21838 research outputs found
Sort by
Assessing the risk factors associated with potential failure modes in the software development process
Get PDFPoor management attitude has been identified as the major challenge to software
project management. Lack of knowledge and understanding of other pertinent risk
factor dimensions in software projects (such as potential failure modes in the software
development process) by managers and the current scarcity of research on the
applicability of safety and reliability engineering tools (e.g., Failure Mode and Effect
Analysis (FMEA)) for software project risk management to support managers‘ intuition
accounted for the poor managerial attitude to persist. This study was conducted to
address the identified problems and provide answers to the main research question:
‗How can the risk factors associated with potential failure modes in the software
development process be assessed using the FMEA method?‘
The Diffusion of Innovation Theory (DIT) and the Technology Acceptance
Theory/Model (TAT/TAM) were combined to provide the theoretical foundation for the
study. The study adopted a combination of case study and survey design methods
employing a mixed-method approach: qualitative and quantitative methods for data
collection. The Miles and Huberman (1994) method was used to analyse the qualitative data that emerged from the study while descriptive and inferential statistics
were used to analyse the quantitative data. The findings revealed an authoritative list
of potential failure modes in the software development process. The findings also
revealed some likely causative factors of the identified failure and their associative risk
effects on the software project outcome. The study also found that students that used
the FMEA for their project risk management in a practical software engineering (SE)
course acknowledged the method‘s ease of use and its applicability for the software
project risk management practice.
Some contributions of the study include the provision of insight into another dimension
of risk factors in software development projects and a modified risk theory adopted
from FMEA method for risk assessment, thus, presenting a novel methodological
contribution in the field of SE research.D. Phil. (Information Systems)College of Engineering, Science and Technolog
Search for leptoquarks decaying into the bτ final state in pp collisions at s = 13 TeV with the ATLAS detector
No full textAbstract
A search for leptoquarks decaying into the bτ final state is performed using Run 2 proton-proton collision data from the Large Hadron Collider, corresponding to an integrated luminosity of 139 fb−1 at
s
= 13 TeV recorded by the ATLAS detector. The benchmark models considered in this search are vector leptoquarks with electric charge of 2/3e and scalar leptoquarks with an electric charge of 4/3e. No significant excess above the Standard Model prediction is observed, and 95% confidence level upper limits are set on the cross-section times branching fraction of leptoquarks decaying into bτ. For the vector leptoquark production two models are considered: the Yang-Mills and Minimal coupling models. In the Yang-Mills (Minimal coupling) scenario, vector leptoquarks with a mass below 1.58 (1.35) TeV are excluded for a gauge coupling of 1.0 and below 2.05 (1.99) TeV for a gauge coupling of 2.5. In the case of scalar leptoquarks, masses below 1.28 (1.53) TeV are excluded for a Yukawa coupling of 1.0 (2.5). Finally, an interpretation of the results with minimal model dependence is performed for each of the signal region categories, and limits on the visible cross-section for beyond the Standard Model processes are provided
A leadership model to facilitate the implementation of recognition of prior learning in higher education institutions
Get PDFAbstracts in English and AfrikaansAcademic leaders in higher education institutions are vital in leading change to ensure the successful implementation of Recognition of Prior Learning (RPL). However, change efforts postulated by RPL policies have failed because academic leaders are reluctant to change their strategies and views to accommodate the implementation of RPL. Thus, this study was driven to develop a leadership change model to facilitate the implementation of Recognition of Prior Learning in higher education institutions. Reinholz and Andrews’s theory of change supported and guided this research. Through a case study research design lens, this study used a qualitative approach to collect qualitative data through interview guides, a structured qualitative survey and document analysis. The triangulation of three data collection methods enhanced the trustworthiness of the findings. A total of 28 participants participated in the study comprising Programme Managers, RPL Coordinators, Admission Officers, Quality Assurance Managers, Senior Managers and Managers. The study’s sample was drawn from two public universities, a private higher education institution, the South African Qualifications Authority and the Council for Higher Education. Purposeful sampling was used to select the study’s participants. The qualitative data was analysed using McMillan and Schumacher’s data analysis method and ATLAS.ti 8.0 to generate themes.
