLC)476275983(SSID)ssj0000116532(PQKBManifestationID)11128820(PQKBTitleCode)TC0000116532(PQKBWorkID)10036201(PQKB)11365397(MiAaPQ)EBC429294(DE-B1597)32700(OCoLC)979583999(DE-B1597)9783110212143(Au-PeEL)EBL429294(CaPaEBR)ebr10282621(CaONFJC)MIL207333(EXLCZ)99100000000072427420090522d2007 uy 0gerur|||||||||||txtccrBy the same word[electronic resource] creation and salvation in Hellenistic Judaism and early Christianity /Ronald CoxBerlin W. de Gruyter20071 online resource (408 p.)Beihefte zur zeitschrift fnr die neutestamentliche wissenschaft und die kunde der äteren kirche ;145Description based upon print version of record.3-11-019342-6 Includes bibliographical references and index. Frontmatter -- Contents -- Chapter One. Introduction -- Chapter Two. Middle Platonic Intermediary Doctrine -- Chapter Three. Salvation as the Fulfillment of Creation: The Roles of the Divine Intermediary in Hellenistic Judaism -- Chapter Four. Salvation as the Reparation of Creation: The Roles of the Divine Intermediary in New Testament Christology -- Chapter Five. Salvation as the Undoing of Creation: The Roles of the Divine Intermediary in "Gnosticism" -- Chapter Six. Conclusion -- BackmatterMiddle Platonism explained how a transcendent principle could relate to the material world by positing an intermediary, modeled after the Stoic active cause, that mediated the supreme principle's influence to the world while preserving its transcendence. Having similar concerns as Middle Platonism, Hellenistic Jewish sapientialism, early Christianity, and Gnosticism appropriated this intermediary doctrine as a means for understanding their relationship to God and to the cosmos. However, these traditions vary in their adaptation of this teaching due to their distinctive understanding of creation and humanity's place therein. The Jewish writings of Philo of Alexandria and Wisdom of Solomon espouse a holistic ontology, combining a Platonic appreciation for noetic reality with an ultimately positive view of creation and its place in human fulfillment. The early Christians texts of 1 Cor 8:6, Col 1:15-20, Heb 1:2-3, and the prologue of John provide an eschatological twist to this ontology when the intermediary figure finds final expression in Jesus Christ. Contrarily, Poimandres (CH 1) and the Apocryphon of John, both associated with the traditional rubric "Gnosticism", draw from Platonism to describe how creation is antithetical to human nature and its transcendent source.Beihefte zur Zeitschrift für die neutestamentliche Wissenschaft und die Kunde der älteren KircheCreationSalvationElectronic books.Creation.Salvation.220.6261.26BC 7415rvkCox Ronald936605MiAaPQMiAaPQMiAaPQBOOK9910454054103321By the same word2459835UNINA05818nam 2200493 450 99646439140331620220203150302.03-030-78292-110.1007/978-3-030-78292-4(CKB)5590000000486804(DE-He213)978-3-030-78292-4(MiAaPQ)EBC6640473(Au-PeEL)EBL6640473(OCoLC)1256819376(PPN)258303549(EXLCZ)99559000000048680420220203d2021 uy 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierArtificial intelligence in education22nd international conference, AIED 2021, Utrecht, The Netherlands, June 14-18, 2021 : proceedingsPart I /Ido Roll [and four others], editors1st ed. 2021.Cham, Switzerland :Springer,[2021]©20211 online resource (XXVIII, 518 p. 131 illus., 103 illus. in color.) Lecture notes in computer scienceIncludes index.3-030-78291-3 Full Papers -- RepairNet: Contextual Sequence-to-Sequence network for automated program repair -- Seven-year longitudinal implications of wheel spinning and productive persistence -- A Systematic Review of Data-driven Approaches to Item Difficulty Prediction -- Annotating Student Engagement Across Grades 1-12: Associations with Demographics and Expressivity -- Affect-Targeted Interviews for Understanding Student Frustration -- Explainable Recommendations in a Personalized Programming Practice System -- Mutilingual Age of Exposure -- DiSCS: A New Sequence Segmentation Method for Open-Ended Learning Environments -- Interpretable Clustering of Students' Solutions in Introductory Programming -- Adaptively Scaffolding Cognitive Engagement with Batch Constrained Deep Q-Networks -- Ordering Effects in a Role-Based Scaffolding Intervention for Asynchronous Online Discussions -- Option Tracing: Beyond Correctness Analysis in Knowledge Tracing -- An approach for detecting student perceptions of the programming experience from interaction log data -- Discovering Co-creative Dialogue States during Collaborative Learning -- Affective Teacher Tools: Affective Class Report Card and Dashboard -- Engendering Trust in Automated Feedback: A Two Step Comparison of Feedbacks in Gesture Based Learning -- Investigating students' reasoning in a code-tracing tutor -- Evaluating Critical Reinforcement Learning Framework In the Field -- Machine learning models and their development process as learning affordances for humans -- Predicting Co-Occurring Emotions from Eye-Tracking and Interaction Data in MetaTutor -- A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in Writing -- The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students’ Collaborative Dialogue -- Extracting and Clustering Main Ideas from Student Feedback using Language Models -- Multidimensional Team Communication Modeling for Adaptive Team Training: A Hybrid Deep Learning and Graphical Modeling Framework -- A Good Start is Half the Battle Won: Unsupervised Pre-Training for Low Resource Children's Speech Recognition for an Interactive Reading Companion -- Predicting Knowledge Gain during Web Search based on Multimedia Resource Consumption -- Deep Performance Factors Analysis for Knowledge Tracing -- Gaming and confrustion explain learning advantages for a math digital learning game -- Tackling the Credit Assignment Problem in Reinforcement Learning-Induced Pedagogical Policies with Neural Networks -- TARTA: Teacher Activity Recognizer from Transcriptions and Audio -- Assessing Algorithmic Fairness in Automatic Classifiers of Educational Forum Posts -- “Can you clarify what you said?”: Studying the impact of tutee agents’ follow-up questions on tutors’ learning -- Classifying Math Knowledge Components via Task-Adaptive Pre-Trained BERT -- A Multidimensional Item Response Theory Model for Rubric-based Writing Assessment -- Towards Bloom's Taxonomy Classification Without Labels -- Automatic Task Requirements Writing Evaluation With Feedback via Machine Reading Comprehension -- Temporal Processes Associating with Procrastination Dynamics -- Investigating Students’ Experiences with Collaboration Analytics for Remote Group Meetings -- “Now, I Want to Teach it for Real!”: Introducing Machine Learning as a Scientific Discovery Tool for K-12 Teachers,. Better Model, Worse Predictions: The Dangers in Student Model Comparisons.This two-volume set LNAI 12748 and 12749 constitutes the refereed proceedings of the 22nd International Conference on Artificial Intelligence in Education, AIED 2021, held in Utrecht, The Netherlands, in June 2021.* The 40 full papers presented together with 76 short papers, 2 panels papers, 4 industry papers, 4 doctoral consortium, and 6 workshop papers were carefully reviewed and selected from 209 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas. *The conference was held virtually due to the COVID-19 pandemic.Lecture notes in computer science.Intelligent tutoring systemsCongressesIntelligent tutoring systems371.334Roll IdoMiAaPQMiAaPQMiAaPQBOOK996464391403316Artificial Intelligence in Education1947567UNISA