This thesis is looking into problematics of children's view of teachers from gender perspective. It compares idea of typical male and female teacher, idea of ideal male and female teacher and also characteristics of actual male and female teachers. Main subject of this research is, if and how much is an ideal model of a teacher and children's real life experience influenced by a gender stereotype. Several researches have proven, that pedagogical personality and the way it is received has a major impact on studying effectiveness and attitudes towards school. These particular research uses quantitative methodology. Specifically a questionnaire survey. Several students of elementary school filled three questionnaires. First focused on imagine of typical male and female teacher, seconds focused on imagine of ideal model of a male and female teacher and third focused on description of a real-life teacher. The analysis will present a comparison of typical, ideal and real-life teachers and if gender has an impact on those three categories (typical, ideal and real-life teacher). This research is based and is expanding research of typical teacher published fifteen years ago (Moravcová-Smetáčková, 2003) and will be comparing the outcomes. Key words: gender, gender stereotypes, pedagogical personality,...

Berlin-based Singaporean dance and multimedia artist Choy Ka Fai experiments with digital mapping, the storage and transmission of choreography and Asian spiritual dance practices. He has built a comprehensive and growing archive of recorded choreographies from artistic, spiritual, folkloric, and pop cultural contexts. It includes avatars of dancers, field and video recordings of dances and rituals and interviews with various protagonists. Choy Ka Fai explores altered and expanded corporeal states and the relationships between bodies and both worldly and spiritual phenomena. In his work, organic, material and data-based bodies appear side by side on an equal level and futuristic and queer potentials of human and digital bodies are made visible. In conversation with Lucie Ortmann Choy Ka Fai emphasises the fundamental importance of the practise of archiving for his work. He talks about his methods of showing and sharing his extensive, collected and created material in constantly new formats, ranging from performance, video installation, lecture to digital games, and how he continues to develop it further. He also reflects on the challenging processes of transferring and translating spiritual practises and dance cultures to different contexts and audiences.

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In this thesis, two applications of dimensional deconstruction are studied. The first application is a model for neutrino oscillations in the presence of a large decon- structed extra dimension. In the second application, Kaluza{Klein dark matter from a latticized universal extra dimension is studied. The goal of these projects have been twofold. First, to see whether it is possible to reproduce the relevant features of the higher-dimensional continuum theory, and second, to examine the effect of the latticization in experiments. In addition, an introduction to the the- ory of dimensional deconstruction as well as to the theory of continuous extra dimensions is given. Furthermore, the various higher-dimensional models, such as Arkani-Hamed{Dvali{Dimopolous (ADD) models and models with universal extra dimensions, that have been intensively studied in recent years, are discussed. / QC 20101202

Indiana University-Purdue University Indianapolis (IUPUI) / Lake cores from Dry Lake, California and Crystal Lake, Illinois were analyzed to identify climate variability and characterize landscape response to glacial/deglacial climate transitions. Geochemical analysis of the Dry Lake sediment prior to the 8.2 kyr event revealed average values for percent total organic carbon to be 4% with a range of 0.2% to 15.2%. The average decreased to approximately 2.1% with a range of 0.4% to 5.3% during and after the event. Occluded phosphorus averaged 488 µg/g before the 8.2 kyr event and 547 µg/g after but was much lower during the event at 287 µg/g. These results were interpreted as an environment which began as warm, wet, and productive then quickly turned colder and drier during the 8.2 kyr event which resulted in a resetting of soil development. The higher temperatures returned after the 8.2 kyr event which allowed for continued soil development despite its drier climate. Previous research corroborated these conclusions. The Crystal Lake geochemical record was very different from Dry Lake. Percent total organic carbon averaged 6.7% with a range of 3.9% to 8.5% during the Younger Dryas but recorded a lower average before and after at 4.9% and 4.6% respectively. Occluded phosphorus acted similarly with a higher average during the cooling event, 2626 µg/g, and lower averages before and after, 1404 µg/g and 1461 µg/g, respectively. This was interpreted as continued productivity and soil development through the cold period which was attributed to a change in biomass.