The research revealed significant findings for academic leaders to facilitate the implementation of RPL. The study found that it is necessary to understand the contextual factors present in higher education that affect the implementation of RPL. Furthermore, the essential behavioural traits required of academic leaders are awareness, commitment, a pastoral approach and creating an open dialogue. The study found that to measure the impact of a higher education institution’s efforts in implementing change, the academic leaders need to understand the staff’s capacity and be able to plan, organise, influence and lead the implementation of RPL. Although funding is a necessary commodity for the implementation of RPL, it was found that the lack of funding is significantly challenging higher education institutions in establishing the required infrastructure for the implementation of RPL. The study revealed the strategies that academic leaders need to implement, embed, and integrate RPL into the higher education institutions. That included creating coherence, displaying a coordinated engagement, collaboration, evaluation and monitoring. Finally, the findings were used to develop a cogent model for leadership to facilitate the implementation of RPL in higher education institutions.
Based on the findings, the study recommends, among other things, that the Department of Higher Education and Training provides the necessary funding to higher education institutions to facilitate the implementation of RPL.Akademiese leiers in Hoer Onderwysinstellings (HOIs) is noodsaaklik om verandering te lei om die suksesvolle implementering van Erkenning van Vorige Leer (EVL) te verseker. Veranderingspogings wat deur EVL-beleide gepostuleer word, het egter misluk omdat akademiese leiers huiwerig is om hul strategie en sieninge te verander om die implementering van EVL te akkomodeer.
Hierdie studie is dus gedryf om ‘n leierskapsveranderingsmodel te ontwikkel om die implementering van EVL in Hoër Onderwysinstellings te fasiliteer. Reinholz en Andrews se teorie van verandering het hierdie navorsing ondersteun en gelei. Deur ‘n gevallestudie navorsingsontwerplens het hierdie studie ‘n kwalitatiewe benadering gebruik om kwalitatiewe data in te samel deur middel van ‘n gestruktureerde vraelys, onderhoudsgidse en dokumentanalise. Die triangulasie van drie data- insamelingsmetodes het die betroubaarheid van die bevindinge verbeter. Altesaam 28 deelnemers het aan die studie deelgeneem. Die studie se steekproef is uit twee openbare universiteite, ‘n private hoeronderwysinstelling, die Suid-Afrikaanse Kwalifikasie-owerheid en die Raad van Hoër Onderwys getrek. Doelgerigte steekproefneming is gebruik om die studie se deelnemers te selekteer. Die kwalitatiewe data is ontleed met behulp van McMillan and Schumacher se data-ontledingsmetode en Atlas.ti weergawe 8 om temas te genereer. Die navorsing het betekenisvolle bevindinge vir akademiese leiers aan die lig gebring om die implementering van EVL te fasiliteer. Die studie het bevind dat dit nodig is om die kontekstuele faktore wat teenwoordig is in hoer onderwys wat die implementering van EVL beinvloed, te verstaan. Verder is die noodsaaklike gedragseienskappe wat van akademiese leiers vereis word, bewustheid, toewyding, ‘n pastorale benadering en die skep van ‘n oop dialoog. Die studie het bevind dat om die impak van ‘n instelling se pogings om verandering te implementer te meet, die akademiese leiers die personeel se kapasiteit moet verstaan en in staat moet wees om die implementering van EVL te beplan, organiseer, beinvloed en lei.
Alhoewel befondsing ‘n noodsaaklike kommoditiet is vir die implementering van EVL, is gevind dat die gebrek aan befondsing instellings aansienlik uitdaag om die vereiste infrastruktuur vir die implementering van EVL daar te stel. Die studie het die strategiee aan die lig gebring wat akademiese leiers nodig het om EVL in die instellings te implementeer, vas te le en te integreer, insluitend die skep van samehang, die vertoon van ‘n gekoordineerde betrokkenheid, samewerking, evaluering en monitoring. Laastens is die bevindinge gebruik om ‘n oorkoepelende model vir leierskap te ontwikkel om die implementering van EVL in HOIs te fasiliteer, word beskryf, gesintetiseer en aangebied.
