The research is focusing on understanding the problems that are caused by the patriarchal set-up and which become stumbling blocks for the rights of women in the church and society. The research is done by application of the liberation theology from the reality of the experiences of the oppressed women. The research will: - Use the practical case studies as an experience of the victimized society in order to understand their pain and need. - Study the biblical passages that helps to understand more about how men and women are expected to relate to each other by God. - Study the African traditional understanding about how men and women should relate to each other. - Give guidelines on how men and women can be equal participants for the kingdom of God, without undermining the rights of women and the biblical message on the view of women. Liberation theology pioneered by James Cone will be used pastorally and therapeutically to help the women as victims of gender oppression both in the church and in the society. / Thesis (PhD (Practical Theology))--University of Pretoria, 2008. / Practical Theology / unrestricted

The maleness of Christ: revelational or cultural? is a biblical-theological investigation of the significance of Christ's maleness. This thesis attempts to answer questions as to the significance and meaning ofJesus' maleness. Is the maleness of Christ revelational of God's being and character; is it foundational for the gospel; is it reflective of an ongoing created order? Is revelation and salvation impossible apart from a male redeemer? Or could Christ have been born a woman in a different time and culture? Chapter one describes the various positions and arguments: complementarian, biblical egalitarian, Christian feminist, and post-Christian feminist. Chapter two examines two related topics to the problem, namely slavery and the Sabbath. This section investigates how the church has decided, regarding other issues, what is revelational or cultural. We consider the various implications that the slavery and Sabbath debates have on our topic. Our subject relating to the significance of Christ's maleness has many interrelated concerns. In answering the questions regarding Jesus' maleness, chapter three organises much of the material under the motif of the sonship of Christ. This structure allows us to remain focused as well as interact with the differing topics affecting our concern, such as innertrinitarian relationships, the relationship between revelation and culture, the so-called subordination of the Son, the truth and status of analogy, inclusive language, and the implications of Christ as the image of God. Also included this chapter is a discussion on the relationship between Jesus and Wisdom and whether we can refer to Christ as "Daughter." The chapter concludes with a section on whether Christ's maleness either relates to an ongoing created order of male headship or allows for the transformation of patriarchy. / Philosophy and Systematic Theology / D.Th. (Systematic Theology)

Measuring and explaining poverty and its geographic differences in Indonesia is mostly confined to a single measure of poverty and to macro-level explanations. This thesis moves beyond these constraints to investigate regional poverty trends using multiple measures of poverty and to explore household and individual level explanations. The analyses in the thesis are undertaken using data from the SUSENAS core, covering the period 2000-2009. Different measures of poverty produce different numbers of poor. Some 33 million additional Indonesians were identified as poor using the $1.25 a day poverty measure than the official measure used by the government. The differences between both measures of poverty are, however, driven by poverty trends in the early 2000s, following the devastating impact of the 1997-1998 financial crisis. In the latter part of the 2000s, poverty trends were converging between the two poverty measures, suggesting some degree of reliability of Indonesia's official poverty measure. At the macro level, on average, increasing GDP is significantly associated with falling levels of poverty. The association is reduced marginally when the share of the informal workforce is taken into account, but in general the negative relationship remains robust. Regional analyses, however, reveal that GDP has a very small, insignificant negative association with poverty in the poorest region. At the individual level, education strongly determines poverty, independently of employment status. A substantial share of the primary and lower secondary qualified population is employed in informal work, yet their risk of poverty is substantially lower when compared to those with no formal qualification engaging as informal workers. More importantly, the highest risk of poverty exists among the unemployed who lack a formal education. This finding is highlighted because unemployment is often seen as having little relevance to poverty, since a higher proportion of the unemployed are tertiary educated. The 'penalty' on poverty for those occupying the lower tiers of educational qualification is heavier in less developed regions. Household level analysis show that the different groups of female-headed households (de facto, widows and divorcees) are less likely to be in poverty than male-headed couple households. After controlling for socioeconomic characteristics and the number of young children within households, however, female-headed divorcee households are found to be marginally poorer than male-headed couple households. Regional level analyses reveal that poverty is significantly higher in female divorcee-led households than in male-headed couple households in all regions, except in the most and least developed ones, where poverty is comparable between both groups.

