This thesis is a description and analysis of work that I produced during my Gradate studies at the University of New Orleans. The central theme of these works is the common human experience of inner dialogue, an interior experience. Through prints and sculpture I produce stand-ins for the body. These objects are meant to invite the viewer to sense recognizable human traits and to experience the works as having been "lived in."

Energi är grunden för allt mitt arbete. Utan Energi så finns det inget liv. Vad ska jag göra för att få energi och vad ska jag undvika för att inte förlora den? Ett undersökande i hur jag ska gå till väga för att bli lycklig i mitt liv och med min konst. För mig handlar det om att roligt. AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa………….HAHAHAHA!!!

Text in Afrikaans / During her theoretical training as an educational psychologist, the researcher became acquainted with the relations theory. The researcher became aware of the fact that persons who have experienced psychological trauma, commonly practice irrational inner dialogue/self talk. From her own experience, it also became clear that traumatized persons deal with their trauma more effectively when they have good relations with others. Due to the fact that these aspects are significant aspects of the relations theory, the researcher began to wonder whether this theory could possibly be of value in therapy with traumatized persons. On the basis of a qualitative study of limited scope, it was found that, with certain reservations, the educational psychological relations theory could be a workable theory in therapy and that relations therapy could make a valuable contribution to the success of therapy with traumatized persons. / In die loop van haar teoretiese opleiding as opvoedkundige sielkundige het die navorser kennis gemaak met die relasieteorie. Die navorser het bewus geword van die feit dat mense wat 'n sielkundige trauma in hulle lewens beleef het, oor die algemeen irrasionele selfspraak beoefen. Na aanleiding van haar eie ervaring, het dit ook duidelik geword dat getraumatiseerde persone meer effekttef deur hulle trauma kan werk indien hulle relasies toereikend is. Omdat hierdie aspekte juis baie gewig dra in die relasieteorie, het die navorser begin wonder of die relasieteorie nie moontlik van waarde kan wees in terapie met getraumatiseerdes nie. Op grond van 'n kwaiitatiewe studie van beperkte omvang is daar bevind dat, met sekere voorbehoude, die opvoedkundig-sielkundige relasieteorie wel 'n werkbare teorie in terapie kan wees en dat relasieterapie 'n waardevolle bydrae tot die sukses van terapie met getraumatiseerdes kan iewer. / Educational Studies / M.Ed. (Guidance and Counselling)

Text in Afrikaans / During her theoretical training as an educational psychologist, the researcher became acquainted with the relations theory. The researcher became aware of the fact that persons who have experienced psychological trauma, commonly practice irrational inner dialogue/self talk. From her own experience, it also became clear that traumatized persons deal with their trauma more effectively when they have good relations with others. Due to the fact that these aspects are significant aspects of the relations theory, the researcher began to wonder whether this theory could possibly be of value in therapy with traumatized persons. On the basis of a qualitative study of limited scope, it was found that, with certain reservations, the educational psychological relations theory could be a workable theory in therapy and that relations therapy could make a valuable contribution to the success of therapy with traumatized persons. / In die loop van haar teoretiese opleiding as opvoedkundige sielkundige het die navorser kennis gemaak met die relasieteorie. Die navorser het bewus geword van die feit dat mense wat 'n sielkundige trauma in hulle lewens beleef het, oor die algemeen irrasionele selfspraak beoefen. Na aanleiding van haar eie ervaring, het dit ook duidelik geword dat getraumatiseerde persone meer effekttef deur hulle trauma kan werk indien hulle relasies toereikend is. Omdat hierdie aspekte juis baie gewig dra in die relasieteorie, het die navorser begin wonder of die relasieteorie nie moontlik van waarde kan wees in terapie met getraumatiseerdes nie. Op grond van 'n kwaiitatiewe studie van beperkte omvang is daar bevind dat, met sekere voorbehoude, die opvoedkundig-sielkundige relasieteorie wel 'n werkbare teorie in terapie kan wees en dat relasieterapie 'n waardevolle bydrae tot die sukses van terapie met getraumatiseerdes kan iewer. / Educational Studies / M.Ed. (Guidance and Counselling)

Specific movements within the pelvic floor, abdomen, diaphragm, ribs, and spine are show to be associated with either inspiration or expiration when playing the alto saxophone. These movements support tone production during the performance of large intervallic leaps and altissimo register notes. During expiratory breath, specific vocal-tract formations and movements are show to be adaptive with either the higher and lower registers. Anatomical areas studied include the glottis, larynx, pharynx, velum and soft palate, tongue arch, and tongue proximity to the reed. Flouroscopy and endoscopic research by Watkins, Pattnoede, and Jordheim challenge common pedagogical advice for palm-key and altissimo register notes such as using a high tongue arch, fast air and the "ee" vowel. Literature by historical and even current pedagogues do not clarify their use of the terms "larynx" or "throat." In the context of their writing those terms could ambiguously mean oropharynx, laryngopharynx, glottis, neck muscles or vertical position of larynx. Mental tension, fear, and negative inner dialogue are shown to cause reflexive and tension-based movement. These issues negatively impact the formation and direction of adaptive vocal-tract movements for large ascending intervallic leaps and altissimo-register note production. Repeated failure by a student can provoke negative self-talk as well as maladaptive emotions and beliefs about the musical challenge, potentially creating a longstanding narrative that leads to less than positive expectations for saxophone technique. Knowledge and use of adaptive vocal-tract and breathing movements can erode negative dialogue by providing evidence that it is not true. The student may begin to use positive self-talk, creating better inner dialogue and beliefs. Over time, confidence from body and mind awareness supports the formation of positive expectations. The tenets of mindfulness and inclusive awareness put forward by authors such as Dunkel, Caplan, Hall, Leaf, and Westney were shown to be complementary to the body and vocal-tract movements needed for the musical challenges discussed. Practical exercises are given to help the student increase body and mind awareness. Intentionally gaining awareness of and mindfully practicing adaptive body mapping and vocal-tract movements can support the effective production of, and lead to a healthy mindset for achieving successful performances of large intervallic leaps and altissimo-register tones.

Discontent with preaching as mode of communication is the problem statement of this study. The authoritative nature of deductive preaching is mirrored by the exploratory, "discovery nature" of inductive models, emphasizing how dialogical preaching is enhanced by incorporating inductive elements into preaching. Meaning production and levels of meaning were studied, and a hermeneutical model for Pentecostal churches were proposed. Dialogical preaching as attitude and principle as well as method was looked at, and the role of interactive participative communication in the dialogic process was described. Special emphasis was placed on the Parable, the metaphor and narrative preaching as models for inductive preaching, and the development and phases of the "plot" was examined. Bridging models between inductive and deductive styles were explored, while two dialogical tools for preparation of sermons were designed. / Practical Theology / Th.M. (Practical theology)

Discontent with preaching as mode of communication is the problem statement of this study. The authoritative nature of deductive preaching is mirrored by the exploratory, "discovery nature" of inductive models, emphasizing how dialogical preaching is enhanced by incorporating inductive elements into preaching. Meaning production and levels of meaning were studied, and a hermeneutical model for Pentecostal churches were proposed. Dialogical preaching as attitude and principle as well as method was looked at, and the role of interactive participative communication in the dialogic process was described. Special emphasis was placed on the Parable, the metaphor and narrative preaching as models for inductive preaching, and the development and phases of the "plot" was examined. Bridging models between inductive and deductive styles were explored, while two dialogical tools for preparation of sermons were designed. / Philosophy, Practical and Systematic Theology / Th.M. (Practical theology)