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Reading second language subtitles : a case study of South African viewers reading in their native language and L2-English / Esté HeferHefer, Esté January 2011 (has links)
Most South African subtitles are produced and broadcast in English despite the fact that English
is the first language of only 8.2% of the entire population (Statistics South Africa, 2004).
Therefore, current English subtitles are predominantly received as second language text. This
poses questions as to how people perceive these subtitles, and if and how their reading of English
second language (L2) subtitles differs from their reading of L1 (non-English) subtitles.
In recent years, eye tracking has proven to be a valuable method in observing and measuring the
eye movements of people watching and reading subtitles. In order to explain the use of eye
tracking and in order to answer the question at hand, this study comprises a literature review and
an empirical study. The literature review gives an in-depth account of previous studies that used
eye tracking to study reading and elaborates on the parameters used to account for various
findings. The two empirical components of this study examined the accessibility and
effectiveness of English L2 subtitles by presenting native speakers of Afrikaans and Sesotho
with subtitles displayed (a) in their native language, Afrikaans or Sesotho, and (b) in L2 English,
while monitoring their eye movements with an SMI iViewX™ Hi-Speed eye tracker and
comparing the data with that of English L1 speakers reading English subtitles. Participants were
also given static text to read (accompanied by a corresponding comprehension test) in order to
see if there was a relation between participants’ first and second language reading of static text
and that of subtitling. Additionally, participants were given a questionnaire on their reading
behaviour, reading preferences, access to subtitled television programming and reading of
subtitles in order to find explanations for occurrences in the data.
The initial hypothesis was that there would be a difference in L1 and L2 subtitle reading and
attention allocation as measured by key eye-tracking parameters. Using ANOVAs, statistically
significant differences were indeed found, but the differences were much more significant for the
Sesotho L1 than the Afrikaans L1 speakers. After excluding possible confounding factors that
were analysed in attempt to refute this hypothesis, the conclusion was that participants inherently
read L1 and L2 subtitles differently. The hypothesis is therefore supported. However, the
difference in L1 and L2 subtitle reading was not the only significant finding – the Sesotho L1 speakers’ reading data revealed a greater underlying issue, namely literacy. The problem of low
literacy levels can be attributed to the participants’ socioeconomic background and history, and
needs to be addressed urgently.
Recommendations for future research include that the current study be broadened in terms of
scope, sampling size, representativeness and experimental material; that the focus be shifted to
the rest of the languages spoken in South Africa for which the users do not have a shared sense
of bilingualism and for which the L1 skills and levels of L1 literacy vary; and to further explore
the relation between the reading of static text and subtitle reading in order to ensure adequate
subtitle reading in terms of proportional attention allocation. However, the issue of low literacy
levels will have to be addressed urgently; only then will the South African viewing public be
able to gain full access to any form of broadcast communicative material or media, and only then
will they be able to benefit from subtitling and all that it offers. / North-West University (South Africa). Vaal Triangle Campus.
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Die Wehrmacht und die Besatzungspolitik in den besetzten Gebieten der Sowjetunion : Kriegführung und Radikalisierung im "Unternehmen Barbarossa" /Arnold, Klaus Jochen, January 2005 (has links)
Thesis (doctoral)-Universität, Münster (Westfalen), 2002. / Includes bibliographical references (p.[538]-575) and indexes.