The maleness of Christ: revelational or cultural? is a biblical-theological investigation of the significance of Christ's maleness. This thesis attempts to answer questions as to the significance and meaning ofJesus' maleness. Is the maleness of Christ revelational of God's being and character; is it foundational for the gospel; is it reflective of an ongoing created order? Is revelation and salvation impossible apart from a male redeemer? Or could Christ have been born a woman in a different time and culture? Chapter one describes the various positions and arguments: complementarian, biblical egalitarian, Christian feminist, and post-Christian feminist. Chapter two examines two related topics to the problem, namely slavery and the Sabbath. This section investigates how the church has decided, regarding other issues, what is revelational or cultural. We consider the various implications that the slavery and Sabbath debates have on our topic. Our subject relating to the significance of Christ's maleness has many interrelated concerns. In answering the questions regarding Jesus' maleness, chapter three organises much of the material under the motif of the sonship of Christ. This structure allows us to remain focused as well as interact with the differing topics affecting our concern, such as innertrinitarian relationships, the relationship between revelation and culture, the so-called subordination of the Son, the truth and status of analogy, inclusive language, and the implications of Christ as the image of God. Also included this chapter is a discussion on the relationship between Jesus and Wisdom and whether we can refer to Christ as "Daughter." The chapter concludes with a section on whether Christ's maleness either relates to an ongoing created order of male headship or allows for the transformation of patriarchy. / Philosophy and Systematic Theology / D.Th. (Systematic Theology)

The purpose of this research journey is twofold: 1. To deconstruct the Christ-church metaphor in Ephesians 5:21-33 in pastoral marital therapy. To find a more ethical interpretation of this metaphor which can be used as an aid in marital therapy in order to deconstruct patriarchal stereotypes in marriage. 2. To discover the possible value of such an interpretation for marital therapy as well as to describe the journey with a couple who helped to determine the process by which this interpretation could be used as and aid to deconstruct patriarchal discourses in marriage. / Practical Theology / (M.Th. (Specialisation Pastoral Therapy))

The purpose of this research journey is twofold: 1. To deconstruct the Christ-church metaphor in Ephesians 5:21-33 in pastoral marital therapy. To find a more ethical interpretation of this metaphor which can be used as an aid in marital therapy in order to deconstruct patriarchal stereotypes in marriage. 2. To discover the possible value of such an interpretation for marital therapy as well as to describe the journey with a couple who helped to determine the process by which this interpretation could be used as and aid to deconstruct patriarchal discourses in marriage. / Philosophy, Practical and Systematic Theology / (M.Th. (Specialisation Pastoral Therapy))

