This study examines the lifestyle decisions of people who are diagnosed with HIV/AIDS in King Williams Town, Eastern Cape. The study was motivated by the ever growing number of people who are now living with HIV/AIDS. Therefore the researcher intended to examine their decisions regarding sexual choices, reproductive health, diet, physical fitness and their coping strategies. The study found that there is very low uptake of Voluntary Counseling and Testing (VCT). Most people only get tested if they are compelled by other factors, like illness and pregnancy. It also found that HIV positive people continue to engage in risky sexual behaviour regardless of their positive status. In addition it also found that HIV positive status does not affect sexual activity and social support from family and friends is a very important factor that is helping the respondents to cope with HIV diagnosis.

The majority of the existing urban areas in South Africa began as colonial centres. This study seeks to evaluate the role the Royal Engineers played in the development of the Cape Colony from 1806 until the acceptance of responsible government by the Cape Colony in 1872. The Colonial State implemented a capital works programme of staggering breadth and scale. During this time South Africa was delineated, urbanised, developed and connected to the world markets. This was achieved via a highly trained and professional military establishment; the Royal Engineers. The role of the Royal Engineers and the legacy of towns, forts and infrastructure are studied in depth in this thesis. British imperial approach to colonial expansion and development in both a spatial and theoretical manner forms the basis of this thesis. The case study covers the Eastern Cape of South Africa. The physical and spatial development of this region are analysed in order to glean any lessons which could be learnt from the approach adopted to colonial settlement. This Study illustrates that a small highly trained group of military engineers had a significant impact on the establishment of early towns and infrastructure in South Africa. They have left a lasting footprint on South Africa’s spatial development and many of the towns and much of the infrastructure is still in use today (specifically the harbours, railways and mountain passes). The Royal Engineers’ approach to development and background training is studied and then reduced to its theoretical approach. This theoretical approach is then analysed in order to glean the lessons history can teach us about development, specifically development on ‘terra nova’. An attempt is made to extract planning theory from historical analysis of developmental elements which worked in the past. The study begins by analysing the background and training of the Royal Engineers and then moves on to assessing the spatial and physical impact their plans had on the development of South Africa. The discussion then moves beyond what the Royal Engineers did to understand how they made it happen; to arrive at a positive theory of planning or to ask when does planning work ? The Royal Engineers were schooled in the sciences and trained to be experts in almost all things; they were the master craftsmen and skilled problem solvers of the era. The training they received at Chatham, is a very early example of professional training; it was comprehensive, high quality and practical. Those who emerged from this training carried out vast public works around the British Empire; they produced very few theories of development but they did challenge ideas. The avant- garde designs of some colonial towns such as Queenstown, Khartoum, Adelaide and Savannah show a desire to improve on settlement forms and to provide design solutions to urban problems. The Royal Engineers adopted a pragmatic approach to development, they initially received a very good scientific academic training, they then learnt by example whilst serving under engineer commanders. As a unit they learnt by observation, experimentation and example. What is striking in their approach is that they saw a problem and simply went about solving it and their solutions were inevitably physical structures and infrastructure. / Thesis (PhD)--University of Pretoria, 2011. / Town and Regional Planning / unrestricted

This thesis is a case study of the dynamics of coloured housing in King William's Town between 1895 and 1946. The impact of spatial segregation on pre-apartheid coloured settlements in the Eastern Cape has largely been ignored up to the present. This needs to be rectified as the lack of in-depth enquiry can lead to misinterpretations that may influence contemporary politics and identity formation. Through research based on primary sources, it has become apparent that segregation in King William's Town was safeguarded and rationalized through the discourses of sanitation and civilization, and the practices of relocation and removal. The existing slum cond itions were used as a convenient excuse to implement municipal control. Segregation compounded the problem of poverty, inequitable access to housing and the provision of basic services. As a result, local coloured housing was increasingly characterised by a shortage of decent accommodation and basic services, decreasing home ownership and increasing municipal tenancy. In addition, through the implementation of the 1923 Natives (Urban Areas) Act and the 1934 Slums Act, high sanitation standards were set, but the Council itself provided inferior services. Ironically, conditions in the relocated municipal settlements were also not on par with the provisions stipulated in the Slums Act that were used to effect removal in the first place. The implementation of racially exclusive housing was, therefore, not driven by a single role player. It was pioneered by the local authorities, legalised by national government and supported by the coloured elite, when needed, in an attempt to access decent housing. This occurred mainly through the political manoeuvring of the coloured elite, and specifically the African Political (later People's) Organisation (APO), the Afrikaanse Nasionale Bond (AN B) and the locally constituted Coloured Welfare Association (CWA) in King William 's Town. These organisations attempted to procure access to housing within the narrow boundaries of a prescribed identity. Segregated housing therefore fostered and sustained coloured identity. It consolidated feelings of separateness and division and provided impetus for the construction of race and even racial tension. Coloured identity attempted to serve as a rallying point to overcome differences in religion, family and social networks and place of residence in order to procure access to housing. It was not, however, able to overcome the occasional division between settlements, caused by well-developed placeidentities, which still inform the contemporary housing milieu. The coloured elite initially did not question the legitimacy of coloured identity. Only in 1939, under threats of increased residential segregation, combined with the resulting opposition in coloured protest politics, was the legitimacy of coloured identity publicly contested . By 1943, with the creation of the Coloured Advisory Council (CAC), local coloured unity proved to be insufficient. A division within the ranks of the local coloured elite was evident. As a result, the expression of coloured identity still remains contested in contemporary King William's Town.

