Paulus se 'godsdienspatroon' en die bepaling van verwysing

Paul's 'pattem of religion' and the determination of referenceThe interpretation of meaning in a Pauline text starts in the micro-context and proceeds via the macro-structure of the letter to Paul's pattern of religion. This implies a synchronic approach. It is argued that a pattern of religion thus constructed functions as a method of control in establishing an interpretation of meaning. Pattern of religion consists of that which is basic to Pauline thinking and the first phase surface motives which are generated by this basic pattern of belief. The study concludes that the interpretation of meaning in Paul should take note of the uniqueness of Paul's thinking. The method developed is pointed by an interpretation of the meaning of eleos in Romans 15:9

Kontekstualisering as hermeneutiese vraagstuk

Contextualisation as hermeneutical questionChristian proclamation has always been aware of the need to apply its message meaningfully. As such, contextualisation is a hermeneutical question proper. Inmodern times contextualisation is given a special meaning. It now refers to meaningfulness in a political context. This critical political paradigm asks why theoppressed receive so little attention in Western theology, This study gives relief to several motifs of the Reformation. A basic pattern is developed in such a waythat it is able to establish questions about horizontal love and a just social structure as an important facet of theological reflection

'Ken' as deel van die spraakpatroon van die verteller in die Johannesevangelie

'To know' as part of the pattern of speech of the narrator in John's gospel.In line with modem narrative theory, this study presupposes that point of view is manifested on several planes in the narrative. It is argued that in John's gospel the phraseological plane should play a key role when point of view is established. With this presupposition in mind the pattern of speech of the narrator is shown. The narrative is ripped lengthwise along 'to know' and related terms. A cross-cut is then made at those points where 'to know' and related terms occur. As a result of this method a distinct pattern of speech emerged. From this pattern it is concluded that the narrator's point of view is that Jesus is the legitimate Christ because He knows that He was sent by the Father and that He will return to his Father. Because of this knowledge Jesus obeys His Father

Die verwysing van hupèr eléous in Romeine 15: 9

The reference of hupèr eléous in Romans 15: 9The question of how hupèr eléous is to be understood in Romans 15: 9 is answered with two presuppositions in mind. The letter to the Romans is understood as a paranetic reminder which culminates in 15: 7-13. Furthermoreit is argued that the context of this passage is the letter itself rather than a Pauline theology. The microstructure of the term is investigated to determine the resiprocal interrelationship between the term and its immediate neighbourhood. These results are used to control the presuppositions relating to the macro-context. The term hupèr eléous functions within the idea that Christ's acceptance of the congregation is coordinated by God's truthfulness towards Israel and his mercy towards the gentiles. This mercy of God is a new and surprising act of God, but since this mercy of God is Christ's acceptance of the gentiles, it is related to God's truthfulness to Israel which was manifested in Christ's confirmation of the promises given to the patriarchs. This has implications for the interrelationship between the church and the Jews

Stress and coping skills of teachers with a learner with Down's syndrome in inclusive classrooms

Against the background of the recent move towards inclusion in South Africa, ten mainstream primary school teachers with a learner with Down's syndrome in their classrooms took part in a research programme which aims to identify stressors for teachers in an inclusive educational approach and coping skills employed to ameliorate the negative effect of these stressors. Teachers' knowledge, attitudes, stressors and coping skills were qualitatively analysed with the help of semi-structured interviews and a questionnaire. Preliminary findings indicate that stressors experienced and coping skills vary. The variation appears to be related not only to their perceived professional and personal ability to handle the needs of the learners but also to external factors such as collaboration with support groups and parents. (South African Journal of Education: 2001 21(4): 256-259

Including a learner with physical disabilities: stressful for teachers?

Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i) Learners with physical disabilities are entering mainstream schools increasingly, ii) it is often assumed that inclusive education is too stressful for teachers to cope with, and iii) related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training

The return of the traumatized army veteran: a qualitative study of UK ex-servicemen in the aftermath of war, 1945 to 2000

The challenge of transition from service to civilian life is explored through the experiences of a sample of 225 UK army veterans between 1945 and 2000. All subjects had a war pension for a psychological disorder, and most had served overseas in combat roles. Statements about issues of adjustment and health were analyzed by the constant comparison method. Although 20 themes were identified, three (‘anxiety, nerves and depression’, ‘enduring illness attributed to combat exposure’, and ‘illness interferes with the ability to find or keep employment’) accounted for 46% of the total and were reported by between 53% and 86% of subjects. Consistency was observed in the ranking of themes over time. In content, they replicate those reported by veterans of recent conflicts, suggesting that the core issues of transition have an enduring quality. Most statements (66%) date from the 1940s, a time when the application process for a pension required the veteran to provide an explanation for his illness. A rise in the number of statements during the 1980s and 1990s reflected wider cultural acceptance of post-traumatic illness and veteran population entering retirement with time to reflect on defining experiences.Forces in Mind Trust (FiMT13/0610KCL)Queen Mary University of London (RDI-14155158

Charge-Spin Separation in 2D Fermi Systems: Singular Interactions as Modified Commutators, and Solution of 2D Hubbard Model in Bosonized Approximation

The general 2-dimensional fermion system with repulsive interactions (typified by the Hubbard Model) is bosonized, taking into account the finite on-shell forward scattering phase shift derived in earlier papers. By taking this phase shift into account in the bosonic commutation relations a consistent picture emerges showing the charge-spin separation and anomalous exponents of the Luttinger liquid.Comment: Latex file 14 pages. email: [email protected]

An industry-sponsored, school-focused model for continuing professional development of technology teachers

Traditionally a divide has existed between faculties of education at higher education institutions (HEIs) and trade and industry, but the business sector is increasingly buying into community development with corporate social investment, especially regarding technology education. We report on a continuing professional teacher development (CPTD) model, which entails trade and industry sponsoring learning and teacher support material (LTSM) for technology education in under-resourced schools, paying for LTSM through their corporate social investment funds, and sponsoring CPTD of technology teachers where they are trained to use LTSM more efficiently. Trade and industry, together with HEIs and Departments of Education (DoE), could change the traditional concept that CPTD is the responsibility of DoEs into a new model where the business sector shares some of the responsibility for equipping teachers so that they can provide quality education. We argue that custom-made and sponsored LTSM and CPTD play an important role in the training and empowerment of technology teachers. Keywords: continuing professional development; learning and teacher support material; technology education South African Journal of Education Vol. 27 (4) 2007: pp. 579-59