本研究旨在探究英國校長專業資格檢定制度在我國國中小學校長培育制度的建構，以及探討校長專業培育課程與校長專業能力指標間的關係。本研究方法為文獻分析、問卷調查及後置訪談法，問卷調查樣本為台北縣、台北市、基隆市與宜蘭縣四縣市之學校行政人員，含校長、主任、組長等共800人，樣本回收524份，回收率達65.5%。訪談樣本為辦理國家級中小學校長職前培訓工作的教育行政人員，包含國民中學與國民小學部分共兩名。研究工具包含自編之「我國國中小學校長培育制度調查問卷」、採用之「校長專業培育課程問卷」、採用之「校長專業能力指標問卷」與自編之「我國國中小學校長培育制度訪談大綱」。本研究統計方法為描述性統計、單因子變異數分析、t考驗、皮爾森積差相關分析、結構方程模式（SEM）分析等方法分析。本章乃根據研究結果與分析，歸納獲致成主要結論如下： 壹、英國校長專業資格檢定制度之內涵與現況 一、 校長培育課程係根據校長國家標準； 二、 校長培育由國家籌設之專責機構辦理； 三、 校長培育制度為長時間的實務訓練以及彈性分散式的時間規劃； 四、 校長培育課程應重視個別差異，依照學員的需求評估提供合適培育路徑與學習課程模組； 五、 校長認證課程採成人式學習原理及資訊與通訊科技(ICT)應用； 六、 校長培育制度經費採行個人支付而國家補助的方式； 七、 校長培育制度應重視實務實習並落實於學校改善之中； 八、 校長培育制度重視師傅教導的教學方式； 九、 校長培育制度可進一步採行校長專業資格檢定認證模式； 貳、我國國中小學校長培育制度之建構 一、 校長培育制度規劃可採本研究建構之三向度模式規劃； 二、 校長培育機構之設立應由國家設立專責機構統籌辦理； 三、 校長培育時程規劃應為半年至一年，並採行分段辦理； 四、 進入校長培育課程前進行學員需求評估據以規劃課程； 五、 培育課程講座以兼具理論與實務經驗的大學教授為先； 六、 學員學習成效由原培育單位與專責評鑑中心共同評鑑； 七、 培育過程中的經費可由學員自行支付且國家予以補助； 八、 校長實務實習時程規劃可於中期開始並採分散式規劃； 九、 校長實務實習學校應在不同類型學校實習並落實實做； 十、 師傅學員的配對可為多對一的形式學習更豐富的經驗； 十一、師傅校長的甄選來源多元化並建立審查機制遴選良師； 十二、師傅校長與培訓課程應同時開始且每週皆有師傅校長； 參、校長專業課程與校長專業能力 一、學校行政人員對於校長專業培育課程之知覺為相當重要程度。 二、校長專業培育課程以教學領導課程得分最高。 三、學校行政人員對於校長專業能力指標之知覺為相當重要程度。 四、學校行政人員對於校長專業能力指標之知覺，以「行政管理」最為重要。 五、整體校長專業培育課程對於整體校長專業能力指標具有顯著的影響力。 最後，本研究依研究結果分別提出以下建議： 壹、英國校長專業資格定制度值得作為我國校長培育制度規劃之借鏡與參考。 貳、校長培育制度之規劃應先訂立校長國家標準。 參、我國校長培育可採本研究建構之校長培育三向度模式。 肆、校長培育制度中需要更多的校長積極地投入與參與。 伍、對未來進一步研究的建議。 關鍵字：英國校長專業資格檢定制度（NPQH）、校長培育制度、校長儲訓制度、校長專業培育制度、校長實務實習制度、師傅校長校長制度、校長專業培育課程、校長專業能力指標 / Abstract The main purpose of this study was to construct the elementary and secondary school principal preparation systems in Taiwan by (1) Analyzing the documents and literature of the NPQH in England; (2) Investigating the opinions of different members on the ideal elementary and secondary school principal preparation systems in Taiwan; (3) Analyzing the relationships between principal professional preparation curriculum and principal professional competency standards; (4) Explore the influential power of principal professional preparation curriculum on the part of principal professional competency standards. The method of this study was adopted literature review, questionnaires investigation and interviews. There were 800 questionnaire total issued and 524 effective samples were acquired. The sample included school principals and main administrators. There were 2 interview samples who were the core educational administrators conducting the work of he elementary and secondary school principal preparation. The instrument were ”Questionnaire for constructing the principal preparation systems of elementary and secondary school in Taiwan” and “Interview conspectus for constructing the principal preparation systems of elementary and secondary school in Taiwan.” The data gathered from questionnaires were analyzed by description statistics, t-test, One-way ANOVA, Pearson-moment correlation analysis, Scheff’e posteriori comparison, and SEM through the use of LISREL 8.71. The conclusion drawn from the study results were as follows: 1. The constructing systems for the elementary and secondary school principal preparation in Taiwan are “three dimension model.” 2. The institution of the elementary and secondary school principal preparation is the one of national level. 3. The time of the elementary and secondary school principal preparation is half to one year, and is a distributed formation. 4. The need assessment for students of the elementary and secondary school principal preparation was conducted before accepting the preparation curriculum. 5. The fist order teacher of principal preparation curriculum was the professor who was experienced in practice and theoretical in colleges. 6. The learning and performance assessment to students was conducted by original preparation center and other professional assessment center. 7. The pay of principal preparation was paid by students’ himself /herself and national government. 8. The practical internship was conducted form the middle of the principal preparation, and was conducted by a distributed formation. 9. The ideal internship school of the principal preparation was multiple-type. 10. The best pair of mentor and trainne was several to one 11. The resources of mentors were multiple and accepted selecting. 12. The mentor participated in the principal preparation, and directed the principals weekly. In the last part, the researcher, based on the findings, proposes some suggestions for the design unit of principal preparation system, hoping to benefit the development of construction of the elementary and secondary school principal preparation systems in future. Key words: National Professional Qualification for Headship, NPQH, principal preparation systems, principal professional preparation curriculum, principal professional competency standards