How to be authentic to the self is possibly the main goal of all human efforts. Self-actualization is an urgent and important problem because it is the last stage in shaping a man's personality. In self-actualization, a person becomes more fully developed, more fully mature, indeed, a more complete person by fully actualizing his potentialities. In self actualization, the person lives what he potentially and really is.

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Student involvement in the management and operation of the institution of higher education is perhaps one of the most controversial issues on college and university campuses resulting from the campus unrest in the 1960's. Many university officials, faculty and administrators have ceded long standing and exclusive controls of governance to students. The purpose of this study was to determine if student participation in campus governance activities was significantly related to student development. The study was important in approaching identification of the characteristics of students who participate in the governance process and to identify specific activities in the campus environment which enable students to master the developmental tasks isolated as factors of student development. The Student Development Task Inventory (SDTI) is a measure of a student's mastery of nine (9) developmental tasks. The Inventory was completed by sixteen (16) students who participate in campus governance activities at the University of the District of Columbia (UDC) in Washington, D.C. and twenty-one (21) students who do not so participate, before and after one semester at UDC. The students were matched on the bases of sex, age, marital status, classification and major. The Statistical Package for the Social Sciences (SPSS) was used to compute Analysis of Covariance (ANCOVA) of the dependent variable (development as measured by the post-test scores of the SDTI) by each of the independent variables (sex, age, major, classification, previous experience in decision-making, and participation in governance activities at UDC) with each dependent variable pre-test score as a covariable. Since norm data were not provided on the SDTI, a Multiple Classification Analysis (MCA) procedure was used to produce a grand mean score for the dependent variable with covariables and the independent variables. The ANCOVA procedure showed that differences in the two groups existed prior to the analysis. The correlation did account for a significant relationship between the dependent and independent variables in three (3) developmental tasks: Developing Instrumental Autonomy, Developing Intimate Relationships with the Opposite Sex, and Developing Mature Life-Style Plans. The students who participate in governance activities showed more development than their counterparts on only four (4) of the nine (9) tasks: Emotional Autonomy, Appropriate Educational Plans, Instrumental Autonomy, and Mature Career Plans. The data strongly suggest that the characteristics of the urban, non-traditional student may make the SDTI invalid for use with this population. The Inventory was validated on a traditional student population (campus residents, 18-23 years of age, predominantly suburban or rural, single, dependent upon parents for financial support). The UDC student profile (Spring 1979) indicates its students are distinct from traditional students (they dwell in the city, are 24 and older, predominantly urban, 61 percent are single, 20 percent are married, they are employed full- or part-time and are self-supporting). The principal finding of the study was that student participation in campus governance activities is significantly related to student development on some developmental tasks, and not significantly related on others. Though the treatment of black liquor to remove lignin and production of carboxylated lignin for copolymerization seem practical, the microbial treatment of lignin in general is economically unattractive at present. / Ed. D.

The content of this dissertation delineates the crucial and incisive role of the Holy Spirit in terms of God's grand and majestic acts of creation, that is the creation of the multiversity of universes, redemption that is the cross, the exemplar of Christ in self­ denial, reconciliation and restoration, and his resurrection, that is self-empowerment, self-renewal and self-fulfillment observed within the context of God, being human and the physical organic environment as it interacts with the human acts of personal and social responsibility observed within the context of a five dimensional approach of self-actualization, self-denial, self-empowerment, self-renewal and self-fulfillment, ingested into ones identity, internalised and witnessed as meaningful daily praxis, seen through the prism of the cross and the resurrection. A didactic method has been followed to engender insights into and conviction regarding the relevance of the subject for our present day and a hortatory method to exhort to an obedient response and to urge an appropriate action. / Systematic Theology and Theological Ethics / M. Th. (Systematic Theology)

The purpose of this study is to investigate the perceptions street children have about the most important referents in their life worlds and to propose guidelines to their helpers on the most appropriate intervention. The street children's perceptions of their families, schools, society, peers and themselves were examined through a literature study on the phenomenon of street children and their intervention and, an empirical study consisting of a questionnaire survey and case studies. It was found that the street children generally perceived themselves and these referents negatively, which can be related to experiences of severe physical, emotional and social deprivation. These perceptions influence their involvement with all referents in their lives negatively, as their main tendencies in response to problematic situations are flight, avoidance and withdrawal. Guidelines given to their schools, social-and care-workers, and educational psychologists focused on inter- and intra-personal areas of development. / Psychology of Education / M.Ed. (Guidance and Counseling)

