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These preachers were asked to read short stories for twenty-six weeks and to allow their preaching to be evaluated approximately once a month for six months to see if their homilies would become more captivating. In this blind study, the preachers were not cued on what to look for in short stories, and the evaluators were not informed that the preachers were reading short stories. The goal was to see if reading short stories alone was enough to make homilies more captivating.The results from the twenty-six-week intervention showed no clear evidence that reading short stories helped preachers preach captivating homilies, except maybe in the case of one preacher who was already preaching narratively before the intervention began. What is clear from the intervention, however, is that narrative preaching is exceptionally good at captivating people. 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It is argued that today digital communication technologies are not just tools for communication, but a comprehensive, thought-shaping, and culture-making reality of our time. Therefore, this study explores the development of a praxis of digital faith formation for young adults. In this perspective, it examines first, the specific forms of digital religious expressions take in general and in Roman Catholic ministerial praxes in particular, especially in an Indian context. Second, how can Indian Roman Catholic ministers, and the faithful whom they serve, be evangelically and technologically informed, engaged, and responsible users of rapidly evolving digital media? Third, how can ecclesial leaders be effectively persuaded of the importance of being open to new ideas about the use of digital media for the formation of youth as well as a myriad of other possible ministerial applications? While exploring these questions in an Indian context, this thesis analyzes a set of specific phenomena related to both the existent and potential interplay of ministry and digital technology. This thesis takes a modest but important step toward developing digital faith formation for young adults. 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Can interpretation of “Catholic identity” differ from one school to another? Who has the authority to set benchmarks for Catholic school identity? In what ways can Catholic identity be quantitatively measured to advance school improvement and deepen alignment to the mission of the Church? To what extent can we really know if our efforts to share the Gospel through Catholic education are successfully contributing to the mission of the modern Church? This project aims to engage Catholic school leaders in dialogue around definitions of Catholic identity and how school stakeholder survey data can be utilized to set and achieve school improvement goals around deepening the Catholic identity, mission, and culture of schools within the Archdiocese of Chicago."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"member_of_collections_ssim":["Catholic Theological Union"],"member_of_collection_ids_ssim":["b51273d2-7ff5-4ecb-af24-64508c2367ad"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["work_editor","public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1791129614058258432,"timestamp":"2024-02-17T07:18:30.282Z","score":1.0}],"facets":[{"name":"resource_type_sim","items":[{"value":"Unknown","hits":13089,"label":"Unknown"},{"value":"D.Min. 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