Op grond van die bevindinge beveel die studie onder meer aan dat die Departement van Hoer Onderwys die nodige befondsing aan HOIs moet verskaf om die implementering van EVL te fasiliteer.D. Ed. (Educational Leadership and Management)Educational Leadership and Managemen
Tsenguluso ya mbambedzo ya u ṱanwa ha vhaanewa vha vhana Kha maṅwalwa a ngano na nganea a tshivenḓa
Get PDFText in Tshivenda with abstracts in Venda and EnglishMuhumbulo muhulwane wa ngudo iyi ndi u ṱoḓa u wanulusa, u vhambedza na u sengulusa phambano ya kualuselwe kwa vhaanewa vha vhana, u maanḓafhadziwa ha vhaanewa vha vhana nga vhaanetsheli vha ngano na vhaṅwali vha nganea dza Tshivenḓa dzo topolwaho u itela u bvisela khagala mudzi wa phambano idzo. Nganoni vhaanewa vha vhana a vha ḓilamukisi musi vha tshi ṱangana na nyimele, vha tou lwelwa kana ha itea manditi, nganeani vha tshi tou kakarika u lusa u ḓilamukisa kha nyimele dzine vha khou ṱangana nadzo.
Thyiori ya ‘Psychoanalytic na Thyiori ya Afrocentric’ dzo vha dzone mudededzi, mueletshedzi wa ngudo iyi u itela uri mawanwa a ṱhoḓisiso a tendisee na u pfesesea. Thyiori ya ‘Psychoanalytic’ yo thusa muṱoḓisisi u wanulusa na u pfesesa uri vhana a vha sokou tshenuwa vho ita zwiito, hu na zwi no vha itisa. Thyiori ya ‘Afrocentric’ yo thusa muṱoḓisisi u ombedzela ndeme ya kuitele kwa zwithu nga TshiAfrika u lulamisa zwiitwana zwo bvaho zwa vhathu vhahulwane na vhaṱuku khathihi na u ombedzela ndeme ya maṅwalwa a sialala kha u kaidza na u laya.
Nḓila ya ṱhoḓisiso yo shumiswaho u kuvhanganya na u saukanya mafhungo ndi Khwaḽithethivi. Mafhungo o kuvhanganywa u bva kha ngano dza rathi (6) na nganea dza rathi (6) dzo ṱanaho a vhaanewa vha vhana. Muṱoḓisisi o shumisa nḓila ya Neuman (1997) ya Tsenguluso yo ṱanḓavhuwaho ‘Analytic comparison’ ine ya shumisa nḓila ya thendelano ‘method of agreement’ na ya phambano ‘method of difference’ u saukanya mafhungo. Ngudo iyi yo shumisa vhunanguludzi vhu re na ndivho ‘non- probability sampling’. Ho khethwa zwinanguludzwa zwo ṱanaho vhaanewa vha vhana vha vhukale ha u bva kha miṅwaha ya zero (0) u swika kha miṅwaha ya fumi rathi (16). Mawanwa a ṱhoḓisiso iyi o sumba uri vhana vha a tambudziwa, vhana vho holefhalaho a vha ṱanganedzwi na u funiwa, vhana vha a shumiswa lwo kalulaho, vha a vhambadziwa, mihumbulo ya vhana a i thetsheleswi, vhana a vha thetshelesi ngeletshedzo dza vhathu vhahulwane, vha si na vhabebi vha a tambudzwa, vha a shavha mahayani u lusa u tinya mboni ine vha khou vhona.The main aim of this investigation was to explore, compare and analyse reasons behind unequal upbringing, guidance, and empowerment of child characters in selected folktales and novels in Tshivenḓa to establish the root differences and similarities between the world of novels and folktales. In novels children are depicted as being in control of their future, they are determinants of their destiny, whereas in folktales children are depicted as defenseless, they depend on someone like an adult or miracles to overcome their challenges.
This research study utilised two theories, the Psychoanalytic theory and Afrocentric theory. The Psychoanalytic theory helped the researcher to understand that children’s behaviours are influenced by certain factors, they do not just behave haphazardly. The Afrocentric theory was used to emphasise the importance of folklore in children’s behaviours.
The study used the qualitative research method because the researcher wanted to explore, compare and understand the depiction of children as characters in some selected Tshivenḓa folktales and novels from the viewpoints as well as experiences of folktale narrators and novel authors. Textual analysis was used to collect data in this study. In other words, this investigation opted to use qualitative research in which the documentation ‘Document Analysis’ of six purposefully selected folktales and six novels were considered and data collected. The study used Neuman’s (1997) Analytic Comparison that applies the method of agreement and method of difference.