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Geletterdheidsintervensie en onderwysers se taal van onderrigpraktyke : aksienavorsing in plattelandse skole (Afrikaans)Prinsloo, Yolanda 08 May 2013 (has links)
In Suid-Afrika verskil onderwysers en leerders se moedertaal dikwels van die taal van leer en onderrig (Engels in dié studie). Aangesien hoërskoolonderwysers as vakspesialiste opgelei is, het hulle onvoldoende kundigheid om leerders by te staan om kerngeletterdheidsvaardighede in Engels te verwerf. Hierdie verkennende studie by ʼn plattelandse hoërskool het ten doel gehad om te bepaal wat die invloed van ʼn geletterdheidsintervensie op onderwysers in ʼn plattelandse skool se taal van onderrigpraktyke is. Die deelnemende aksienavorsingstudie het ʼn konstruktivistiese paradigma gevolg en is teoreties gerig deur die sosiale leerteorie. ʼn Geletterdheidsintervensie is ontwikkel vanuit die fonetiese beginsel en is geïmplementeer met ses doelgerig geselekteerde hoërskoolonderwysers (n=6, mans=1, vroue=5) in ʼn gerieflikheidsgeselekteerde plattelandse hoërskool wat al geruime tyd deel vorm van ʼn langtermyn studie oor veerkragtigheid in plattelandse skole. Data van onderwysers se taal van onderrigpraktyke is voor en na afloop van die geletterdheidsintervensie ingesamel aan die hand van twee fokusgroeponderhoude met die deelnemende onderwysers, asook observasies in twee klaskamers. Observasiedata is gedokumenteer as veldnotas, visuele data en oudio-opnames. Fokusgroeponderhoude is verbatim getranskribeer. Al hierdie databronne is tematies geanaliseer en die volgende temas is geїdentifiseer: onderwysers se persepsie van Engelse geletterdheid as kernvaardigheid vir leerders, die plek van hulpbronne in niemoedertaalonderrigpraktyke (in Engels) in plattelandse skole, die effek van ʼn geletterdheidsintervensie op onderwysers se tweede taal onderrigpraktyke (in Engels) en die profiel van deelnemende plattelandse onderwysers. Leer en onderrig in ʼn plattelandse hoërskool word bemoeilik deur hoërskoolleerders se onvermoë om te lees, die leerplanvereiste vir die gebruik van ʼn addisionele taal (soos Engels) as taal van leer en onderrig, gebrekkige opleiding van hoërskoolonderwysers rakende die aanleer van kerngeletterdheidvaardighede, beperkte hulpbronne en geografiese isolasie wat dit moeilik maak om indiensopleidingsgeleenthede te benut, Alhoewel die deelnemende plattelandse hoërskool se onderwysers nie opgelei was om leerders geletterdheidsvaardighede te leer nie, het dit geblyk dat hierdie onderwysers wel (i) weet welke kerngeletterdheidskernvaardighede deur leerders benodig word, (ii) gretig is om opgelei te word en positief is oor geletterdheidsintervensies, en (iii) naburige skole en onderwysers betrek in sulke kapasiteitsontwikkeling. Verder het dit geblyk dat die deelnemende plattelandse hoërskoolonderwysers hulle taal van onderrig en leerpraktyke kon aanpas nadat hulle aan ʼn geletterdheidsintervensie deelgeneem het. In dié verband het die onderwysers die volgende spesifieke strategieë gebruik, naamlik fisiese hulpbronne as ondersteuning vir die aanleer van nuwe klanke; taalvermenging; betrek leerders by die aanbieding van lesse, byvoorbeeld deur dramatisering; die implementering van ʼn leesperiode; en ook die benutting van die skool se mediasentrum. Hierdie gewysigde taal van onderrig en leerpraktyke het moontlik ʼn positiewe effek gehad op leerders se selfvertroue om in Engels betrokke te wees tydens leersituasies; hulle akademiese persentasies (in Engels) het ook verbeter. Onderwysers se ingesteldheid jeens leerders se motivering om te leer het ook verander. / Dissertation (MEd)--University of Pretoria, 2012. / Educational Psychology / unrestricted
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An analysis of the relationship between communication skills, communication apprehension and academic achievement of secondary phase learners / Zelda Michel MentoorMentoor, Zelda Michel January 2015 (has links)
This study indicates that communication skills and communication apprehension of English First
Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for
academic performance. A learner‘s major hurdle to overcome in communication in a second
language classroom is a fear of failure. Communication skills and communication apprehension are
challenges teachers have to face in language classrooms. Communication barriers that may lead to
fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for
teachers to know about the communication process, communication skills, and communication
apprehension to design positive solutions and teaching strategies to assist learners to overcome fear
of communication, especially in the area of second and additional languages. A sample of 779 male
and female learners in the secondary phase in Kannaland District, Western Cape participated in the
study. For this non-experimental quantitative study, data were gathered using two questionnaires,
Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire.
To explore the relationship between communication skills, communication apprehension and
academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The
data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and
comparisons. Results distinguished no differences between males, females, or grades. Findings
were discussed with regard to communication skills and the academic achievement, as well as
communication apprehension and academic achievement of the learners. Results indicate that there
is no significant relationship between communication skills and academic achievement.
