Rozprawy doktorskie na temat „Vassar College History teachers”

In the Cape Colony, and then in South Africa generally, the twentieth century was to see the emergence, growth, and final closure of teacher training colleges. South Africa was one of the few Anglophone countries on the African Continent which, in 2003, did not have a separate and dedicated system of Teacher Education Colleges.1 From the 1920s on, there was a spirited debate over whether primary school teacher training was better achieved in the training college or the university. The publication of the National Education Amendment Act (No 73 of 1969) finally placed all teacher training, primary/elementary and secondary, within University Faculties of Education. The present study investigates the history of the Grahamstown Teacher Training College (GTTC) which was officially recognised in 1894 for the training of young white women. The GTTC was an independent college, founded and owned by an Anglican Religious Community for women, the Community of the Resurrection of Our Lord (CR), but it was also an Aided College of the Cape Education Department. As an Aided College, the GTTC was subject to Government Inspection annually, and the students wrote the official examinations set by the Department of Education. The College was run entirely by women and existed for 81 years. The emphasis in the college was on the practical professional training offered. The focus was on the ‘complete’ education of the student, rather than merely on the content of the curriculum. This study shows that the GTTC more than earned its reputation of being one of the finest training colleges in South Africa and that it was indeed a unique educational development. A feature of particular note was that the college was a trail-blazer, a pioneer in the field of education practices. It was the first college to introduce class music and class singing, the first to employ a physical education teacher, to have a full-time librarian and elocutionist, and it was at the GTTC that the assignment method of study was introduced. All these factors are highlighted in the course of this study.

The College Board’s Advanced Placement (AP) Program continues to expand annually with increased numbers of high school students nationwide enrolling in AP courses and taking end-of-course AP exams, in hopes of earning college credit and strengthening high school transcripts. As the College Board promotes increased minority student participation (specifically African-American and Hispanic students) in AP courses, AP teachers face new challenges as potential first-generation college students enter their classrooms with below-level reading scores and a lack of essential critical-thinking skills needed for college-level assessment. The participants in this study are five AP U.S. History Teachers from urban, suburban, and rural Title I high schools. In this inquiry, I explore how their backgrounds and experiences shape their approaches to curriculum and pedagogy in their respective environments. I conducted two separate interviews with each teacher: the first addressed their formative years and educational experiences, while the second focused on their teaching philosophies and how they deliver course content. The data revealed similar instructional practices among the participants, all of whom choose student-centered teaching models to varying degrees to enhance student engagement. This discourse highlights the need for further inquiry into the perspectives of AP teachers in Title I schools to inform future policymaking decisions within schools and school districts to enhance historically marginalized student populations’ college and career opportunities.

