In 1 Peter and Philippians Christology motivates the ethical exhortation of their readers. 1 Peter uses Christology as motivation both for Soteriology and ethical exhortation, although Peter implements Christology in his Soteriology only to remind his reader of their new identity as members of the family of God through Christ’s death and resurrection (1 Pet 13-17; 2:1-3). It caused them to suffer from the same society with its social and religious norms in which they previously lived, and which turned hostile towards them after their converson. As believers, though, their life should no longer conform to the society of their pagan neighbours. They have thus unexpectedly encountered verbial abuse and physical suffering from their circumstances. The readers of Peter and Paul suffered from opponents from outside the congregation (1 Pet 2:18-20; 3:13-17; Phil 1:27-30; 2:12-18), from conflicts within the community (Phil 2:1-5), as well as from false teaching directed against Paul’s gospel (Phil 3). To resolve the matters within community and to exhort their readers to stand firm in their faith in Christ Jesus, both Peter and Paul applied Christology to guide their readers on how to conduct their life as believers in their society. Believers are called to follow in the footsteps of Christ, not merely to start the adventure of Christian living, but to persevere up to the end, to the glory of God (cf. Mtt 24:13&Lk 21:19). In 1 Peter, the imperative for ethical exhortative motivation are followed by the indicative of its Christology as motivation: ethical exhortation (vv 13-17) followed by Christology (1:18-21); ethical exhortation (vv 1-3) followed by Christology as example of suffering and exaltation, as well as the foundation of spiritual community of the believers(2:4-8); ethical exhortation of domestic servants (vv 18-21) followed by Christology (vv 22-25); ethical exhortation (vv 13-17) followed by Christology (vv 18-22). In Philippians Christology stands in the center (Phil 2:6-11) as foundation of three ethical exhortations: to stand firm in their faith in Christ Jesus amidst hostile circumstances (1:27-30), to resolve conflicts among themselves (2:1-5), and to work out their salvation by trusting in God (2:12-18). In addition Paul exhorted his readers to imitated Christ, as well as himself, since his eager and absolute goal is to know Christ, the power of his resurrection and the fellowship of his suffering, as stated in Phil 2:6-11, and to rejoice in the Lord. Both Peter and Paul’s Christology have a soteriological perspective, but the Christology of both 1 Peter and Philippians focuses on the ethical motivation of their readers, to confirm their faith in Christ Jesus in their unstable circumstances. / Thesis (PhD (New Testament Studies))--University of Pretoria, 2007. / New Testament Studies / PhD / unrestricted

Magister Commercii (Industrial Psychology) - MCom(IPS) / Working students encounter challenges and responsibilities at university and work. In attempting to study the books and chapters assigned, meet assignment deadlines, take part in extracurricular activities and function at work, working students may be overwhelmed sensing inadequate time to complete all their responsibilities. These may lead to certain negative outcomes for the working student, such as languishing, poor grades, taking longer than the expected time to complete studies or, in the worse scenario, quitting their studies. The primary aim of this study was to examine and understand the influence of non-cognitive factors (including PsyCap, time management, and grit) on flourishing and the working students’ intention to quit employing correlational and hierarchical regression analysis.

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Using ethnographic research methods, I worked with the International Game Developers Association (IGDA) to conduct an exploratory study about developer perspectives on video game preservation. I conducted in-depth interviews with independent developers in the Dallas-Fort Worth region, a hub for Texas game development. These interviews explored developers' knowledge and awareness of game preservation as a topic of concern, archival culture and practices in the industry, and the IGDA's potential role in addressing issues related to preservation work. This research contributes to a growing body of literature on game preservation, urgently needed as many gaming technologies face obsolescence in the near future. I use Ellen Cushman's concept of "perseverance" to examine the difference between simply preserving video games for the future, and the perseverance of game development as a professional trade and artistic craft.

Grit and achievement motivation have been predictors of behavior in academia and military settings (Duckworth, Matthews, Peterson, & Kelly, 2007), but to date, research on their effects on sport performance has been limited. Given grit's predictive role in other performance domains, grit may be influential in athletes' long-term goal attainment, interacting with their achievement motives and leading to better performances. Athletes' trait levels of grit may influence how they understand and respond to messages received within motivational climates from key personnel such as from coaches and teammates. We examined potential moderating effects of grit on the relationship between motivational feedback and high school soccer players (N = 71, Mage = 15.81) performance on a soccer task, their desire to persist in the task, and their choices of task difficulty. We used hierarchical multiple regression to test the main effects of feedback and grit and to determine if grit moderated the effects of feedback on performance. Grit was a significant moderator of the feedback-shooting performance relationship, accounting for 3.9% of variance. Simple slopes analysis revealed a significant effect for low (B = 13.32, SEb = 4.44, p = .004, t = 2.99), but not high, (B = 2.11, SEb = 4.31, p = .63, t = .49), grit on task success. Grit was not a significant moderator of task difficulty selection or task persistence. These results suggest that for those high in grit, feedback about natural ability or hard work is not particularly influential on performance. However, for low grit athletes, type of feedback matters.

It is important to remember that the categories of medieval performance were established far removed from their period in history. As a genre, the morality play includes a wide diversity of time, geography, content and performance styles. Such disparities have made it difficult to develop a comprehensive definition, without which comparisons between works cannot be consistent. As scholarship continues to explore these works in context of their performance, it becomes increasingly important to identify which performance styles best inform their production. In examining The Castle of Perseverance within the parameters of pas d’armes, new meanings can be drawn from its text. Instead of simply incorporating the conventions of tournament staging, the play exposes the faults of the secular societies they were intended to promote. Currently it is impossible to determine definitely that The Castle of Perseverance was intended to be a subversion of the pas d’armes. There is no identified author or even record of a single performance in medieval times. Yet the circumstantial evidence within the text supports the theory of subversion. Further research is still needed on the performance of The Castle of Perseverance within the appropriate historical context in order to better understand its place within the larger canon of medieval drama.

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

This research study investigates how English First Additional Language learners respond to animation in Physical Science learning in a rural Further Education and Training (FET) Grade 10 class. A study was implemented to find answers to the main question: “How do learners respond to animation in the learning environment?” The sub questions are: In an interactive learning environment with animations … 1. what learning takes place from a cognitive, affective and psychomotor perspective and how? 2. what language problems do the learners experience and how do they deal with them? The study employed a computer program with which learners engaged for an average of 40 - 45 minutes. The animation elicited numerous cognitive, affective and psychomotor behaviours in the learners. The observations describe cognitive activities, such as a progressive decrease in times taken to complete games successfully, a controlled display of information for brief periods, patterns of buttons pressed varied amongst the groups, and the learners’ proficiency as game playing increased. Results pointing to affective activities included the learners’ perseverance to master the game and a wide range of emotions that were displayed during the execution of the animation. The results showed the following: <ul> <li>little time was spent on reading instructions with learners merely giving them a cursory glance;</li> <li>learners interacted with the learning activity in different ways both during the learning phase and the assessment phase;</li> <li>learners managed to reach the objective of the learning activity irrespective of how they approached the activity; and</li> <li>a wide range of other psychomotor activities were displayed during the course of the animation.</li> </ul> The study recommends minor changes to the program in order to improve it, and concludes that learners do respond positively to animation in a learning environment. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Science, Mathematics and Technology Education / unrestricted

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