Nevertheless, distinct relationships between communication skills and communication apprehension
(group work, meetings and public speaking) were established and discussed. Communication
apprehension (group work, conversations and in the classroom) and academic achievement
presented clear relationships that were reported in detail. The factors identified may have a negative
impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland
District, Western Cape will help to develop an understanding of the situations that affect the degree of
communication apprehension of secondary phase EFAL learners. It will allow for a better
understanding of the influence of communication skills and could assist teachers to understand EFAL
learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015
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An analysis of the relationship between communication skills, communication apprehension and academic achievement of secondary phase learners / Zelda Michel MentoorMentoor, Zelda Michel January 2015 (has links)
This study indicates that communication skills and communication apprehension of English First
Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for
academic performance. A learner‘s major hurdle to overcome in communication in a second
language classroom is a fear of failure. Communication skills and communication apprehension are
challenges teachers have to face in language classrooms. Communication barriers that may lead to
fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for
teachers to know about the communication process, communication skills, and communication
apprehension to design positive solutions and teaching strategies to assist learners to overcome fear
of communication, especially in the area of second and additional languages. A sample of 779 male
and female learners in the secondary phase in Kannaland District, Western Cape participated in the
study. For this non-experimental quantitative study, data were gathered using two questionnaires,
Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire.
To explore the relationship between communication skills, communication apprehension and
academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The
data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and
comparisons. Results distinguished no differences between males, females, or grades. Findings
were discussed with regard to communication skills and the academic achievement, as well as
communication apprehension and academic achievement of the learners. Results indicate that there
is no significant relationship between communication skills and academic achievement.
Nevertheless, distinct relationships between communication skills and communication apprehension
(group work, meetings and public speaking) were established and discussed. Communication
apprehension (group work, conversations and in the classroom) and academic achievement
presented clear relationships that were reported in detail. The factors identified may have a negative
impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland
District, Western Cape will help to develop an understanding of the situations that affect the degree of
communication apprehension of secondary phase EFAL learners. It will allow for a better
understanding of the influence of communication skills and could assist teachers to understand EFAL
learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015
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Kunstraub in Krieg und Verfolgung : die Restitution der Beute- und Raubkunst im Kollisions- und Völkerrecht /Hartung, Hannes. January 1900 (has links) (PDF)
Thesis (doctoral)--Universität, Zürich, 2004. / Includes bibliographical references (p. [507]-550) and index.
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Deneys Reitz (1882 – 1944) : krygsman, avonturier en politikus (Afrikaans)Calitz, Gerhard Johann 31 May 2009 (has links)
Afrikaans Deneys Reitz, die derde van president F.W. Reitz se vyf oorlewende seuns, is op 2 April 1882 te midde van die politieke en ekonomiese ontwaking van die Vrystaat in Bloemfontein gebore. Hy het op die ouderdom van 17 by die Boeremagte aangesluit en doen hier die ondervindinge op wat hy later in sy eerste boek, Commando: A Boer journal of the Boer war, weergee. Met die sluit van vrede weier hy om die eed van getrouheid teenoor Brittanje af te lê en wend hom na Madagaskar waar hy onder meer as ‘n transportryer werk. Hy keer in 1903, op aandrang van Isie Smuts, na Suid-Afrika terug, kwalifiseer as ‘n prokureur en open ‘n prokureurspraktyk in die Noordoos-Vrystaatse dorp Heilbron. Gedurende die 1914-rebellie skaar hy homself aan die Botha-Smuts regering se kant en voer hy die Heilbronkommando aan teen die rebelle. Tydens die Eerste Wêreldoorlog sluit hy hom aanvanklik by Botha en Smuts in Duits-Suidwes-Afrika aan en daarna by die Britse leër in Brittanje. Hy spandeer die meeste van die Eerste Wêreldoorlog in die loopgrawe aan die Wesfront in Frankryk en vorder tot die rang van kolonel in bevel van ‘n bataljon van die First Royal Scots Fusiliers. Met sy terugkeer na Suid-Afrika in 1920 wend hy hom tot die politiek en as lid van die Suid-Afrikaanse Party verteenwoordig