Although each of the life stories and cases of teachers are personal and specific, and although they have already become subjects of attention for anthropologists, educationalists, sociologists and psychologists, there is still a lack of in-depth research examining the actual processes and dynamics of teaching careers as experienced by individuals. This is especially true of China. The actual situation of teachers’ professional development in China remains a mystery. Since biography, the changes in society and their impact on education are intimately connected, this study intends to uncover and explore these connections in relation to Chinese College English teachers. It discusses and studies eight Chinese College English teachers’ professional development stories in the specific context of one university. The main aim of the study is to reveal how those teachers in a Chinese context and at different stages of their careers, construct, maintain and develop their professional identities. The study explores, in particular, how far China’s educational changes over the past sixty years (1949-2009) have impacted on these three groups of Chinese College English teachers’ professional identities. The focus on teachers’ lives in this study will enable the teachers’ voice to be heard. The study draws data from three groups of Chinese College English teachers: early-career, mid-career and late-career, reflecting the footprints of China’s educational changes over the past sixty years. It hypothesises that the professional identity construction of these teachers may be influenced by the Chinese historical background that their professional development may be a microcosm of Chinese history of education and that the career of each group may be in stark contrast with the others. To fully understand their professional development, a life history narrative was adopted. During eight-week’s fieldwork, a series of in-depth interviews combining topical interview with narrative interview were carried out with eight College English teachers at Sun Yat-sen University. A voice-centred approach combining (i) a voice-centred relational method of data analysis with four steps of reading and (ii) thematic narrative analysis was undertaken. Drawing on stories identified from Reading 1 and combining it with thematic narrative analysis method, I looked for what I think to be ‘critical events’. In Chapter 4, teachers’ stories are told in ‘I’ poems generated from Reading 2, which combines longer summaries of the content of the transcript and direct quotes to illustrate diverse and sometimes conflicting factors which influenced the development of teacher identity along with the participants’ professional teaching journeys. The narratives of each individual are guided by the processes they went through in their professional development (becoming a teacher - being a teacher - future development) and therefore were able to illustrate any general patterns that could be found in other interviews. Participating teachers’ stories illustrate the complexity of the experiences of Chinese College English teachers. Their experiences have shown the dynamic nature of teachers’ professional identity construction in times of educational changes. Their stories illustrate how the broader sociocultural and political context shapes teachers’ professional identity and how teachers play out their agency throughout the process of their professional identity construction. Based on roles emerging from Reading 2 which focuses on how the teachers speak about themselves and combining it with thematic narrative analysis, teachers’ professional identity construction is examined through the lens of what they do (their professional role identities) in Chapter 5. The findings show that no matter which career stages they were at, they are all capable of taking on the roles of manager, professional, acculturator and researcher. The construction of role identities is a self-internalised process, which needs continuous negotiation through interactions in specific social settings. In Chapter 6 teachers’ professional identity construction of the relational context of teaching was explored by combining thematic narrative analysis with Reading 3 which focuses on how teachers talked about themselves in relation to others. From the difference between teachers at different career stages, the findings reveal the teachers’ professional identity construction is a process of self-mirroring based on their understanding of how others (especially students and colleagues) perceive them. Moreover, there are two steps of the self-mirroring process: the individual recognises who she or he is and the individual identifies her or his uniqueness. Since the second step only showed in the mid and late-career teachers’ stories, the first and second step appears to be in a sequence. The connection between the teachers’ professional identity construction and the context was investigated in Chapter 7. In this chapter thematic narrative analysis is combined with Reading 4 which sets the context by placing the teachers within the cultural context and social structure. Analysis showed the teachers’ sense of professional identity appears to be largely characterised by their personal histories and experiences and it is constantly reshaped by the new relationships developed within the professional context where the initial conception of teaching and teachers confronts changes. Throughout the participating teachers’ life stories, even though they were unique, they were not disengaged from society and context. On more than one occasion, they made reference to different social and contextual issues that were shaping their selves either consciously or unconsciously. Additionally, when the narratives of all participating teachers are brought together they reveal important aspects of how the broader community - society and context - behaves and evolves. The contextual influences in teachers’ professional identity construction in this study could be classified in three main categories: micro-social, meso-social and macrosocial, which are interwoven with each other. Furthermore, the study provides the evidence to show that teachers’ career stages, employment status and life stage/age all contribute to their perceptions of their professional identity construction. Through each teacher’s stories, we are able to get to know each teacher as a whole person with complex lived realities. Those individual voices can be put together to show the collective voices from each group and those groups can be put together to show the collective voices from the cohort of eight College English teachers. The research is significant in collecting individual voices from Chinese College English teachers, and building their collective voice through exemplification, orchestration and amplification. Individual stories are examples which show how teachers live and struggle in their meso context with cultural uniqueness and the macro context of reforms. The hypothesis (see page iii) was not fully upheld – i.e., personal/individual and meso context seemed much more significant than macro. Teachers’ experiences and interpretations are orchestrated through comparing, contrasting and building theory/theories from the ground stories as an attempt to produce a new but coherent narrative at an intellectual level. The orchestration of teachers’ voices can be amplified in terms of its scope of impact and to inform the public of the subjective reality experienced by teachers. This small-scale, in-depth research project attempts to begin that process. It is anticipated that it will resonate with teachers who lived under the same context, and illuminate their perspectives for those who did not.