The findings of this study suggest that children are maltreated physically, and psychologically and neglected by their close relatives, biological parents, and mostly by step mothers. The study also found that children are treated as objects of manipulation, overworked and trafficked and their ideas are not listened to. Physically handicapped children are not taken care of and are not even loved by their parents. The maltreated children have surviving parents or are orphaned.D. Litt et Phil. (African Languages)African Language
Go nyakisisa le go kaonafatsa phethagatso ya lenaneothuto ka mananeo a tlhabollo a seprofesenale ao a tswelagopele a barutisi ba thuto ya mahlale ya kreiti ya 10 : dikheisestati tse ntsi
No full textAbstracts in English, Afrikaans and Northern SothoImplementing an effective curriculum is expected by all science teachers since they are the curriculum implementers. However, it was revealed that many of these teachers, especially in rural areas, struggle to implement and deliver the curriculum effectively. The teachers mentioned challenges hampering them to deliver the curriculum effectively.
This study was therefore conducted to explore and establish the challenges facing Grade 10 science teachers to deliver an effective curriculum and to further elucidate on the nature of Continuing Professional Development (CPD) programmes as a necessary intervention to assist them in improving their curriculum delivery.
Data were collected from Grade 10 science teachers teaching Life Sciences in 12 secondary schools through two different sources, which were semi-structured interviews and lesson presentation observations. The data were collected before and after a CPD programme interventional workshop, which was organised by me for the participants (i.e., pre-interviews, pre-lesson observations and post-interviews, post-lesson observations).
The study's findings revealed the curriculum challenges facing science teachers in delivering an effective and proficient curriculum. It was also discovered that the teachers seriously needed professional support. Above all, the research findings showed the nature and design of a CPD programme that is relevant, and which addressed the curriculum challenges of the science teachers by improving their curriculum delivery.
The results of this study were used to propose a model which could be used to address the curriculum challenges of science teachers and to improve their curriculum delivery.Die doeltreffende implementering van die kurrikulum word van alle wetenskaponderwysers verwag aangesien hulle die persone is wat aan die kurrikulum uitvoering gee. Daar is egter bevind dat heelwat van hierdie onderwysers, veral in landelike gebiede, probleme ondervind om die kurrikulum doeltreffend te implementeer en aan te bied. Die onderwysers het uitdagings wat die doeltreffende implementering van die kurrikulum belemmer, uitgewys.
Hierdie studie is derhalwe gedoen met die doel om die uitdagings rakende die doeltreffende implementering van die kurrikulum waarmee graad 10-wetenskaponderwysers gekonfronteer word, te verken en te identifiseer en om die aard van programme vir voortgesette professionele ontwikkeling (VPO) as ’n nodige ingryping vir die verbetering van hulle aanbieding van die kurrikulum te belig.
Twee verskillende metodes, naamlik semigestruktureerde onderhoude en leswaarneming, is gebruik om data van graad 10-wetenskaponderwysers wat Lewenswetenskappe in 12 sekondêre skole gee, in te samel. Data is voor en ná ’n VPO-program-ingrypingswerkswinkel wat die navorser vir die deelnemers gereël het (dit wil sê, pre-onderhoude, preleswaarneming en postonderhoude, postleswaarneming), ingesamel.
Die bevindings van die studie het die uitdagings rakende die doeltreffende en bedrewe aanbieding van die kurrikulum wat wetenskaponderwysers ondervind, aan die lig gebring. Daar is voorts bevind dat onderwysers dringend professionele bystand benodig. Die navorsingsbevindings het bowenal op die aard en die ontwerp van ’n VPO-program wat relevant is en wat die wetenskaponderwysers kan help om kurrikulumverwante uitdagings te bowe te kom en hulle aanbieding van die kurrikulum kan verbeter, gedui.Die resultate van hierdie studie is gebruik om ’n model te ontwikkel wat gebruik kan word om die kurrikulum-uitdagings wat wetenskaponderwysers ondervind, te bowe te kom en hulle aanbieding van die kurrikulum te verbeter.Go phethagatsa lenaneothuto gabotse go letetswe ke barutisi ka moka ba thuto ya mahlale ka ge e le bona baphethagatsi ba lenaneothuto. Le ge go le bjalo, go utolotswe gore bontsi bja barutisi ba, kudukudu dinagamagaeng, ba katana le go phethagatsa le go aba lenaneothuto ka bokgoni. Barutisi ba boletse ka ditlhohlo tseo di ba sitisago go aba lenaneothuto gabotse.