hy eers Bloemfontein-Suid (1920) en later Port Elizabeth. Vanaf 1929 verteenwoordig hy Barberton. Hy dien aanvanklik in die parlement as Minister van Lande, waar hy onder meer betrokke raak by wetgewing i.v.m. die totstandkoming van die Krugerwildtuin. Hy dien ook as Minister van Lande in die koalisie kabinet van J.B.M. Hertzog (1933) en daarna as Minister van Landbou en Bosbou (1935), Minister van Mynwese (1938), Minister van Naturellesake (1939) en as adjunkpremier in Smuts se Oorlogskabinet (1939-1943). Vir die periode van 1924 tot 1933 dien hy as deel van die amptelike opposisie, terwyl hy hoofsaaklik as ‘n prokureur in Johannesburg werk. In dié periode het hy ook uitgebreide private- en sakereise na onder meer Noord- en Suid-Rhodesië, die Belgiese Kongo en die Kaokoveld in Suidwes-Afrika onderneem. Sy bekendheid het hy grootliks verwerf uit die publikasie van sy herinneringe van die Anglo Boereoorlog, gepubliseer as Commando in 1929. Dit is erken as ‘n boek van uitstaande gehalte en word beskou as ‘n klassieke werk oor die Anglo-Boereoorlog. Die res van sy lewe, vanaf 1902 tot 1940, het hy in die boeke Trekking on en No outspan beskryf. Deneys Reitz was getroud met Leila Agnes Buissine Reitz (13/12/1887 – 29/12/1959). Sy was Suid-Afrika se eerste vroulike parlementslid en het Parktown verteenwoordig. Leila was veral by maatskaplike werk betrokke en het spesifiek op kinders en kindermisdadigers gefokus. Deneys en Leila het twee seuns gehad - Jan en Michael. Weens swak gesondheid word Reitz in 1943 as Hoë Kommissaris in Londen aangestel, waar hy in 1944 sterf. English Deneys Reitz, the third of president F.W. Reitz’s five living sons, was born in Bloemfontein on 2 April 1882 during the political and economical awakening of the Orange Free State. As a boy of seventeen he joined the Boer forces in the Anglo-Boer War, gaining the experience he set down in his first book, Commando: A Boer journal of the Boer war. After the peace he was an irreconcilable and lived as a transport rider in Madagascar, returning to South Africa in 1903 after prompting by Isie Smuts. He qualified as an attorney and practiced in the town of Heilbron in the north-east Free State. During the 1914 rebellion he commanded the Heilbron Commando against the rebels in support of the Botha-Smuts government. During World War I he first joined Botha and Smuts in German South West Africa and then in German East Africa, where after he enlisted with the British Army. He spent most of the First World War in the trenches in France, where he rose to command a battalion of the First Royal Scots Fusiliers. Upon his return to South Africa he entered Parliament in 1920 as a member of the South African Party, representing first Bloemfontein South (1920) and later Port Elizabeth. He represented Barberton from 1929. He initially held the portfolios of Lands (1923-24), becoming involved in developing legislation for the establishment of the Kruger National Park. He also served as Minister of Lands in the coalition government of J.B.M. Hertzog (1933), Minister of Agriculture and Forestry (1935), Minister of Mines (1938), Minister of Native Affairs (1939) and as deputy premier in Smuts’ War Cabinet (1939-1943). Reitz was a member of the formal opposition from 1924 to 1933, while also working as an attorney in Johannesburg. In this period he travelled extensively in both his private and official capacities to North and South Rhodesia, the Belgian Congo and the Kaokoveld in South West Africa. His real claim to fame, however, arises from his memoirs of the Anglo-Boer War, which he published under the title of Commando in 1929. This was immediately recognised as a work of outstanding quality and has become a South African classic on the Anglo Boer War. Later he wrote Trekking on and No outspan, continuing the story of his career. Deneys Reitz was married to Leila Agnes Buissine Reitz (13/12/1887 – 29/12/1959), the first South African women elected to parliament. She was member for Parktown. Leila, who was involved in welfare work, focused on children and delinquents. Deneys and Leila had two sons of their own - Jan en Michael. Due to ill health Reitz was appointed Union High Commissioner in London in 1943, where he later passed away. / Thesis (DPhil)--University of Pretoria, 2009. / Historical and Heritage Studies / unrestricted
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Teachers self-efficacy beliefs for teaching reading in English second language at Namibian rural schools / Pontianus Musenge KamunimaKamunima, Pontianus Musenge January 2014 (has links)
Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher
efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of
engagement and learning among learners, including difficult or unmotivated learners. English
Second Language (ESL) reading seems to be a substantial problem in Namibia. This
research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding
the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four
sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on
aspects which influence teachers‘ TSE with regard to teaching reading. The researcher
formed assumptions from the epistemological premises and followed an interpretive approach.
