D.Litt. et Phil. / In the words of du Rand (1997:1), ' ... theology is the primary unifying thread in the narrative of the Apocalypse'. The reason for this is the God who occupies centre-stage in the book. God hold the entire book in His hand. Everything is linked to Him. The next step is to appreciate how God gives both a particular perspective and then a resultant thrust to the book. This perspective on life, history and salvation is called the world-view (Weltanschauung) in this thesis. It's the view from the position of transcendence. Yet unlike deists or the pagan helpless gods, the God of the Bible (which is also the God of the Apocalypse) is directly involved in the affairs of this world. This is true from creation in the past, the sustaining process, the saving reality and ultimately the terminating of history. It's at this point that this thesis chose the word 'influence' to be part of its title. It is God who initiates, sustains and terminates matters in the theological thrust. The theological thrust is not a mere evolutionary development or a dialectical process. God in His transcendence enters the process and thus becomes 'immanent'! 'The reader gets the impression that the whole drama originates with God on his throne, coming to earth through the Lamb, as God's agent, and concludes with God on his throne'. (Du Rand, 1997:4). Crucial to God's influence is the agency of the 'Lamb'. 'Christ's sacrificial death belongs to the way God rules on earth. What has been accomplished in heaven, namely God's reign, is visibly manifested on earth through the slaughtering of the Lamb' (Du Rand, 1997:11). The method is that of triumph through suffering, first - with apparent defeat. Then comes resurrection at the hands of God - an intervention of God as He accomplishes His purposes. This mode was demonstrated in the death and resurrection of Jesus. In turn - this becomes the model to the Church as it triumphs through suffering (See Rev.11:1-11).

D.Litt.et Phil. (Psychology) / According to Cunningham (1978) there is a fair amount of controversy that surrounds the possible causes of auto-immune diseases. According to him there are two conflicting categories of causes of which psycho-social causes is one and abnormalities of the immune system is the other. Although a substantial amount of studies concerning the relationship between psychological factors and immune functioning have been done, the results have been inconclusive. The reason for this seems to be that there is a vast amount of mediating factors. A further aspect that needs to be taken into account is that psychoneuroimmunological research has focused mainly on adults. Schleifer, Scott, Stein and Keller (1986) is of the opinion that extensive research is required to study the effects of the central nervous system and behaviour during the early development of a person. The study attempted to identify possible psycho-social factors that could contribute to pediatric diseases such as rheumatoid arthritis. In order to identify factors that are unique to auto-immune diseases four groups were compared i.e, emotional disorders, behavioral disorders, auto-immune diseases and a "normal" group.

This thesis entitled “a critical analysis of the portrayal of women in some selected Xhosa dramas”, endeavours to examine the effect of gender inequality. Women who are iv submissive toward some cultural aspects. It endeavours to give a critical analysis of women’s self assertion in some selected Xhosa dramas. According to the findings in this study, in African tradition women like to enforce patriarchy upon younger women. Older women feel that they have the duty of passing on cultural practices from generation to generation. Everything from manner of dress, posture, appropriate seating positions, eating patterns, performance of household chores, sexual expression, and voice tone and infection, self-esteem and self-concept, flows from the gender one is assigned at birth. From birth then, women and men are set on different physically based psychological paths. Of all the obstacles that limit the advancement of women, those touching upon knowledge and values are the most difficult to remove. When a woman lacks the independent capacity to assert her own positive truths and values, she is unable to contribute her insights and experiences to the various fields of human knowledge. When denied opportunities for higher forms of self expression, women may out of frustration attack the modes of understanding upheld by men. In this study theories such as black criticism, psychoanalysis, feminism and African womanism are relevant for discussing the portrayal of women. The descriptive method of research has been applied. Both observation and participation have been used for exposing barriers that block the development of women. This study will enable literature students and researchers to view culture in a broader perspective. It will enable them to consider conventions which determine the way human experience is presented in literature. Chapter one provides literature students and the researchers with a broad overview about how to develop an introductory perspective. Chapter two aims at developing a theoretical framework which serves as the basis of this study. Chapter three examines the effect of gender inequality. It opens an area of extensive examination that differentiates sexual practice from the sexual roles assigned to women and men. Chapter four examines women who are submissive or radical in some cultural aspects. Chapter five discusses women’s self assertion. Chapter six concludes this study.

D.Litt.et Phil. (Biblical Studies) / Please refer to full text to view abstract

This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses.