Ka fao nyakisiso ye e diretswe go nyakisisa le go hwetsa ditlhohlo tseo barutisi ba thuto ya mahlale ba Kreiti ya 10 ba lebanago le tsona ge ba aba lenaneothuto gabotse le go hlalosa gape mohuta wa mananeo a Tlhabollo ya Profesenale ye e Tswelago Pele (CPD) bjalo ka kgato ya maleba go ba thusa go kaonafatsa kabo ya bona ya lenaneothuto.
Datha e kgobokeditswe go tswa go barutisi ba thuto ya mahlale ba Kreiti ya 10 bao ba rutago Thuto ya Mahlale a Bophelo dikolong tse 12 tsa magareng ka methopo ye mebedi ye e fapanego, yeo e bego e le dipoledisano tse di rulagantswego seripa le ditlhokomelo tsa tlhagiso ya dithuto. Datha e kgobokeditswe pele le ka morago ga tlhahlo ya tsenogare ya lenaneo la CPD, yeo ke e rulagantseditsego bakgathatema (e lego, dipoledisano tsa pele ga nako, ditlhokomelo tsa pele ga thuto le dipoledisano tsa ka morago, ditlhokomelo tsa ka morago ga thuto).
Dikutullo tsa nyakisiso ye di utollotse ditlhohlo tsa lenaneothuto tseo barutisi ba thuto ya mahlale ba lebanego le tsona ka go aba lenaneothuto gabotse gape ka bokgoni. Go utulotswe gape gore barutisi ba be ba nyaka thekgo ya seprofesenale kudu. Godimo ga tsohle, dikutullo tsa nyakisiso di bontshitse mohuta le tlhamo ya lenaneo la CPD leo le lego maleba, le leo le rarolotsego ditlhohlo tsa lenaneothuto la barutisi ba saense ka go kaonafatsa kabo ya bona ya lenaneothuto.
Dipoelo tsa nyakisiso ye di somisitswe go sisinya mmotlolo wo o ka somiswago go rarolla ditlhohlo tsa lenaneothuto tsa barutisi ba thuto ya mahlale le go kaonafatsa kabo ya bona ya kharikhulamo.Ph. D. (Education (Curriculum and Instructional Studies))Curriculum and Instructional Studie
Imagining race and identity in the reading and writing of Caribbean literature: a decolonial psychological perspective
Get PDFClaiming fictional literature as a site of resistance to coloniality, this study has two
aims. I consider critically the manifestations of (de)coloniality and decolonising
psychological work evident in selected Caribbean literature. I also use my own
fictional writing to provide a case study of how decolonial writing might be used
to illustrate and explore how other-than-Western epistemology and ontology can offer
space to re-imagine psychology and its praxis.
Creative Caribbean literature offers rich material to (re)animate psychologically
oriented thinking about identity and ‘race’ and the contemporary experiences of
racism, colourism, sexism, classism, economic exploitation, and homophobia using a
decolonial lens. This study provides a critical decolonial reading of Jamaican
Literature as a Subset of Caribbean Literature. I explore whether and how fiction,
inspired by a decolonial turn, opens spaces for psychological oriented decolonial
work. I underline the tensions in the shifts between coloniality and decoloniality in
Jamaican writing including novels, anthologies of short stories, and poetry.
The conceptual schemas that underpin my practices of reading, thinking, and writing as both researcher and creative, are simultaneously decolonial theory and decolonial
methodology. As such, the theory-methodology for this study is framed as
interconnected concepts and ideas derived from Critical Race Theory, Black
Feminisms, and Afrocentric and decolonial thought. The derived key decolonising
practices include Critical Relationality and Scepticism, Intersectionality, Border Crossing, Inscriptions of Indigeneity, Afro-Creolised Aesthetics, Faithful Witnessing,
and Linguistic and Conceptual Subversions.Ph. D. (Psychology)Psycholog
Leadership factors that affect the quality of education in higher learning institutions of Ethiopia
No full textAbstracts in English, Afrikaans and Northern SothoHigher learning institutions (HLIs) are intended to equip learners with advanced knowledge, skills and appropriate attitudes in various disciplines. To enhance their economies, advance the welfare of their citizens and cope with current global economic competitions, countries’ HLIs need to provide quality education to produce a competent workforce. For this reason, leaders in HEIs should be competent in conceptual, technical and interpersonal skills.
