D.Litt. et Phil. / The present study examined the development of an understanding of the concept of death by Black African learners residing in a rural area in the Eastern Cape. The study was set against the background of the African cultural meaning systems related to death. There were 31 learners whose ages ranged between 6-8, 9-12, and 13-16 years. Only learners whose parents gave consent were included in the study. Data were collected using drawings and semi-structured tape-recorded interviews from a modified version of the Smilansky (1987) Death Questionnaire. Drawings were analysed following Marton’s (1981) phenomenographic method. Pattern coding was used to pull the paraphrased segments of the interview transcripts into meaningful themes. The responses specific to the five components of death were analysed using Smilansky’s scoring method. From the analysis of drawings 9 categories of description emerged and these reflected a contextualised understanding of death. The overview of the drawings reflected more similarities than differences between the age groups. The referent object influenced the pattern of component acquisition. For instance, the level of understanding was better for human death compared to the level of understanding for animal death among the 6-8 age group. The reversal was true for older learners whose level of conceptualising animal death was more advanced than the level of conceptualising human death. This finding demonstrates the influence of cultural practices on the development of the conceptualisation of death. The conceptualisation of old age seemed to develop before the other components followed by inevitability, then irreversibility, and last, finality and causality. Gender differences were noted only in the explanations of causes of death. The conclusions reached demonstrated that the development of an understanding of death is affected by age, cognition, and by other familial and cultural factors depending on the context within which such development takes place. The principles of the neo-Piagetian theory proved useful in explaining the findings of the present study. Finally, recommendations regarding guidelines for handling death-related issues with children and regarding directions for future research are provided.

Thesis (Ph. D.)--University of Washington, 1983. / Vita. Bibliography: leaves [197]-213.

No description available.

The HIV and AIDS pandemic that has struck worldwide has impacted not only on those whose lives it has taken but on the loved ones left behind to cope with the trauma, stigma and discrimination of the disease. HIV and AIDS presents a challenge to all, especially early adolescents whose lives, already complicated with their negotiation to adulthood, are also affected and infected by HIV and AIDS. How early adolescents cope with death is influenced by their developmental level as well as by their relationships to the deceased. Schools as secondary institutions of socialisation are charged with not only the academic development of their learners but also their physical, moral and social development as well. Schools are responsible for educating the learner in a caring school environment and educators are tasked with the added responsibility of providing pastoral care for their learners in times of distress. The inclusion of death education and policies to support learners following death becomes a necessity as the incidence of death increases. Research with regard to this study was conducted as follows:- • A literature study of available literature was done. • Qualitative research comprising the use of unstructured interviews was used to obtain data. Six participants from the class of a primary school who experienced the loss of a classmate participated in the research. Data was obtained during audio-taped interviews which were then transcribed and coded by the researcher to establish themes and categories. Conclusions were drawn from the data yielded in the research and the literature study and recommendations were made. The aim of these recommendations is to facilitate helping the Department of Education and Culture to empower educators in pastoral care and counseling who in turn will be able to assist learners in need of care. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

The death of a parent has implications for learners at school in terms of interrupting / Thesis (M.Ed.) - University of KwaZulu-Natal, 2007.

Research paper (M.A. Applied)--Victoria University of Wellington, 2004. / Includes bibliographical references.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 2003. / Abstract. Includes bibliographical references (leaves 46-47).

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Bibliography: leaves 107-114.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 2003. / Abstract. Includes bibliographical references (leaves 46-47).

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, Crestwood, N.Y., 2003. / Abstract. Includes bibliographical references (leaves 46-47).