The aim of this study was to carry out an investigation of history as a correspondence subject for practising teachers and to make an assessment of work at the Graaff- Reinet College for Continued Training. The problems experienced by lecturers and students involved with the study of history at this institution receive particular attention. At intervals throughout the study attention is given to the need for further training for teachers who are in- service. Teacher qualifications in the Cape Province are also examined to see potential needs for further training in the future. Having determined a need, it is proposed that correspondence courses are best suited to cater for it. A study is made of the models, background and approaches used by other institutions in various parts of the world. Distance education started in England at the end of the eighteenth century. This idea has spread to various countries and today teaching and learning by correspondence takes place in most countries of the world. It is different to conventional classroom education and thus has certain unique characteristics. The definition, characteristics, background and methodology are important if the problems involved are to be understood. These aspects indicate how effective and popular this form of study has become. Particular attention is given to the teaching of in-service teachers who are upgrading their qualifications. The existing and proposed College history syllabi are examined in as far as their appropriateness and relevance are concerned. Emphasis is given to history at Graaff- Reinet College because the author is a history lecturer at this institution. An extended questionnaire was designed and used to collect the required data on the subjects who were from two groups of students studying history at the College, one in 1986 and one in 1987. A pilot study was done in 1986 and a more extended questionnaire was completed by the 1987 students. In chapter six the results of the questionnaire are analysed and particular attention is given to the students' background, motivation for studying and difficulties they encounter. Finally, recommendations are made about how this form of teacher upgrading can be improved and extended in the future

This educational biography is a study of Alexander Campbell's (1788-1866) educational activities and educational thinking. These activities included the following: his creation of Buffalo Seminary; advocacy for common schools at the Virginia State Constitutional Convention of 1829-1830; participation in the Western Literary Institute and College of Professional Teachers of Cincinnati, Ohio (an organization for educators); speeches on education and common schools; founding Bethany College in present-day Bethany, West Virginia; and his discussion of educational issues in his journal, the Millennial Harbinger. The study explores how Campbell's unique early-life affected his future educational life. His early-life included intensive study under his highly educated father, home-training in Christian piety, and studying for a time at the University of Glasgow. The study focuses especially upon Campbell's involvement in the College of Teachers, his founding of Bethany College, and his major educational ideas. Some of Campbell's major educational emphases include: the need for public education; human knowledge as a national resource; moral education; lifelong learning; female education; student interest; a broad and holistic conception of education; a focus on early childhood education; utilitarian education; and the power of education. This study concludes that the overarching theme of education as power pervades Campbell's educational thinking.

