A dissertation submitted to the Faculty of Arts in fulfilment of the requirements for the degree of Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2014 / The research looks at the causes of divorce. It compares the marriages of olden times or traditional and the modern marriages. Chapter one is the general introduction which relates to the motivation of study. The researcher introduces the research. It concentrates on the aims of study, research methodology, beneficiaries of the research, research obstacles, delimitation of scope and conclusion. Chapter two deals with theories related to the topic. It covers the following theories: Historical, Feminism and Modernisation. Chapter three looks at various African traditions and customs that are performed during the process of wedding ceremony. It also compares the traditional marriage and modern marriage. Chapter four analyses closely the causes of divorce which include disrespect, education, employment of women, money, lack of natural love, infertility, unfaithfulness, alcoholism and violence. Chapter five the findings, recommendations and conclusion.

Dissertation submitted in fulfilment of the requirement for the degree of Master of Education in the Department of Educational Psychology at the University of Zululand, 2001. / This research study examined the prospect and scope for traditional medicine in the South African education support services. The first aim was to assess teachers' perceptions of the need for traditional medicine practices in the school. The second aim was to investigate the problems experienced by learners which require traditional medicine practices as solutions within the school. The third aim was to determine the procedures that can be followed in order to provide traditional medicine to meet the learners' needs. The fourth aim was to provide certain guidelines regarding traditional medicine intervention within a school. The fifth aim was to find whether teachers' perceptions of traditional medicine in schools are influenced by the teachers' characteristics. Lastly, to find out whether there is any agreement among ranks assigned by the respondents to: ♦ job opportunities amenable to creation through the use of traditional medicine. ♦ afflictions amenable to treatment by traditional medicine. A Likert scale was constructed to measure the areas indicated by the aforementioned aims of study. The quantifying instrument was administered to a representative sample of teachers. Sixty six completed questionnaires were analysed. The Chi-square Test and frequency distribution methods were used to analyse data. The important findings revealed that teachers endorsed scale items on positive rather than negative perceptions.

The purpose of this study was to compare the Alabama Praxis II test score outcomes between students who received degrees online versus traditional students at an Alabama regional institution of higher learning. A random sample consisted of 50 online graduate students and 50 on campus graduate students. The following 2 graduate master’s degree programs were selected for this study: the Master’s of Education (M.Ed.) degree in School Counseling and the Master’s of Science in Continuing Education (M.S.C.E.) degree in Guidance Counseling. A summarization of the research questions for this study include the following: Is there a significant difference between online and traditional graduate students based on the Alabama Praxis II test scores; is there a significant difference between online and traditional graduate students based on gender, ethnicity, and age; and is there a meaningful relationship among age, GRE (Graduate Record Exam) score, and the Alabama Praxis II test score between online and traditional graduate students at a small four-year regional university in Alabama? The t-test performed on question one revealed a statistically significant difference between the 2 groups, and the online students earned higher scores than the campus students on the Praxis II test. The t-test was also used to answer part of question 2. When comparing African-American campus students to Caucasian campus students, the t-test revealed a statistically significant difference with Caucasians scoring higher between the two groups. An ANOVA was also used for question two to determine if there was a statistically significant difference of Praxis II test scores between campus age groups and online age groups. There were no significant differences in Praxis II test scores when students were grouped by age. One possible explanation for this finding is because the study only consisted of graduate students. In conclusion, this researcher found evidence that online students scored higher on the Alabama Praxis II examination than traditional, on-campus students. This research was limited to a small university in west Alabama, and the researcher recommends that further research be conducted to include other institutions with a larger sample and greater distribution of demographic variables.

Community colleges across the country have continued to expand since the inception of Joliet<br />Junior College in 1901. The American Association of Community Colleges (AACC, 2010) reported that there are 1,173 community colleges in America, of which 987 are public institutions of higher learning. Additional statistics indicate that there are almost twelve million students enrolled in the community college system (AACC, 2010). Over the years many changes have occurred that affect who attends community college, no change more<br />significant than the focus on meeting the needs of a diverse population. Many unique characteristics, such as being of minority status, being financially disadvantaged, and being a first- generation American make up this diverse new student population. Another unique characteristic of the new student population is being of non-traditional age, which is defined as 25 years old or older (Bean & Metzner, 1985; Cohen & Brawer, 1989; Crosta, Calcagno, Jenkins, & Bailey 2006). Little empirical research has been conducted examining this new population of non-traditional students\' ability to complete their goals when selecting to attend community college, especially in the state of Virginia (Sorey, 2006). Through quantitative methodology, utilizing a cross-sectional design, the purpose of this study was to identify non-academic social and emotional factors that are related to the ability of nontraditional<br />students to persist towards their academic goals within the Virginia Community College System (VCCS). This study included a sample of 1694 students. Their responses to an<br />electronic survey questionnaire of non-traditional students within the VCCS were analyzed to provide descriptive data, correlations, and mean differences. The findings indicate that<br />participants in this study are dealing with multiple non-academic social and emotional factors<br />that may require readjustment in their lives. Further participants in this study perceived<br />themselves as being stressed. Finally, 12.9% of participants endorsed a moderate level of<br />psychological distress and 4.2% of participants endorsed a serious level of psychological distress. The positive correlation between perceived stress and psychological distress supports the need of additional resources, for non-traditional students at the community college level within the Commonwealth of Virginia. / Ph. D.

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This research reflects a qualitative exploration of the timeliness of pursuits of higher education by females who were classified as non-traditional students at Concord College in southern West Virginia. The researcher studied females, educated in West Virginia, who had completed at least 30 semester hours, and who were at least 25 years of age at the time of admission. The study focused on identifying several factors common to many non-traditional students, including the factors that influenced them to not pursue their education as traditional students, the factors that changed so they recognized higher education as a viable option for themselves, and the factors that influenced them, positively or negatively, in their perseverance to continue in an undergraduate program. / Ph. D.

Thesis (M.A. (African Languages)) --University of Limpopo, 2012 / Refer to the document

certification centre for Chinese medicines in the Chinese Medicinal Material Research Centre of the Chinese University of Hong Kong ; But Pui-hay, Paul [and] Tsang Yau-hang, Andrew. / Bibliography: leaves 107-109 / Thesis (M.B.A.)--Chinese University of Hong Kong, 1985