This study examined the relationship between the resistance to temptation of three-, four-, and five-year-old children and parental attitudes toward child-rearing. Other variables explored included gender of the children, employment status of mothers, and socio-economic status of families. Fifty-two three-, four-, and five-year-old children from two centers were tested to determine their levels of resistance to temptation as measured by Grinder's Bean Bag Instrument. Parental attitudes toward child-rearing were measured by Schaefer and Bell's Parental Attitude Research Instrument (PARI). To determine the difference between the resistance to temptation scores and socio-economic status, gender, and employment status of mothers, Jt tests were employed. No significant differences were found with regard to these variables. Factor analysis of the PARI resulted in three primary factors: Hostility-Rejection, Authoritarian- Control, and Democratic-Attitude. To determine the difference between the Hostility-Rejection scores, Authoritarian-Control scores, and Democratic-Attitude scores of the mothers and socio-economic status, _t tests were employed. There were no significant differences between mothers of a lower socio-economic level and their Hostility- Rejection and Democratic-Attitude scores. However, mothers of a lower/upper socio-economic level showed significantly higher levels of Authoritarian-Control than mothers of an upper socio-economic level. To determine the difference between the Hostility-Rejection scores, Authoritarian- Control scores, and Democratic-Attitude scores of the mothers and employment status of the mothers, t_ tests were employed. No significant differences were found regarding these variables. To determine the relationship between the Hostility-Rejection scores, Authoritarian-Control scores, and Democratic-Attitude scores of the mothers and resistance to temptation scores of the children, a Pearson Product Moment Correlation Coefficient was employed. Results indicated that there was no significant relationship between the Hostility-Rejection scores and the Authoritarian-Control scores of the mothers and the resistance to temptation score of the children. A significant relationship was found between the Democratic-Attitude scores of the mothers and the resistance to temptation score of the children.

This study examines stereotypes of fraternities and sororities in the media. Recently the media, particularly movies and television, has produced numerous portrayals of fraternal organi zations. Through thi s study a content analysis of the television show GREEK from ABC Family was conducted. The first seven episodes were analyzed answer the following questions: Were stereotypes of fratern ities and sororities pmirayed through these episodes? If so, what were the stereotypes? Five stereotypes were studied for fraternities and six for sororities. Definitions of the chosen stereotypes are identified in the literature and recorded. Tally markers were used to tabulate each portrayal of stereotypes. An average of the three viewings was then calculated to help maximize the reliability of this study. The results were further manipulated to determine the frequency of both the fraternity and sorority stereotypes individually as well as together. Stereotypes were found throughout the television series. Fraternity stereotypes were recorded more often than sorority stereotypes. This study allows us to better understand the portrayals of fraternity and sorority life as shown in GREEK.

Submitted in partial fulfillment of the requirements for the degree of Master of Arts (Counselling Psychology) in the Department of Psychology University of Zululand, 2003. / This phenomenological study explores the experience of male sex-workers. The aim of this study was to contribute to the knowledge and understanding of this complex phenomenon and hopefully serve as a foundation for future research and counselling interventions in this field. A comprehensive literature review examining the individual and contextual issues rooted in the world of commercial sex between men is provided, and forms a firm foundation and backdrop for this study. The design of this study was qualitative and proceeded from a phenomenological stance. Data was collected through in-depth, unstructured interviews with four, white South African men who were currently working as male prostitutes. The interviews were recorded on audiotape and transcribed verbatim for each participant. The data was then categorized, coded and analyzed inter-individually in order to discover common and contrasting themes and patterns. These were tied together to form a hypothetical and general description of the experience of the male sex-worker.

Kohlberg, Gilligan, and Mennuti differed in their explanation of a moral reasoning model in higher moral development levels. This study examined how moral orientations relate to gender, culture, and moral dilemma contexts. Eighteen leaders of higher educational institutes in Taiwan, 9 males and 9 females, were interviewed concerning their real-life moral dilemmas in both their professional life and personal life. Forty three incidents were generated by the participants in both situations. The principle of full saturation and constant comparative analysis methods were used in sampling, data collection, and analysis. The types of incidents, the conflict focus, the primary considerations, final decisions, and self-evaluation of decisions and consequences in the process of moral reasoning resolution were examined. The findings showed that dilemma situation factors were more important than gender factors in predominant types of conflict focus and types of moral considerations. Eight moral orientation models were identified from the full process of moral reasoning. Most moral orientation models were in combined forms. Single forms were rarely seen and there was only single-justice pattern. Justice focus mixed with either care or self shadow forms, or both, was the most predominant model found, especially in professional Situations. Self-focus mixed with other shadow forms was the most predominant model in personal situations. There were slight gender differences in the distribution of moral Orientation models. There were almost one third of incidents reasoned in justice, care, and self combinations with five different styles within the eight models. A comparison among the findings in this study with those of Kohlberg, Gilligan, and Mennuti was conducted. The interactions among gender, culture, and dilemma contexts were discussed. / Ph. D.

published_or_final_version / Education / Master / Master of Education