O conhecimento produzido na universidade torna-se acessível à sociedade por meio da extensão universitária. Assim, esta dissertação foi desenvolvida com o objetivo de apresentar um diagnóstico da extensão universitária sob a ótica dos docentes da Universidade Tecnológica Federal do Paraná – UTFPR. O estudo foi contextualizado com um amplo referencial baseado em alguns autores, com abordagens a respeito do papel da educação e da universidade com FÁVERO (1980), SILVA (2002) e SANTOS (2005); o uso das tecnologias e mais especificamente a educação tecnológica, em REIS (1995) e LIBÂNEO (2001); a questão da importância da identidade, com BOTOMÉ (2001) e GIDDENS (2002), até focalizar a extensão propriamente dita, com GURGEL (1986), TAVARES (1997) e NOGUEIRA (2000), e associá-la a uma comunidade de prática com WENGER (1998). A abordagem metodológica pautou-se nas pesquisas qualitativa, de natureza interpretativa, e quantitativa, do tipo levantamento. Foram realizadas entrevistas com os gestores para verificar a concepção de extensão universitária existente na Instituição. Foram enviados, simultaneamente, por meio eletrônico, questionários a todos os docentes dos Campi da UTFPR, localizados nas cidades de Apucarana, Campo Mourão, Cornélio Procópio, Curitiba, Dois Vizinhos, Francisco Beltrão, Londrina, Medianeira, Pato Branco, Ponta Grossa e Toledo. Essa ação possibilitou conhecer o entendimento dos docentes em relação às ações extensionistas, as formas de articulação com a sociedade, o uso dos recursos tecnológicos bem como averiguar as opiniões dos professores em relação ao desenvolvimento da cultura extensionista na Instituição. Conclui-se, com esta dissertação, que a extensão não é considerada uma atividade menor em relação ao ensino e à pesquisa na Instituição; que os docentes não têm clareza a respeito do conceito e das funções da extensão universitária na UTFPR e que há necessidade de esclarecimentos sobre a identidade da Instituição. Visando à consolidação da institucionalização da extensão na UTFPR, foram sugeridos o registro e divulgação das ações extensionistas bem como a flexibilização da carga horária docente, com um mecanismo de pontuação do currículo ou definição de métricas. A implantação de comunidades de prática em extensão na UTFPR possibilitaria a criação de espaços para reflexões e sociabilizações de saberes e experiências. Os resultados dessa pesquisa poderão contribuir para um repensar de estratégias que visem ao fortalecimento da função social da UTFPR, para um maior envolvimento da comunidade interna, bem como para a indissociabilidade entre o ensino, a pesquisa e a extensão.
The knowledge produced at university becomes available to society through the university extension. Thus, this dissertation was developed with the purpose of presenting a diagnosis of university extension activities under the perspective of professors from Federal University of Technology - Parana - UTFPR. The study was set against a broad framework based on some authors, with approaches to the role of education and university, with FÁVERO (1980), SILVA (2002) and SANTOS (2005); the use of technology and more specifically, technological education, in REIS (1995) and LIBÂNEO (2001); the question of the importance of identity with BOTOMÉ (2001) and GIDDENS (2002), up to focusing on the extension per se, with GURGEL (1986), TAVARES (1997) and NOGUEIRA (2000) and assign it to a community of practice with WENGER (1998). The methodological approach was based on a qualitative research, an interpretive nature, and quantitative, survey-type. Interviews were conducted with managers to verify their point of views over extension definitions currently applied within UTFPR. Simultaneously, a set of questionnaires to all professors of the UTFPR Campi, located in the cities of Apucarana, Campo Mourão, Cornélio Procópio, Curitiba, Dois Vizinhos, Francisco Beltrão, Londrina, Medianeira, Pato Branco, Ponta Grossa and Toledo was sent by mail. This action allowed to know about the professors’understanding in relation to the extension activities, the way they interact with society, the use of technological resources as well as evaluate the professors’ views in relation to cultural development extension at the university. This dissertation concludes that the extension is not considered minor activity in relation to teaching and research at the university; that the professors do not have clarity about the concept and functions of the university extension at UTFPR and there is need for greater understanding on the identity of this university. As a suggestion from professors, aiming at consolidating the institutionalization of extension activities of UTFPR, the registration and disclosure of extension activities as well as the flexibility of teaching hours along with a scoring mechanism of the curriculum or set of metrics. The implementation of communities of practice in the UTFPR extension would provide the creation of spaces for reflection and for knowledge and experience sharing. The results of this research could contribute to a rethinking of strategies aimed at strengthening the social function of UTFPR for greater involvement of the internal community, as well as the inseparability involving education, research and extension.

Dr. Kwan Hsu was neither a superstar nor a celebrity. Her name does not come up in conversations about important contributors to her field of biophysics nor is she instantly recognizable for her contributions to Portland State University's international program or the state of Oregon's business ties with China. Yet she was a contributor, a cog-in-the-wheel, at the very least, in all of these areas and more. She was a peripheral member of a well-known Chinese family, but few in the United States know of or perhaps have interest in, but otherwise, she had no great connections or family ties to generate interest in her story. How does one process a collection for a woman who does not meet the traditional criteria for excellence or success or public interest for an archive? Where is the value to the larger historical narrative of our time in preserving the memories of someone who was non-remarkable, or, conversely, someone who may be even too unique to contribute to that greater narrative? These are the questions I wrestled with when I first came to this collection. As my research progressed, I realized that I faced more questions, and that to come to any understanding that might answer them, I was going to have to research the history of archives and archival processes. Science, the Cold War, Communist China, women, the immigrant experience, all of these issues became part of my thesis, however shallowly I was able to investigate them. Questions of identity and historiography, of power and discourse were explored. In the end, what I found was that a collection that on the outside looked unimpressive and unenlightening, could indeed be very valuable, and provide insight into any number of areas of current interest in historical research. This is that story.

When the national Democratic Party began to transform to progressive era politics because of the New Deal, conservative reactionaries turned against the social welfare programs and used red scare tactics to discredit liberal and progressive New Deal Democrat professors in higher education. This process continued during the Second World War, when the conservatives in Texas lumped fascism and communism in order to anchor support and fire and threaten professors and administrators for advocating or teaching “subversive doctrine.” In 1948 Texas joined other southern states and followed the Dixiecrat movement designed to return the Democratic Party to its original pro-business and segregationist philosophy. Conservatives who wanted to bolster their Cold Warrior status in Texas also played upon the fears of spreading communism during the Cold War, and passed several repressive laws intended to silence unruly students and entrap professors by claiming they advocated communist doctrine. The fight culminated during the Civil Rights movement, when conservatives in the state attributed subversive or communist behavior to civil rights organizations, and targeted higher education to protect segregated universities. In order to return the national Democratic Party to the pro-business, segregationist philosophy established at the early twentieth century, conservatives used redbaiting tactics to thwart the progressivism in the state’s higher education facilities.