Within the South African context, because of political and social changes and the influence caused by these changes on educational structures, the new and high demands are required from school principals. Principals now find it necessary to make choices and take decisions .Unfortunately they are not equipped sufficiently to make careful decisions in meeting constitutional demands (Niehaus & Myburgh, 1999). According to Evans (1997:20) (as cited by Schoeman, 2006) the establishment of suitable institutions is sufficient in keeping a free and democratic society, world events (fascism in Japan, Italy, Germany,1920s-1930s;cold war in Europe, 1940s-1980s are there to remind us that even the best –designed institutions are not sufficient. A free and democratic society is dependent on knowledge, skills and virtues of its citizens (IDASA 1999:2). Brown and Duku, 2008 contend that when SASA was introduced, it was of the idea that it would create a new school governance landscape (Naidoo, 2005). Criticisms are blaming the SASA for the tensions that exist in school governance. SASA is viewed as steeply middle- class in identity and is accused of normalising parental participation in school governance in middle-class terms. Another criticism is on the assumption that parents should have the resources and time to spend on school activities (Dyer &Rose, 2005; Fakir, 2003; Sayed & Soudien, 2005). When criticisms against this Act were taken stock of in the context of socio-economic realities of many communities in rural locations in SA, it is difficult to disagree. The report of the Ministerial Review Committee cited socio-economic related difficulties as paralysing how parents participate in school governance in rural communities (Ministerial Review Study, 2004).

The aim of the study was to investigate the teachers‟ perceptions of thementoring of novice teachers in the King William‟s Town District. Inorder to understand how the teachers viewed novice teacher mentoringthe study adopted a qualitative approach. Interviews anddocumentsanalysis were used as data collection instruments. The purpose of the study was to investigate the teachers‟ perceptions on mentoring of novice teachers in schools. The respondents provided their explanationsof mentoring and also said what they think is the importance of mentoring. The teachers also had to give their mentoring experiences at school and District levels. Two schools in the King William‟s Town District were purposivelyselected to form the context of the study. The respondents were 6 educators, three from a primary school and three from a high school. Principals of the two selected schools were also included asrespondents in the study. The results of the study revealed that mentoring was taking place informally in the schools through sharing ofthe teaching challenges. Mentoring was also taking place through theteachers mentoring each other as Subject and Phase teachers supervised by Heads of Department. Most teachers understoodmentoring as giving guidance and help.

Systematic Theology & Theological Ethics / (M.Th. (Systematic Theology))

Philosophy, Practical and Systematic Theology / (M.Th. (Systematic Theology))

The Dominican Sisters of St Catharine of Siena arrived in South Africa in 1877. White women joined the congregation. In 1928 the first black woman entered the congregation but because of the policies affecting the different race groups in South Africa, the full integration of black and coloured women was not achieved until 1983. Chapter 1 introduces the topic of the integration of the black and coloured sisters. Chapter 2 traces the origin of the congregation and looks at its development. A brief overview of the story of the black sisters is given in Chapter 3. In the next chapter archival sources are used to understand what happened. Interviews that were conducted with some of the sisters involved in the story are given in Chapter 5. In Chapter 6 there is a look at the current situation and some of the implications for the future as the process of integration continues. / Philosophy, Practical and Systematic Theology / M. Th. (Systematic Theology)

The Dominican Sisters of St Catharine of Siena arrived in South Africa in 1877. White women joined the congregation. In 1928 the first black woman entered the congregation but because of the policies affecting the different race groups in South Africa, the full integration of black and coloured women was not achieved until 1983. Chapter 1 introduces the topic of the integration of the black and coloured sisters. Chapter 2 traces the origin of the congregation and looks at its development. A brief overview of the story of the black sisters is given in Chapter 3. In the next chapter archival sources are used to understand what happened. Interviews that were conducted with some of the sisters involved in the story are given in Chapter 5. In Chapter 6 there is a look at the current situation and some of the implications for the future as the process of integration continues. / Philosophy, Practical and Systematic Theology / M. Th. (Systematic Theology)