A dissertation submitted to the Faculty of Commerce, Administration and Law in fulfillment of the requirements for the Degree of Master of Public Administration in the Department Public Administration at the University of Zululand, 2018. / The South Africa government and various interested parties have extensively debated the relevance and place of traditional leadership in our democracy. The core of the debate is the notion of incompatibility of this institution with democracy and human rights. The 1996 Constitution of the Republic of South Africa set the tone for the recognition of traditional leaders in a democratic dispensation. The study assessed the role of traditional leaders and ward councillors in promoting community development in uMlalazi Municipality. The aim was to identify the limitations in community development programmes and how much does traditional leaders observe government regulations in service delivery and the impact that it has created. Questionnaires were administered to a sample of 82 participants, but only 72 questionnaires were returned. The research participants were businesses, churches, ward committee members, ward councilors, traditional leaders, and community members. Both quantitative and qualitative research methods were used to analyse the data. The study revealed the challenges facing communities regarding development. It also became apparent that the South African Constitution does not clearly define the roles and responsibilities traditional leaders should play in society. Possible solutions were identified in a form of recommendations, that in the implementation of the Integrated Development Planning programmes they should consider Batho Pele principles.

Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2008. / The aim of this study was to investigate the role of educators in the value orientation of the adolescent. The one thing that transcends language, culture, physical appearance, age and gender is the values a person cherishes and lives by. Vales are essential for life and the normative principles that ensure ease of Hie lived in common. From the literature study it becomes clear that adolescents spend most of their time at school and with their peers, and that their behaviour is shaped by what is happening at school and the values acquired at school serve as a pathway to adulthood. The literature supplied evidence that school educators play an importeint role in influencing the adolescent to adopt positive values. Neither the educator at school, nor parents at home can avoid teaching values through their words and actions. The peer group also plays a key role in the transmission of values. As a result of the adolescent's need to be accepted by the peer group he conforms to the group's values. For the purpose of the empirical investigation a self-structured questionnaire was utilised. The data obtained from the completed questionnaires was processed and analysed by means of descriptive statistics. The findings from the empirical study confirmed that educators play a significant role in the value orientation of the adolescent. In conclusion a summary of the study was presented and based on the findings of the literature and empirical study, the following recommendations were made: > The inculcation of positive values which vdll enable the adolescent to function effectively in society as an adult. > A school environment that is conducive for the effective transfer of healthy value. > Further research ought to be conducted concerning the role of educators in the value orientation of the adolescent.

Submitted in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology, University of Zululand, 2002. / This study investigates the expectations that primary school teachers have of educational psychologists' role-functions. The study aimed to investigate what services primary school teachers expect school psychologists to render. The second aim was to determine what role-functions teachers feel are most important for educational psychologists to fulfill. The third aim was to investigate what modes of service delivery are preferred by teachers and the fourth aim was to investigate whether there is an association between teachers' characteristics (age, gender, teaching experience) and their expectations of educational psychologists' role-functions. The present study revealed that teachers expect psychologists to conduct assessment, counseling, research, make recommendations, follow up on cases, give advice to parents, provide preventative programs, provide written evaluative reports and be available as a consultant to staff. When respondents were asked to make recommendations regarding what they thought were the most important role-functions for educational psychologists, assessment was ranked as the most important role-function. This was followed by consultation, giving advise to parents, counseling of children, making recommendations, providing a written evaluation of results, following up on cases, remedial assistance and research. Regarding psychological service delivery, teachers felt it was important that psychologists work both on an individual basis with children and with groups of children. .They also believed that it was important to work with school management, parents and staff. In the current study, there was no association between teachers' characteristics (gender, age and teaching experience) and their expectations regarding educational psychologists' role-functions and preferred mode of service delivery.

Dissertation submitted to the Faculty Of Education in Fulfilment Of the Requirements for the Degree Of Master of Education in the Department of Philosophy of Education at the university of zululand, 1999. / The study on "an analysis of the educational role of single parents" was aimed at: * investigating the role of single parenthood in education. * investigating the educational role of single parents in and out of school. * establishing problems encountered by single parents in performing their educational role. * establishing the effects of single parenthood on the academic performance of children. * deterroining the extent to which single parents can be helped to improve their parenting skills. The above are some of the aims of this study which are stated in Chapter one. The method of investigation was described and major concepts were clarified in Chapter one. Chapter two discussed the family in relation to socialization and education. It also discussed the functions of the family and the family rektionships. Chapter three dealt with the impact that living in a single parent family had on the academic performance of children. Chapter four dealt with single parents' involvement in education. Chapter five dealt with the research technique, analysis, evaluation and interpretation of data gathered by means of questionnaires. Chapter six focused on the further statement of the programme of study, findings and conclusions, suggestions and recommendations. This study bas revealed that single parents are unable to adequately participate in their children's education mainly due to time and resource constraints. Issues related to child upbringing for lone parenting were a matter of concern. A plethora of pressures and challenges caused conflict and stress for single parents. Some of the recommendations are that schools should help single parents and their children by:- * encouraging single parents to organise their own single parents' groups at school through which parents can create their own support network, receive practical single parenting advice and share child care duties. * educating the public on the importance of accepting single parents. * organising single parents' family support and children's support groups on school's premises and linking these support groups with comrminity agencies that help single parent families in crises. * organising parenting education courses through Parent Teacher Association (PTA's) which offer child care, car pools or other transportation assistance, and a sliding fee or scholarship and fund for low-income single parents. * frequently reviewing children's progress with single parents through the telephone or in-person conferences. * providing single parents with the school's year plan so that parents can make prior arrangements with employers to attend some of the school's important activities/events. * opening therapy and counseling centres for single parents. * updating those single parents who are unable to attend parents meetings by making minutes for meetings available for them. * educating single parents on strategies of coping with stress and resolving conflict. The researcher hopes that future research suggested in chapter six will help reveal some of the important issues on single parenthood.

