The primary purpose of this study was to determine what factors influence the integration of educational technology as perceived by Texas teachers. The secondary purpose was to examine the relationships between the determinant factors. This study answered the following questions: 1) Are there significant differences in teachers’ perception of school technology and readiness across grade level and subject area? 2) Are there significant differences in teacher-principal technology readiness congruence across school percentage of economically disadvantaged students? 3) How do teachers’ perceived levels of technology readiness predict student mastery of Technology Applications (TA) TEKS? To address the research questions quantitative procedures were followed to investigate whether significant relationships existed among dependent variables, school technology and readiness, and teacher-principal school technology and readiness congruence, and the independent variables (a) grade level, (b) subject area, and (c) percentage of economically disadvantaged students. Data analysis indicated significant differences in teacher school technology and readiness perceptions by grade level and subject area, and significant differences in teacher-principal school technology and readiness congruence by school percentage of economically disadvantaged students. Using path analysis a theorized Texas School Technology and Readiness Effects Model was validated. The findings were that (a) teachers in higher grade levels and more technical subject areas perceived their school technology and readiness at significantly higher levels; (b) as the percentage of economically disadvantaged student increased in a school, teachers perceived their school technology readiness at lower levels and were less congruent between their perceived school technology and readiness and their principals’ ratings of the teachers’ school technology and readiness; and (c) Leadership Administration and Instructional Support, followed by Infrastructure for Technology, Educator Preparation and Development, and Instruction Practice were the main drivers for student mastery of Technology Applications (TA) related Texas Essential Knowledge and Skills (TEKS). / text

With the increasing stress on teachers and students to meet and raise mathematics standards in schools, especially in the secondary level, the need for strong curricula and supporting materials for teachers has grown. A good curriculum, however, must do more than align with state standards and teach to the state exams; it must encourage students to enjoy mathematics. In an effort to help ease the plague of math anxiety, this thesis presents an eighth grade curriculum, called MathTAKStic, not only directly aligning with the Texas state standards, the Texas Essential Knowledge Skills (TEKS), but also encouraging students to pursue higher level thinking through active learning and logical thinking. To test the curriculum and find out its usefulness, several lessons were taught at a middle school. Although the scores of those learning with the curriculum were not always better than others, MathTAKStic led to a greater increase in students’ performance compared to those who were not exposed to the lessons, an increased interest in math and a plethora of ideas for the future. These results were concluded based on a comparison of students’ scores from the previous year to the current year on the Texas standardized test. Overall, the increase in passing scores of MathTAKStic students preceded other classes in the same school.

Please read the abstract in the section 00front of this document / Thesis (DD)--University of Pretoria, 2009. / Old Testament Studies / unrestricted

A discourse analysis was done on the Greek text of Paul’s letter to the Ephesians, as published by Nestle-Aland (26th edition) and the United Bible Societies (3rd edition). The discourse was analyzed into colons on syntactic grounds. Colons are regarded as consisting of a matrix (comprising a noun phrase and a verb phrase) with enlargements. Syntactic as well as thematic considerations determined the division of the letter into fourteen pericopes or paragraphs. The results of the colon and pericope divisions were recorded schematically. A detailed description of semantic relations was then undertaken. Relations between words, relations between colons, and finally relations between pericopes were considered from a semantic viewpoint. The purpose was to determine what the deep structure is in the letter to the Ephesians, as distinguished from the surface structure as it is apparent in the syntactic structure. In this way the semantic structure of words, colons and pericopes was described. Considering the theme of all the pericopes, a structure for the whole of Ephesians was suggested and tabulated. It was postulated that the theme of the letter is salvation, and specifically how God made salvation available to the heathen. This theme is stated in the first half of the letter (Eph 1-3), and in the second half the practical implications are described in the form of exhortations as to how everyday Christian living should be conducted. Pericope 4 (Eph 2.1-10) seems to be the focal point in the statement of the theme. Its centrality is indicated by the overall structure of Eph 1-3. The opening and closing pericopes of the letter are the frame in which the two major portions are enclosed. The dissertation represents a practical application of an approach to semantic relations discourse analysis developed primarily by J.P. Louw and E.A. Nida. Because it is a practical application, there is no discussion of the method itself. Other approaches were also considered, and the discerning reader may discover traces of these in the dissertation. Although the work is linguistic in nature, theological works on Ephesians were also studied in an attempt to place the linguistic commentary in perspective theologically. AFRIKAANS : Onderliggend aan die proefskrif is ‘n redevoeringsanalise van die Griekse teks van Efesiërs. Die teks wat gebruik is, is die van Nestle-Aland (26e uitgawe) en die Verenigde Bybelgenootskappe (3e uitgawe). Die brief is op grond van sintaktiese oorwegings in kola verdeel. Die uitgangspunt is dat ‘n kolon bestaan uit ‘n naamwoordstuk (NP) en ‘n werkwoordstuk (VP), waarop uitbreidings mag voorkom was sintakties verbind is. Sintaktiese sowel as tematiese oorwegings het bepaal hoe die brief in perikope of paragrawe verdeel is. Daar is gevind dat daar veertien perikope in Efesiërs is. Die kolon-en perikoopverdelings is skematies voorgestel. Daarna is ‘n gedetailleerd beskrywing van semantiese relasies aangepak. Relasies tussen woorde, tussen kola, en tussen perikope is oorweeg en beskryf vanuit ‘n semantiese oogpunt. Op hierdie wyse is die dieptestruktuur van die brief aan die Efesiërs blootgelê, in teenstelling met die oppervlaktestruktuur, soos dit in die sintaktiese struktuur duidelik is. Die semantiese struktuur van woorde, kola, en perikope is beskryf. Met inagmening van die temas van al die perikope is ‘n struktuur van die hele Efesiërs voorgestel en in table-vorm aangebied. Dit het geblyk dat die tema van Efesiërs saligheid is, en dan spesifiek hoe God die saligheid binne bereik van die heidene gebring het. Die tema word in die eerste helfte van die brief (Ef 1-3) gestel. Ef 4-6 bevat bevele in verband met die praktyk van die alledaagse Christelike lewe, as uitvloeisel van die ontvangs van die saligheid waarvan Ef 1-3 praat. Perikoop 4 (Ef 2.1-10) is die fokuspunt van die stelling van die tema. Dié feit word aangedui deur die makrostruktuur van Ef. 1-3. Die eerste en laaste parikoop omraam die twee groot gedeeltes van Efesiërs, as opening en slot. Die proefskrif is die resultaat van die praktiese toepassing van ‘n bepaalde benadering ten opsigte van semantiese relasies in redevoeringsanalise. Hierdie benadering is veral ontwikkel deur J.P. Louw en E.A. Nida. Die metode self is nie bespreek nie, omdat die doel van die proefskrif die praktiese toepassing van ‘n metode was en nie ‘n teoretiese evaluering daarvan nie. Ander benaderings as die spesifieke een is ook oorweeg en die ingeligte leser sal moontlik tekens daarvan in die proefskrif vind. Alhoewel die werk uit ‘n taalkundige oogpunt gedoen is, is teologiese werke ook in ag geneem, in ‘n poging om die taalkundige kommentaar in perspektief te plaas. / Thesis (DLitt)--University of Pretoria, 1982. / Ancient Languages / unrestricted