The content of this dissertation delineates the crucial and incisive role of the Holy Spirit in terms of God's grand and majestic acts of creation, that is the creation of the multiversity of universes, redemption that is the cross, the exemplar of Christ in self­ denial, reconciliation and restoration, and his resurrection, that is self-empowerment, self-renewal and self-fulfillment observed within the context of God, being human and the physical organic environment as it interacts with the human acts of personal and social responsibility observed within the context of a five dimensional approach of self-actualization, self-denial, self-empowerment, self-renewal and self-fulfillment, ingested into ones identity, internalised and witnessed as meaningful daily praxis, seen through the prism of the cross and the resurrection. A didactic method has been followed to engender insights into and conviction regarding the relevance of the subject for our present day and a hortatory method to exhort to an obedient response and to urge an appropriate action. / Systematic Theology and Theological Ethics / M. Th. (Systematic Theology)

The purpose of this study is to investigate the perceptions street children have about the most important referents in their life worlds and to propose guidelines to their helpers on the most appropriate intervention. The street children's perceptions of their families, schools, society, peers and themselves were examined through a literature study on the phenomenon of street children and their intervention and, an empirical study consisting of a questionnaire survey and case studies. It was found that the street children generally perceived themselves and these referents negatively, which can be related to experiences of severe physical, emotional and social deprivation. These perceptions influence their involvement with all referents in their lives negatively, as their main tendencies in response to problematic situations are flight, avoidance and withdrawal. Guidelines given to their schools, social-and care-workers, and educational psychologists focused on inter- and intra-personal areas of development. / Psychology of Education / M.Ed. (Guidance and Counseling)

The purpose of the study was to investigate the possibility ofusingJlelational Theory as a basis for the design of a support group programme for divorced single-parent families. This programme aimed at improving their interpersonal relationships and then to form new identities realistically, thus helping them to self-actualise. The categories of involvement, experience and meaningful attribution as well as the stages of awareness, exploration, personalisation and change initiation formed the basis of the programme. The effects of marital disruption on the interpersonal relationships and identities of singleparent families were also examined through a literature review. Pre and posttest interviews were conducted individually with single parents and their children to evaluate the effectiveness of the support group programme. The pretest interviews were administered a month before the implementation of the programme and the posttest interviews done two months after to gauge the longitudinal effect of the programme. The interviews and the progranune included the following aspects : awareness, exploration and evaluation of relationships (including aspects such as parental and spousal conflicts, parent alignment and parent availability, sibling rivalry and parent-child interaction); awareness, exploration and evaluation of identities (including identity conflicts stemming from role strain, role reversals and parent alignment); self-evaluation and selfactualisation. The conclusions from the literature study, the outcome of the support group progranune and the results of the interviews confirmed that marital disruption does adversely affect the interpersonal relationships of single-parent families and their formation of new, realistic identities. Single-parent families attribute unrealistic meaning to relationships and identities causing problematic relationships and identity conflicts. The nature and quality of the relationships also affect the formation of realistic identities resulting in a failure to self-actualise. In conclusion, the support group programme helped the single-parent families to attribute realistic meaning to their relationships and identities, resulting in improved relationships and the formation of realistic identities / D. Ed. (Psychology of Education)

Submitted in fulfilment of the requirements for the degree of Masters of Technology: Fashion at the Durban University of Technology, 2013. / Due to the high levels of unemployment in Durban South Africa, the New Venture Creation (NVC) groups I coached/mentored were seeking to become self-employed, to find social and economic independence. I have observed that many of the people in my NVC groups seemed to lack, self-confidence and self-esteem in the start-up process of their business. These lacunae pose a problem, as they are all necessary if one wants to create a viable, sustainable and profitable business. The reason that I coach these emerging entrepreneurs is to assist in building their self-confidence and self-esteem so that they have the courage to “go for it”. The problem I have sought to address in this research is: How do I influence emerging entrepreneurs to become sufficiently self-confident to be able to design, establish and sustain their own employment and employment for others? I work on the assumption that most people have the capacity to be self-employed. I have used autoethnography with action research to describe the interventions that I initiated, report on their implementation, as well as the evolution of new perceptions and understandings that developed as a result. By using my own and the participants visual data with still images and video with visual narrative I demonstrate the evidence of my living theory and self-study to influence creative economic independence in others and reflect critically on what has been done and achieved, and critically assess the way forward. I verbally explained the ethical issue of obtaining consent to use names and photographs in my study to the participants. My explanation was followed by obtaining written consent from the five key participants and others in the pictorial data.