The study's main aim was to examine leadership's effectiveness in assuring quality education in the Ethiopian higher education sector. A mixed methods research approach was followed to study four HLIs. Academic staff members, the leadership of the HLIs, students and other external stakeholders participated in this study. The study employed a mixed quantitative and qualitative approach. For the quantitative part, simple random, multi-stage and systematic sampling techniques were used to select 320 respondents (160 regular graduating students and 160 permanent instructors). Quantitative data were collected through a structured questionnaire. For the qualitative part of the research, the purposive sampling technique was used to select 22 participants for semi-structured and unstructured one-to-one interviews. Focus group discussions were also conducted with the student councils of the three universities.
The study has found that the efficiency of the top- and mid-level leadership in assuring quality education in their HLIs was moderate. The study also indicated that the leadership tried to support quality assurance activities. Overall, the leadership was found to have demonstrated strengths in demonstrating the leadership qualities listed in the study. However, some weaknesses were identified and corrective measures were recommended for the HLI leadership and external stakeholders. According to the study, the quality of education can only be achieved if internal and external stakeholders are committed to and contribute their share in the quality assurance activities. The study proposes a model for enhancing the efficiency of Ethiopian HLI leaders in assuring the quality of education and competency of graduates.Hoerleerinstellings (HLI’s) is veronderstel om leerders toe te rus met gevorderde kennis, vaardighede en toepaslike houdings in verskeie dissiplines. Om hulle ekonomieë te verbeter, die welsyn van hulle burgers te bevorder en heersende globale ekonomiese mededinging te hanteer, moet lande se HLI’s gehalte onderwys verskaf om ’n bekwame arbeidsmag te produseer. Dus moet leiers in HLI’s bekwaam wees in konseptuele, tegniese en interpersoonlike vaardighede.
Die studie se hoofdoel was om die doeltreffendheid van leierskap te ondersoek om gehalte onderwys in die Ethiopiese hoëronderwyssektor te verseker. ’n Navorsingsbenadering vir gemengde metodes is gevolg om vier HLI’s te bestudeer. Akademiese personeellede, die leierskap van die HLI’s, studente en ander eksterne belanghebbendes het aan hierdie studie deelgeneem. Die studie het ’n gemengde kwantitatiewe en kwalitatiewe benadering gebruik. Vir die kwantitatiewe deel is eenvoudige ewekansige, multi-stadium- en sistematiese steekproeftegnieke gebruik om 320 respondente (160 gewone graduerende studente en 160 permanente instrukteurs) te selekteer. Kwantitatiewe data is deur middel van ’n gestruktureerde vraelys ingesamel. Vir die kwalitatiewe deel van die navorsing is doelgerigte steekproeftegniek gebruik om 22 deelnemers vir semi-gestruktureerde en ongestruktureerde een-tot-een-onderhoude te selekteer. Fokusgroepgesprekke is ook met die studenterade van die drie universiteite gevoer.
Die studie het bevind dat die doeltreffendheid van top- en middelvlakleierskap om gehalte onderwys in hulle HLI’s te verseker matig was. Die studie het ook aangedui dat die leierskap gehalteversekeringsaktiwiteite probeer ondersteun het. Oor die algemeen is gevind dat die leierskap sterkpunte getoon ten opsigte van die leierseienskappe wat in die studie gelys is. Sommige swakhede is egter geïdentifiseer en regstellende maatreëls is aanbeveel vir HLI-leierskap en eksterne belanghebbendes. Volgens die studie kan die gehalte van onderwys slegs bereik word as interne en eksterne belanghebbendes toegewyd is en bydra tot gehalteversekeringsaktiwiteite. Die studie stel ’n model voor om die doeltreffendheid van Ethiopiese HLI-leiers te verbeter om die gehalte van onderwys en bevoegdheid van gegradueerdes te verseker.Morero wa diinstithusene tsa thuto ya godimo (diHLI) ke go fa baithuti tsebo ya maemo a godimo, bokgoni le maitshwaro a maleba ka dithuto tsa go fapana. Go godisa ekonomi, gore badudi ba phele gabotse le go kgona go phela ka gare ga diphadisano tsa bjale tsa ekonomi ya lefase ka bophara, diHLI tsa dinaga di swanetse go aba thuto ya khwalithi go tsweletsa basomi bao ba nago le bokgoni. Ka lebaka le, baetapele ba diHLI ba swanetse go ba le bokgoni bja go sekaseka, bja sethekniki le bja go somisana le batho.