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Far too often, theorists talk past one another making it difficult to compare and contrast the differing viewpoints. Described by what I term the 'problem of clarity,' much legal discourse has suffered at the hands of misunderstood views and lack of attention paid to focusing on arguing the truth or falsity of the same propositions. In this dissertation, I aim to develop a conceptual framework through which past, present and future debates may be understood. Focusing on morality's role in the law, this thesis sets out to alleviate the problem of clarity as it affects discourse in jurisprudence. Distinguishing objects from theories, I proceed to outline various 'levels' at which we may understand morality as functioning in law. Morality's role in law, I argue, can be understood as falling under one of three distinct levels: the 'practice-level,' the 'theoretical-level,' or the 'meta-theoretical-level.' In putting forth this framework, I hope to provide guidelines through which legal theorists will be able to focus concerns and debates. It is the aim of this thesis to help alleviate the difficulties arising out of the problem of clarity, for example, by providing a framework in which theorists will be able to work, specifically in matters concerning morality's role in law. / Thesis / Master of Arts (MA)

Because of their obvious value in plot-complication, disguise-devices were very popular amongst Renaissance play-wrights; occasionally they were used with freshness and originality, but more often did not escape the dullness of convention. Disguise figures prominently in Jonson's comedy, and a close examination of the way in which the dramatist employs disguise demonstrates that he endows it with a particular significance that is consistent throughout his dramatic career. Jonson's affection for Stoic doctrine is well known, and he is especially concerned with that part of the doctrine that sees it as a man's moral duty to create an identity for himself and to remain constant to it. The foolish or vicious man is characterized by his unwillingness to accept such identity, or his inability to create it, by his preference for the mask. Putting this metaphor into action, Jonson creates a satiric world of disguisers and role-players, of men who create an illusion of themselves by a change in appearance, or by verbal disguise. But there is always a moral weight attached to the use of disguise: a disguise is criticized for that very activity. A chronological examination of the plays demonstrates how critical the disguiser, looking real identity, is to Jonson's moral vision, and further demonstrates how little this vision changed throughout his career. More important, an understanding of the function of the disguiser is helpful, and often crucial, for an understanding of the ethical direction of the plays. For Jonson's world is generally a world without norms, a world entirely made up of villains, where wit rather than morality seems to be triumphant. But the disguiser himself implies a norm, insofar as he implies the alternative possibility of Stoic integrity and authenticity. And although this Stoic figure rarely appears in the plays, he is prominent in Jonson's poetry. An understanding of Jonson's attitude toward the play-actor also helps explain our uneasiness in accepting apparent norms like Truewit and Quarlos, whose triumph is one of wit rather than superior morality; for by their implication in the general role-playing they prove themselves to be, finally, as empty as those they mock. This study substantiates the view that Jonson is always moralist, even when there are no moral spokesman in his plays, and that a clear understanding of his plays requires an understanding of his subtly ironic viewpoint. Indeed, it is those plays which have a moral spokesman that are his least successful. Further, it underlines the unity of his vision, not simply in individual plays, but throughout the body of his work. Finally, it helps explain the disturbing ambiguity which Jonson shows toward his chosen medium, the stage. / Thesis / Doctor of Philosophy (PhD)

Pages 1-9 are missing Subjects The subjects in this experiment vrere 172 intrcductory psychology students at the University of Massachusetts who received course credit for their participation. Desif^n The study employed a3x2x2x2 before-after design involving three response sets ( role-plajdng, communicating and passive reception), proattitudinal vs. coxinterattitudinal message, high vs^, la-: communicator credibility, and message contents advocating special or general education. All manipulations and measurements were accamr^lished vdthin a single experimental session. Equal numbers of Ss were randomly assigned to receive the three resr^onse sets, high or low credibility sources, and messages advocating special or general education. Because Ss' own positions on the attitudinal issue viere not kno'-m to the experimenter -until the session was completed, the identity and number of Ss forvhom the message was pro-and counterattitudinal were not experimentally controlled.

The purpose of the present inquiry is to examine the family and adolescent role development, with emphasis upon the aspect of sexuality, within the context of the Greek and American society. Greece and the United States differ with regard to their respective cultural background and contemporary stage of socio-economic development. Consequently, the family ideology and its implications for the issue of sexuality are different in the two countries