The six subsystems of Earth (atmosphere, hydrosphere, lithosphere, biosphere, cryosphere and anthroposphere) are complex and dynamic. Because all subsystems are linked, study from an independent perspective and a composite perspective is fundamental. Unfortunately, because of current instructional methods, students tend to consider these systems unrelated and use linear cause and effect models where little to no interaction occurs between different systems and the components. The simplistic and incorrect view of systems is the fundamental reason more education about Earth systems science is necessary in the K-12 curriculum. In this study, the Cause-MaP system of studying complex Earth systems in a private intermediate school in Texas was evaluated. The objective was to ensure that students are more aware of how Earth affects them and vice versa. An added benefit of the study was the opportunity to teach scientific reasoning. Students completed a pre-unit test to measure a priori knowledge. The students then worked through a modified Cause-MaP system in which they took notes in a structured table format; then each created a concept map. Students completed these steps for two subsystems: hydrosphere and lithosphere. The individual concept maps were used to assess knowledge and understanding of the individual systems by each student. At the end of the unit, students created composite concept maps which included each system they studied in this unit, to illustrate the interconnectedness of Earth systems. Based on the number of components and processes included, the students’ maps were evaluated to determine their understanding of the interactions between multiple Earth systems. The students’ maps were grouped based on the number of components and processes included in the concept maps. A post-unit test was also administered, which included two similar questions. The pre-unit test was completed again to check the overall progress of the students involved in this study. The students showed, with practice and encouragement from their instructor, that they recognize intersystem connections in complex Earth systems. With more integration of programs like these, students will become more proficient in recognizing system interactions.

The Problem statement which was examined in this study is the following: Throughout the history the accuracy and historical value of the Psalm headings were questioned. Translations of the Psalm headings that later on developed for example the Septuagint, the Vulgate and the Peshitta is generally more extended than the Hebrew text. The use of the Grammatical–Historical method shows that the Psalm headings are authorative and that they are part of the Canonical text of the Hebrew Bible. Thorough word study by the method of Verhoef (1973), Hayes & Holladay (2007) and Kaiser (2007) of certain terms was important to note in the naming of the Psalter. This word study was approached through the Grammatical–Historical method. It was further necessary to study the importance of Psalm 145 in the whole of the Psalter, because Psalm 145 is the only Psalm with the heading: תְּהִלָּה . Other Psalm headings were studied and historical information was compared with other parts of Scripture. This study was approached Revelation–Historical. Further on it was necessary to do a comparative study between the Psalm headings of the Masoretic text, the Septuagint and the writings of Qumran to determine the authority of the Psalm headings. A study of contents about the element of praise was also necessary as Van Rooy (2008) explained, because the Psalter shows a development from lament to praise. It is also connected with the title that was originally been given to the Psalter by the Jews. / Thesis (M.Th. (Old Testament))--North-West University, Potchefstroom Campus, 2012.