This works demonstrates the feasibility of the inverse-Class-F harmonic tuning approach for mm-wave silicon PAs. This research addresses the challenges and limitations of the high efficiency inverse-Class-F PAs for mm-wave silicon technology. This work proposes different load networks to mitigate the challenges which are verified with implementations at different mm-wave frequencies with the highest power efficiency performances reported so far: PAE= 50% @ 24 GHz, PAE = 43% @ 41 GHz, and PAE = 23% @ 94 GHz. The design methodology and detailed analysis of the proposed load networks presented and verified with implementation and measured results. / Ph. D.

Child trafficking is a crime committed against humanity; it is punishable by the law and can be prevented by the law. According to the International Labour Organization (ILO), the United Nations International Emergency Fund (UNIICEF) and the United Nations Global Initiative to Fight Human Trafficking (UN.GIFT) (2009:01), 1,2 million children are trafficked, domestically and across borders worldwide, for labour and sexual exploitation, drug trade, organ removal and illegal child adoption. The trauma of this can be so inordinate, leaving victims broken and hopeless (Frederick 2005:8-12). Although numerous studies have been conducted on the subject of human/child trafficking, it was found that little research has been conducted on the aftercare of victims. As a result, this research focused mainly on exploring and assessing aftercare support provided to victims of human trafficking, specifically children. This qualitative research found that child trafficking has serious negative effects on the victims who suffer, among others, violation of children’s rights, physical pain and psychological and emotional trauma. A society cannot function optimally when such atrocities are committed against its most innocent members who are supposed to be its future. Accordingly, adequate aftercare support, which aims at enabling and empowering victims of child trafficking to regain control over every aspect of their lives, is crucial. The 30 participants who were interviewed for this study revealed that victim identification is the initial and the most vital step towards offering victims aftercare. The next step in the offering of aftercare of victims is the rescuing of victims followed by the immediate placing of victims in transitory places of safety where their basic needs are taken care of and they are provided with instant physical and specialised psychological support. Even though participants provided details of the type of programmes currently offered in South Africa, it was found that aftercare centres, in their current state, are not sufficiently resourced to offer the appropriate support to victims of child trafficking. It is for this reason that transitional housing with long term housing assistance and programmes tailor-made for victims of child trafficking be considered. It is evident from the literature and theory that the triple challenge of poverty, inequality and unemployment perpetuates the crime of child trafficking. Therefore, as a form of long-term preventative measure, it is suggested that stakeholders, such as the Department of Basic Education (DoE), Department of Social Development (DSD) and Department of Health (DoH), focus attention on ensuring that victims of child trafficking are not denied the right to go to school and that societal norms, which propagate inequality, are discouraged. The