Maikemisetso a magolo a nyakisiso ye e be e le go lekodisisa mosomo wa boetapele go netefatsa khwalithi ya thuto ka lefapheng la thuto ya godimo la Ethiopia. Mekgwa ye e tswakantswego ya nyakisiso e somisitswe diinstithuseneng tse nne tsa thuto ya godimo. Basomedi ba tsa thuto, boetapele bja diHLI, baithuti le batseakarolo ba bangwe ba ka ntle ba tsere karolo nyakisisong ye. Nyakisiso e somisitse mekgwa ye e tswakantswego ya khwalitheithifi le khwanthitheithifi. Nyakisiso e somisitse mokgwa wa khwanthithethifi go kgoboketsa datha ka mekgwa e mekaonekaone ka go kgetha dikemedi fela, ka go kgetha dikemedi go kgato enngwe le enngwe ya nyakisiso, le ka mokgwa wo o rulagantswego go kgetha dikemedi tse 320 (baithuti ba 160 le bahlahli ba nako ka moka ba 160). Mokgwa wa khwalithethifi o somisitswe go kgoboketsa datha ka mananeopotsiso ao a rulagantswego ka go kgetha dikemedi tse 22 go dipoledisano tse di sa rulaganywago le tsa dipotsiso tse bulegilego goba tse rulagantswego. Nyakisiso e somisitse gape mokgwa wa dipoledisano tsa dihlopha le dikhansele tsa baithuti diyunibesithing tse tharo.
Nyakisiso e utollotse gore bokgoni bja boetapele bja maemo a godimo le bja magareng go netefatsa khwalithi ya thuto ka go diHLI ke bjo bo lekanetsego. Nyakisiso e laeditse gape gore boetapele bo lekile go thekga mesomo ya go netefatsa khwalithi. Ka kakaretso, boetapele bo laeditse go ba le dikhwalithi tsa boetapele tseo di ngwadilwego mo nyakisisong. Le ge go le bjalo, mafokodi a mangwe a ile a lemogwa gomme magato a phosollo a sisinywa go boetapele bja HLI le go batseakarolo ba ka ntle.
Diphihlelelo tsa nyakisiso di laeditse gore khwalithi ya thuto e ka fihlelelwa fela ge batseakarolo ba ka gare le ba ka ntle ba soma ka maikemisetso go mediro ya go netefatsa khwalithi. Nyakisiso e sisinya mmotlolo wa go kaonafatsa bokgoni bja boetapele bja diHLI tsa Ethiopia go netefatsa khwalithi ya thuto le bokgoni bja dialoga.D. Phil. (Education Management)Educational Leadership and Managemen
Knowledge and perceptions of adolescents on sexual reproductive health and rights in Kwazulu-Natal Province
No full textAdolescent access to comprehensive sexual and reproductive health (SRH) and rights
(SRHR) has been a problem in developing countries. The purpose of this study was
to determine adolescents in schools’ knowledge and perceptions about the issues
related to SRH and SRHRs. A descriptive and exploratory qualitative design was used,
and data were collected through semi-structured interviews. Nonprobability quota
sampling was used to select 20 participants aged 14-19 from grades 10-12. Data were
thematically analysed using the Braun and Clarke strategy.
Four themes emerged from the findings: Knowledge and perceptions of adolescents
about SRH and SRHRs; availability and use of SRH services; preferred way to receive
information on sexuality; and perceptions of information about SRH/SRHRs, whether
taboo or acceptable. The study was conducted in Richards Bay, KwaZulu-Natal, South
Africa. The results revealed that adolescents were not equipped with comprehensive
information about SRH and SRHRs from teachers, parents and churches.