A non-probability sampling method was used to select the eight teachers within the
four schools of the nearby circuit. The data were collected qualitatively by means of in-depth
interviews in order to gather data from teachers‘ individual experiences about intermediate
learners‘ low reading skills and teaching reading. Data were analysed and interpreted using
Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian
teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading.
The rationale for this study was to identify gaps related to teachers‘ SEBs and to make
suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school
environment, as another source that influences teachers‘ SEBs regarding teaching reading.
Since the school environment is an additional source of self-efficacy the researcher recommend
further research that can establish evidence on how school environment influences
SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014
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The effectiveness of applying conceptual development teaching strategies to Newton's second law of motion / Carel Hendrik MeyerMeyer, Carel Hendrik January 2014 (has links)
School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy.
A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention.
The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data.
The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014
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The use of the Psalms in 1 Peter : an exegetical and hermeneutical study / Gregory Yorath PhillipsPhillips, Gregory Yorath January 2013 (has links)
advancements in Old Testament and New Testament Studies. For example, new
knowledge is available on the variant versions of the Septuagint and application of
the literary concept of intertextuality has yielded significant results in recent biblical
scholarship. However, considering that 1 Peter arguably uses the Old Testament in
the most condensed manner of all the New Testament writings, it is surprising that
relatively few recent studies have been carried out on the use of the Old Testament
in 1 Peter.
As a partial corrective to this situation, this in-depth study is focused on the use of
the Psalms in 1 Peter, utilizing an integrated hermeneutical procedure that combines
traditional grammatical-historical analysis with the state of the art on New Testament
use of the Old Testament. The aim is to clarify the hermeneutical implications of the
use of the Psalms in 1 Peter for Old Testament and New Testament exegesis within
the Reformed tradition today.
Thus, a comprehensive exegetical approach is systematically applied to each
pericope of 1 Peter and to every relevant Psalm passage in order to establish a valid
foundation for understanding how the author interprets the Psalms and how the
Psalm references function within the argument of 1 Peter.
In addition, intertextual resonance is considered as an effective means to enhance
understanding of the function and effect of Psalm references as intended by the
author, and to determine the possible unintended effect of Psalm references upon
the addressees and later readers. Furthermore, consideration of reader response
sometimes makes it possible to identify echoes of Psalm passages not likely
intended by the author, but nevertheless, very likely to have come to the minds of the
recipients with significant effect.
One conclusion of this study is that there is no compelling evidence that the author’s
interpretation of the Psalms ignored the intended meaning of the Psalm in its own
context, or merely reflected contemporary Second Temple interpretations.
Furthermore, it has been possible to refine the criteria for identifying and classifying
Psalm allusions rather than merely following broad, predetermined criteria. Thus, a
distinction is made between specific allusion, in which case the author’s argument
depends upon recognition of specific Psalm passages, and general allusion, in which
case the author’s argument depends upon a concept recognizably derived from the
Psalms but not limited by the wording of specific references.
This study also demonstrates that the use of the Psalms in 1 Peter is based upon a
strong sense of solidarity with believers of the past, especially as they expressed
their responses to God in the context of suffering. In particular, compared with other
New Testament writings, 1 Peter stands out for the fact that the majority of its Psalm
allusions are used for the purpose of developing and reapplying significant themes. Thus, 1 Peter provides compelling reason for present-day interpreters to view theme
development as a valid and effective way to apply the Psalms to the circumstances
of Christian believers as they face the challenge of living faithfully in new contexts of
suffering and persecution. / PhD (New Testament), North-West University, Potchefstroom Campus, 2014
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