Esta investigación ha sido desarrollada durante casi cuatro años, en el marco del programa de doctorado Educación y Sociedad, de la Universidad de Barcelona. Esta tesis tiene como objetivo indagar en las concepciones y prácticas docentes e investigativas del profesorado universitario, con el fin de comprender cómo se configuran y relacionan estas concepciones y prácticas en la enseñanza de la ciencia que se desarrolla en la formación de profesionales del ámbito científico. El proceso metodológico, que se utilizó en esta investigación fue un diseño emergente que se ajustó y modificó durante su desarrollo, con una mirada cualitativa-fenomenológica. Se utilizó el estudio de casos cualitativo como herramienta metodológica de tres profesores de biología de la Universidad de Barcelona, con una amplia experiencia en docencia universitaria, que realizan investigación disciplinar, e integran grupos de investigación consolidados. La recogida de información, se realizó durante tres semestres académicos, desde el año 2012, utilizando la observación no participante de clases, conversaciones informales, entrevistas en profundidad, entrevista basada en las evidencias de su práctica docente, y el análisis de documentos. Por medio del análisis de la práctica docente de cada caso, indagamos y conocimos las concepciones del profesorado, las entrevistas nos proporcionaron la posibilidad de detallar comprensivamente en tales concepciones y prácticas. Otro aspecto importante es que en el análisis transversal de los casos, reconocimos la importancia del conocimiento docente, dimensiones personales y prácticas, permitiéndonos aproximarnos a su proceso de construcción. Las principales conclusiones en esta investigación en relación a las concepciones docentes universitarios, es que esta se asocia con una mirada sistémica, holística y relacional de la naturaleza de ciencia. Para los tres casos de estudio, la contextualización y modelos explicativos, les permite aproximarse a la realidad estudiada, considerando que ellos como científicos, pueden estar influenciados por sus experiencias propias. Las concepciones didácticas de los profesores se acercan una mirada bastante constructivista, o sea que los estudiantes cuentan con conceptos, experiencias, motivaciones e intereses que son necesarias conocer y considerar, al momento de explicar los contenidos en las clases de ciencias. También evidenciamos que para estos docentes universitarios, las actividades relacionadas con la selección y secuenciación del contenido eran relevantes al momento de explicarles a sus estudiantes. Las prácticas docentes de los profesores universitarios investigados, eran teóricas y prácticas y las explicaciones del profesor se organizaban de acuerdo a la utilización de diversas estrategias, con el objetivo de ayudar a sus estudiantes a construir y reconstruir significados. Los docentes recurrían a metáforas, preguntas, comparaciones, anécdotas, ejemplos, recapitulaciones, imágenes y otras estrategias, con el objetivo transformar las ideas y conceptos científicos, haciéndolos comprensibles. Logramos profundizar en el vínculo entre la investigación y la docencia, encontrando que los perfiles docente universsitario e investigador son parte de su trabajo académico, el que abarca las tareas investigativas, contribuyendo al avance de la ciencia y también a las actividades de enseñanza relacionadas con sus funciones docentes. Una de las mayores contribuciones de esta tesis, es el aporte de evidencias empíricas de que este vínculo existe y que para el caso de los tres profesores universitarios, se manifestaba de manera positiva. Al observar las clases de los docentes, evidenciamos como ellos trasladaban elementos de su propia investigación a su enseñanza, o de la enseñanza a la investigación, implicando a sus estudiantes o a sus equipos de investigación en una relación unidireccional o bidireccional de este vínculo. Nos parece apropiado destacar que este aspecto de la investigación abre nuevas interrogantes, acerca de la posibilidad de profundizar más en este vínculo, mediante la observación de las prácticas científicas de los profesores en la universidad.
The main goal of this study is to know the conceptions and practices of teaching and research of university professors, in order to understand how to relate these conceptions and practices in the science teaching at the University. The methodological focus of this research is qualitative-phenomenological and the case study was used as a methodological approach. The instrumental cases were three professors of biology of the University of Barcelona, with extensive experience in university teaching, conducting research and integrate consolidated research teams. The collection of information was carried out during three academic semesters, using the non-participant observation of classes, informal conversations, interviews in-depth and analysis of documents. The main conclusions in this study were that the conceptions of university professors, is associated with a systemic view, holistic and relational to nature of science. Didactic conceptions of university professors is largely constructivist since according to themselves, the students have a number of concepts and experiences that are necessary to know and take into consideration, when explaining the contents in science lessons. Also for professors, it is important to select and sequence content at the time to explain to their students. The teaching practices of university professors were theoretical or practical and used strategies such as metaphors, questions, comparisons, anecdotes, examples, recaps, screenshots and other, allowing to transform ideas and scientific concepts, making them understandable for their students. We also delve into the link between research and teaching, demonstrating how university professors moved elements from their own research toward the teaching, or from teaching to their research, involving to their students or their research teams in a bidirectional or unidirectional relationship of this link. We think that is appropriated to highlight that this research opens up new questions about deeper understanding of this link, through observation of the scientific practices of the professors at the university.