Recommendations were made to the multidisciplinary team to provide adolescents
comprehensive sexual education.M.A. Public HealthHealth Studie
Tsedzuluso ya luambo lwa zwiila zwa Tshivenda kha u vhulunga mvelele ya Vhavenda
No full textText in Venda with summaries in EnglishMvelele inwe na inwe i na maitele ayo na sialala layo. Izwi ndi zwine zwa talusa mvelele yeneyo kha dziṅwe. Ngudo ino yo sengulusa vhurereli, na maitele a zwa matshilisano a luambo lwa zwiila zwa Vhavenda zwi shumaho kha u vhulunga mvelele ya Vhavenda. Muvhuso wa vhukoloni na muvhuso wa demokirasi Afrika Tshipembe yo shela mulenzhe kha u ngalangala ha mvelele ya TshiAfrika, nyambo na vhurereli.
Thaidzo ya ngudo ino ndi u shanduka ha mvelele ya Vhavenda. Maitele a mvelele ya Vhavenda, na luambo lwa zwiila zwo litshedzelwa. Vhavenda vho xeletshelwa nga vhune ha mvelele, tshayeo ya mikhwakwayo na luambo. Maṅwalwa a bvukulula u ri musalaula luambo lwa zwiila lwo shumiswa kha nyaluso ya ṅwana wa Muvenda.
Ndivho ya ngudo ino yo vha u sengulusa na u todisisa uri luambo lwa zwiila zwa Tshivenda lu nga thusa hani kha u vhulunga mvelele ya Vhavenda. Ngudo iyi yo shumisa ngona ya Khwalithethivi. Thyiori ya Afrocentricity yo shumiswa, ya thusa mutodisisi u pfesesa mvelele ya TshiAfrika.
Ngudo ino yo shumisa ndila mbili, ya phraimari na ya sekondari kha u kuvhanganya data. Data yo senguluswa zwenezwo musi i tshi khou kuvhanganyiwa, hu tshi khou shumiswa ngona ya themantiki.
Maṅwe a mawanwa a ngudo ndi a tevhelaho; tshayeo ya mikhwakwayo zwitshavhani zwa Afrika, tshayeo ya vhudifari na luswetho nga vhaswa, na u latwa ha vhurereli ha mvelele na maitele a TshiAfrika.
Ngudo ino yo nea themendelo dzi tevhelaho, u humela kha maitele a TshiAfrika, u dzhiela ntha luambo lwa mvelele na u angaredzwa ha luambo lwa zwiila ngomu kha kharikhulamu ya zwikolo.
Dziṅwe dza themendelo dza ngudo dza tshifhinga tshi daho ho vha; zwiila zwine zwa fana kha mvelele dzo fhambanaho na ndeme yazwo kha mashumisele; na khudano vhukati ha luambo lwa zwiila na vhurereli ha musalauno.Every culture has unique traditions and customs embedded in its taboos, which also distinguishes it from others. This study explored the cultural, religious beliefs, and social customs of Tshivenda language taboos, which were used to preserve Vhavenda culture. The colonisation of African communities and democratic government in South Africa contributed to the fading away of African culture, tradition, languages, and religion. The research problem of the study was cultural change. Tshivenda cultural practices that were preserved using taboo language have been abandoned. There is loss of cultural identity, moral degeneration, and language loss. Literature confirmed that in the past, Tshivenda language taboos were used in the nurturing, upbringing, and development of the Venda child. This study aimed to investigate the importance of Tshivenda language taboos in preserving Vhavenda culture. It used a qualitative method, and the Afrocentricity theory was employed to help the researcher understand African culture and traditions. Both primary and secondary data collection methods and procedures were employed. Data were analysed as they were collected through thematic analysis. Some of the findings in this study were moral decay in African communities, lack of discipline and respect amongst the youth, and that African people abandoned their culture, religion, and traditions. The study recommended that Africans return to their roots, Vhavenda prioritise their cultural language, and taboo language be incorporated into the school curriculum at an early age. Recommendations for future studies include investigating of similar taboo expressions in different cultures, examining the influence of taboo language on people‘s behaviour, and exploring the conflict between taboo languge and contemporary religions practices in South Africa.Ph. D. (Language, Linguistics and Literature)African Language