The Problem statement which was examined in this study is the following: Throughout the history the accuracy and historical value of the Psalm headings were questioned. Translations of the Psalm headings that later on developed for example the Septuagint, the Vulgate and the Peshitta is generally more extended than the Hebrew text. The use of the Grammatical–Historical method shows that the Psalm headings are authorative and that they are part of the Canonical text of the Hebrew Bible. Thorough word study by the method of Verhoef (1973), Hayes & Holladay (2007) and Kaiser (2007) of certain terms was important to note in the naming of the Psalter. This word study was approached through the Grammatical–Historical method. It was further necessary to study the importance of Psalm 145 in the whole of the Psalter, because Psalm 145 is the only Psalm with the heading: תְּהִלָּה . Other Psalm headings were studied and historical information was compared with other parts of Scripture. This study was approached Revelation–Historical. Further on it was necessary to do a comparative study between the Psalm headings of the Masoretic text, the Septuagint and the writings of Qumran to determine the authority of the Psalm headings. A study of contents about the element of praise was also necessary as Van Rooy (2008) explained, because the Psalter shows a development from lament to praise. It is also connected with the title that was originally been given to the Psalter by the Jews. / Thesis (M.Th. (Old Testament))--North-West University, Potchefstroom Campus, 2012.

In view of the overall dissatisfaction with the preaching of God’s Word in general, it is necessary to find a practical theological solution to the problem. The importance of a personal house call by the minister or preacher with a view to actual and topical preaching already seems to pose an answer. A visit by the preacher gives the member of his congregation an opportunity to make a contribution to the sermon/message. The preacher must not only give a thorough exergesis of the text, but it is imperative that he should also be familiar with his listeners. The text as well as its context is of cardinal importance for the actual preaching. Knowledge of the context creates space for the text to make the message topical under the guidance of the Holy Spirit. The listeners want to hear the Lord in their own circumstances as well as to experience Him as their personal living redeemer. When either the context or the listeners’ participation in the preaching is underrated, the listeners remain untouched by the message and hardly experience a Word- or Spiritual event. The dialogical communication process requires personal contact between preacher and listeners during which not only the preacher hears the voice of God and delivers a message in the course of his visit, but so that the church member will also be able to share his experience with God with the preacher, and then with the congregation. Members of the congregation are also biblically tasked to uplift one another with the Word of God. It is a source of great concern that more and more preachers and church councils have come to regard personal home visits as old-fashioned or even obsolete. The empirical research has strongly supported the concern and needs of church members as regards fruitful home visits by officials of the church. Church councils and spiritual leaders should firmly establish the practice of house calls as one of the basic cornerstones of a healthy and constructive communication with the view to the practical and topical preaching of God’s Word. / Dissertation (MA (Theology) : Practical Theology)--University of Pretoria, 2008. / Practical Theology / unrestricted

The primary focus of this qualitative research project is on the articulation of contexts and identity in operatic texts. In literature, postmodern appropriations and re-writings of classic nineteenth-century texts have changed perceptions about the ability of the marginalized Other’s identity to change. As a discursive phenomenon, opera helped to shape nineteenth-century perceptions of the exotic Other. This thesis argues that the appropriation of operatic texts to reflect various contexts induces the potential to shape alternative perceptions about identity. In U-Carmen eKhayelitsha (2005), a cinematic adaptation of Bizet’s Carmen (1873–74), director Mark Dornford-May revisits earlier versions of Carmen and uses semiotics and several other narrative strategies in order to articulate the identities of the African female Other within the context of a post-apartheid township. This thesis illustrates how the dialectic relationship between text, context and identity formation becomes evident in the analysis and comparison of Prosper Mérimée’s novella Carmen (1845), George Bizet’s eponymous opera and U-Carmen eKhayelitsha. / Thesis (PhD (Music))--North-West University, Potchefstroom Campus, 2013

The primary focus of this qualitative research project is on the articulation of contexts and identity in operatic texts. In literature, postmodern appropriations and re-writings of classic nineteenth-century texts have changed perceptions about the ability of the marginalized Other’s identity to change. As a discursive phenomenon, opera helped to shape nineteenth-century perceptions of the exotic Other. This thesis argues that the appropriation of operatic texts to reflect various contexts induces the potential to shape alternative perceptions about identity. In U-Carmen eKhayelitsha (2005), a cinematic adaptation of Bizet’s Carmen (1873–74), director Mark Dornford-May revisits earlier versions of Carmen and uses semiotics and several other narrative strategies in order to articulate the identities of the African female Other within the context of a post-apartheid township. This thesis illustrates how the dialectic relationship between text, context and identity formation becomes evident in the analysis and comparison of Prosper Mérimée’s novella Carmen (1845), George Bizet’s eponymous opera and U-Carmen eKhayelitsha. / Thesis (PhD (Music))--North-West University, Potchefstroom Campus, 2013