Making Mary Male: the Categories ‘Male’ and ‘Female’ in the Gospel of Thomas
The Coptic Gospel of Thomas is one of the most spectacular of the fifty-two tractates filling the thirteen codices of the Nag Hammadi library. Discovered in December 1945 by several Egyptian fellahin, the Nag Hammadi tractates were subjected to a variety of political and scholarly ploys, and were not made available in their entirety until the very end of 1977, when the last of the volumes of manuscript pages in the Facsimile Edition and the one-volume edition of The Nag Hammadi Library in English finally appeared.1 One of the very first of the documents to be published was the Gospel of Thomas, and its appearance has already stimulated the production of numerous articles and monographs by the scholars who have recognized its significance for our knowledge of Christian origins and early church history. Since the time of its initial publication scholars have suggested a variety of interpretations of the Gospel, and to date no consensus has been reached. Yet, in my estimation, a reasonably strong case can be made that the Gospel of Thomas, in its present form, belongs at least on the periphery of Christian Gnosticism, and to that extent the Coptic text may be termed a gnosticizing gospel.2
Charisma and Spirituality in the Early Church: A Study of Messalianism and Pseudo-Macarius
The thesis is an investigation into the concept of Charisma and Spirituality in the Early Church with particular emphasis upon the writings of Ps-Macarius, and of a group of ascetics known as the Messalians, evident in the late fourth / early fifth centuries. The Macarian writings are 
examined to see what they reveal about the experiential pneumatic theology of the Early Church, the relationship between Syrian and Hellenic traditions of Christian Rhetoric, and the relationship between Ps-Macarius and the Cappadocian Circle. The Macarian corpus as a whole is examined to assess its rhetorical influences and style. The rhetoric of the Macarian corpus is seen to illustrate a high degree of sophistication. This study also gives definition to two terms that have become imprecise and diverse in their use: 'enkrateia' (self-control), and 
`Syrian Christianity'. By isolating the characteristics of enkratefa the definitive stages of an encratic lifestyle are identified. The breaking down of the term into enkrateia, radical enkrateta and exclusive enkrateta enables a much clearer discussion to take place as to the 
nature of the encratic theology of a group or individual. The final element of this study is a consideration of the distinct Macarian imagery that is evident within the corpus. Two images are considered in detail, the 'flight of the soul' and 'sober intoxication'. Overall this study 
shows the variety of influences upon Ps-Macarius, and the uniqueness of his expression. The influences upon Ps-Macarius include a context of endemic Syrian spirituality, a radical encratic lifestyle, a Hellenic rhetorical training, and a distinct interpretation of Platonic and Neo- 
Platonic images, coupled to the wider Judaic / Mesopotamian influences of his Church. It is shown that Ps-Macarius represents an individual voice that is distinct and recognisable amongst the Fathers of the Church.
In-services and empty threats: The roles of organizational practices and workplace experiences in shaping U.S. educators' understandings of students' rights.
This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators' conceptions of students' rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975). We then examine whether individual characteristics and participation in organizational processes are associated with educators' understandings of students' due process rights. Findings suggest that educators' understandings of students' entitlements to due process vary with educators' level of education, experience of school-related legal threats, and participation in district or diocese in-service training programs on students' rights. Results point to organizational climate as a key factor in shaping educators' rights conceptions and the role of law in American schools.