Caption "EW 8. Grossly overgrazed Bantu veld near Middeldrift, K.W. Town. Oct 1962. Note remnants of a few trees Schotia, etc. All […] has been removed from what must have been a well-barked kloof. The grass on the influves overeaten. "

Caption "Badly overgrazed veld in Bantu territory at Middeldrift, King Wms Town [King William's Town] . Oct 1962. Note how odd trees have been left in what must once have been a well-wooded valley."

Caption "Grossly overgrazed Bantu veld near Middledrift, K.W. Town. Oct. 1962. Note remnants of a few trees..."

This study investigates the spatial planning of racial residential segregation in King William's Town, induding its former homeland township of Zwelitsha, from 1826 to 1991. The first settlement in the 'white' King William's Town, Brownlee Mission Station, was established in 1826.The town of King William's Town was developed from this settlement. The racial laws which were applied to segregate blacks nationally and locally came to an end in 1991. Primary sources of information were used to determine whether King William's Town was planned along racial lines and to determine the major role players who formulated and implemented the policy. Key sources were archival material, newspapers, maps, interviews, Deeds Office files and the work of other scholars. The establishment of the towm from its genesis as a mission station and a military base is traced and the effects of this legacy on racial separation is detailed. It was found that racial planning of residential areas in King William's Town had been practised in this small town for a long time (prior to the Group Areas Act). The implementation of this policy was marked by forced removal of blacks from areas which were regarded as being for whites. These predominently African concentrations on the east bank of the Buffalo River were relocated to the west bank which was regarded as a black area.An anomalous incident was discovered in this study namely that these racial removals took place before the central state introduced national policy which compelled all local states to plan their residential areas along ethnic considerations. In parallel with the practice of segregation in King William's Town, the township of Zwelitsha was developed adjacent to the town by the government. As this thesis reveals, the development of Zwelitsha was intimately related to that of King William's Town. The major role players in planning residential areas on racial basis were identified as the municipal Council of King William's Town. They were involved in planning racially segregated areas before and after the Group Areas Act. They (the Council) succeeded in closing all freehold locations in the town (1940) and forced the residents to become their tenants who rented dwellings in the west bank municipal location. There were attempts to incorporate this municipal location into the neighbouring homeland township of Zwelitsha. This move was eventually accomplished when all townships in the vicinity of King William's Town were amalgamated to form King William's Town Transitional Local Council in terms of the Local Government Transition Act of 1994 (Government Gazette No. 15468 of 2nd February 1994).

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.

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)