latter can be done by teaching boy children from a young age positive masculinity, such as respecting girl children and their bodies, helping with house chores or crying when in pain. Moreover, the DoE should consider revising its curriculum and focus on teaching learners to strive to become employers and not job seekers as they are currently taught. This may have a positive impact on the current high unemployment rate in South Africa and, in turn, inequality and poverty, which are all push factors for human and child trafficking. / Go gweba ka bana ke bosenyi bjo bo dirwago kgahlanong le batho; ke bosenyi bjo bo otlwago ke molao gomme bo ka thibelwa ke molao. Go ya ka ILO, UNICEF le UNGIFT (2009:01), go gwebjwa ka bana ba e ka bago dimilione tše 1,2, ka mo nageng le go ralala le mellwane lefaseng, go ba šomiša mabakeng a mešomo le a thobalano, go dikgwebišano tša diokobatši, go ba ntšha ditho tša mmele le go thwalwa ga bona mo go sego molaong. Bohloko bja se e ka ba bjo bogolo kudu, bo tlogela batšwasehlabelo ba robegile dipelo gape ba se na le kholofelo (Frederick 2005:8-12). Le ge go dirilwe dithuto tše ntši ka hlogotaba ya go gweba ka batho/bana go hweditšwe gore go dirilwe dinyakišišo tše nnyane ka tlhokomelo ya ka morago ya batšwasehlabelo. Ka lebaka la seo, nyakišišo ye e tsepeletše kudu go hlohlomišeng le go lekoleng thekgo ya tlhokomelo ya ka morago ye e fiwago batšwasehlabelo ba kgwebo ka batho, kudukudu bana. Nyakišišo ye ya qualitative e hweditše gore go gweba ka bana go na le ditlamorago tše šoro tše fošagetšego go batšwasehlabelo bao ba itemogelago, gareng ga tše dingwe, kgatako ya ditokelo tša bana, bohloko bja mmele le tlaišego ya monagano le maikutlo. Setšhaba se ka se phele gabotse ge ditlaišo tše bjalo di dirwa kgahlonong le maloko a sona ao a lokilego ao e swanetšego go ba bokamoso bja sona. Ka lebaka leo, thekgo ya maleba ya tlhokomelo ya ka morago, yeo maikemišetšo a yona e lego go dumelela le go matlafatša batšwasehlabelo ba kgwebo ka bana go ka tšea taolo gape ya karolo ye nngwe le ye nngwe ya maphelo a bona, e bohlokwa kudu. Bakgathatema ba ba 30 bao ba ilego ba botšišwa dipotšišo mabapi le thuto ye ba tšweleditše gore tšhupetšo ya batšwasehlabelo ke kgato ya pele gape ye bohlokwa kudu go abeng batšwasehlabelo tlhokomelo ya ka morago. Kgato ya go latela kabong ya tlhokomelo ya ka morago go batšwasehlabelo ke go hlakodiša batšwasehlabelo gomme gwa latela ke go bea semeetseng ga batšwasehlabelo mafelong a nakwana a tšhireletšo moo dinyakwa tša bona tša motheo di kago šetšwa le go abelwa thekgo ya semeetseng ya go ikgetha ya mmele le ya monagano. Le ge bakgatha tema ba abile dintlha tša mehuta ya mananeo ao a abjwago ka Afrika Borwa , go hweditšwe gore disenthara tša tlhokomelo ya ka morago, maemong a tšona a bjale, ga di na le didirišwa tše di lekanego go ka aba thekgo ya maleba go batšwasehlabelo ba kgwebo ka bana. Ke lona lebaka le le dirago gore tulo ya nakwana ka thušo ya tulo ya nako ye telele le mananeo ao a diretšwego batšwasehlabelo ba kgwebo ka bana a elwe hloko. Go molaleng go tšwa go lithereitšha le teori gore ditlhohlo tše tharo tša bohloki, go se lekalekane le go se šome go gakatša bosenyi bja go gweba ka bana. Gomme, bjalo ka sebopego sa tekanyo ya thibelo ya nako ye telele, go šišinywa gore bakgathatema, bjalo ka DoE, DSD le DOH, ba lebiše tsepelelo ya bona go netefatšeng gore batšwasehlabelo ba kgwebo ka bana ga ba tingwe tokelo ya go ya sekolong le gore ditlwaedi tša setšhaba, tšeo di phatlalatšago