This dissertation is a history of David Eugene Smith's collection of historical books, manuscripts, portraits, and instruments related to mathematics. The study analyzes surviving documents, images, objects, college announcements and catalogs, and secondary sources related to Smith's collection. David Eugene Smith (1860 - 1944) travelled the world in search of rare and interesting pieces of mathematics history. He enjoyed sharing these experiences and objects with his family, friends, colleagues, and students. Smith's collection had a remarkable journey itself. It was once part of the Educational Museum of Teachers College. This museum existed from 1899 - 1914 and was quite popular among educators and students. Smith was director of the museum beginning in 1909, although, he had a major influence on the museum from the moment he began his professorship at Teachers College in 1901. After the Educational Museum of Teachers College disbanded, the collection was exhibited in numerous venues. George A. Plimpton (1855 - 1936) created the Permanent Educational Exhibit that housed both modern educational items, as well as, historical pieces for display. Since Smith and Plimpton were great friends and fellow collectors, Smith's collection was included in the historical section of Plimpton's establishment. Unfortunately, due to the hard times of the world at this moment, the Permanent Educational Exhibit closed in 1917. Smith continued to exhibit his collection of mathematical artifacts through the Museums of the Peaceful Arts, founded by George F. Kunz (1856 - 1932), the New York Museum of Science and Industry, Teachers College, and Columbia University. Smith's research, teaching, and publications were directly influenced by his collection. Throughout most of his published works are images and photographs of items in his collection. He also believed in the importance of having primary sources included in mathematics education. This view he followed in his own teaching, which included research in his collection. David Eugene Smith's collection could never be replicated and thus is quite unique and valuable. Smith donated his collection to Columbia University's Libraries in the 1930s. Various exhibits of his collection have occurred since then, the most recent concluded in 2003. The history of Smith's mathematical collection is important to the history of mathematics education as it displays the importance of preserving mathematical books, manuscripts, portraits, and instruments for future generations to research.

This study is a brief history of college libraries in the former Transkei, from 1882 (the period of the missionaries) to 1994 (the year when Transkei was reincorporated into the Republic of South Africa). The history of college libraries in the Transkei has never been fully documented, despite the fact that some of the colleges and their libraries have been in existence for some time. Besides, there were some colleges which were without libraries. Even those that existed had not been fully developed, and the reasons for this have not been articulated. The author, therefore, considered it relevant to research the development of college libraries in this region. Fourteen college libraries were examined chronologically, starting from the colleges established during the missionary period (1882-1953), to the colleges established during the period of independence (1977 -1994) . Other periods covered were those of Bantu Education (1953-1962) and self-government (1963-1976). In order to provide a framework for the study, the historical development of each of the college libraries was examined in terms of the following criteria: adequacy of library accommodation; staffing; budget; the size and type of collection; users and types of services offered. The researcher gathered data by consulting and interviewing relevant people. Both primary and secondary sources were consulted. Conclusions drawn in this study clearly show that college libraries in the former Transkei were far from being centres of teaching, learning and research. Library staff were hampered in their efforts to improve library services, not only by a lack of funds and resources but also by the lack of a clear government policy regarding college libraries and by a lack of moral support.
Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1999.