go se lekalekane, di a fedišwa. Sa mafelelo se ka dirwa ka go ruta bana ba bašemane ge e sa le ba bannyane bonna bjo bobotse, bjalo ka go hlompha bana ba basetsana le mebele ya bona, go thuša ka mešomo ya ka gae goba go lla ge ba le bohlokong. Go feta moo, DoE e swanetše go naganišiša go ka lekola leswa lenaneothuto le go tsepelela go ruteng barutwana go ka leka go ba bengmešomo e sego banyaki ba mešomo bjale ka ge ba rutwa ga bjale. Se se ka ba le seabe se se kaone go kelo ya godimo ya bjale ya tlhokego ya mešomo ka Afrika Borwa gomme, ka lebaka leo, go se lekalekane le botlhoki, tšeo ka moka e lego mabaka a tšhušometšo go gwebeng ka batho le bana. / Ukushushumbisa abantwana kungubugebengu obubhekiswe ebantwini; kujeziswa ngumthetho futhi kungavinjelwa ngumthetho. Ngokwe-ILO, i-UNICEF ne-UNGIFT (2009:01) kushushumbiswa abantwana abayizigidi ezingu-1,2 ngaphakathi ezweni nasemazweni angaphandle, bese beyagqilazwa noma baxhashazwe ngokocansi, basetshenziselwa izidakamizwa noma ukukhuliswa ngabazali abangasibo ababo ngokungekho emthethweni. Ubuhlungu obukhulu obudalwa yilokhu kungaba ngobunzima kakhulu, kungashiya izisulu zilimele futhi zingenathemba (Frederick 2055:8-12). Yize sekwenziwe ucwaningo oluningi esihlokweni sokushushumbiswa kwabantu noma kwabantwana, kwatholakala ukuthi luncane ucwaningo olwenziwe maqondana nokulandelelwa kwezisulu ngemva kwesigameko. Ngenxa yalokho, lolu cwaningo luqondene kakhulu nokuhlola ukulandelelwa okuhlinzekwayo ukusingatha izisulu zokushushumbiswa kwabantu, ikakhulukazi abantwana. Lolu cwaningo oluqoqa imininingwane lwathola ukuthi ukushushumbiswa kwabantwana kunomthelela omubi ezisulwini ezihlukumezeka ngenxa yalokhu, phezu kokunye, ukungahlonishwa kwamalungelo abantwana, ubuhlungu obudaleka emzimbeni kanye nobuhlungu obukhulu obudaleka emqondweni nasemphefumulweni. Umphakathi awukwazi ukusebenza kahle uma izigameko ezibuhlungu njengalezi zenzeka emalungwini awo angenacala nafanele ukuba yikusasa lawo. Ngakho-ke, ukwesekwa ngokunakekelwa nangokwanele ngemva kwesigameko, okuyinto ehlose ukusiza izisulu zokuthunjwa kwabantwana ukuba baphinde bakwazi ukulawula konke okuqondene nezimpilo zabo, kubalulekile. Ababambiqhaza abangu-30 okwaxoxwa nabo kulolu cwaningo baveza ukuthi ukuhlonza isisulu kuyisinyathelo sokuqala nesibaluleke kakhulu ekuhlinzekeni izisulu usingatho lokunakekelwa ngemva kwesigameko. Isinyathelo esilandelayo ekunikezweni konakekelo ngemva kwesigameko ngukusiza izisulu, okulandelwa ukubekwa kwazo masisha ezindaweni zokuphepha zesikhashana nalapho kuzobhekwana nezidingongqangi zazo bese kuthi khona lapho zihlinzekwe ngosingatho oludingekayo ngokomzimba nangokomqondo. Yize ababambiqhaza banikeza imininingwane yezinhlobo zezinhlelo ezikhona eNingizimu afrika, kwatholakala ukuthi izikhungo zonakekelo lwangemva kwesigameko,zime ngenye indlela njengamanje, azihlinzekiwe ngezinsizakusebenza ezanele ukuze zikwazi ukunikeza usingatho olufanele ekushushumbisweni kwabantwana. Yingakho kufanele kucatshangwe ngokuhlinzekwa ngosizo lwezindlu zesikhashana nezesikhathi eside kanye nezinhlelo ezakhelwe izisulu zokushushumbiswa kwabantwana. Kuvela ngokwemibhalo nangokwemibono yezinjululwazi ukuthi izinkinga ezihlangene ezintathu zobuphofu, ukungalingani kanye nokungabi khona kwemisebenzi kubhebhethekisa ubugebengu bokushushumbiswa kwabantwana. Ngakho-ke, njengendlela yokuvimba lokhu ezoqhubeka isikhathi eside, kuhlongozwa ukuthi abayingxenye yalokhu, iMinyango kahulumeni yezemfundo (DoE), ezokuthuthukiswa komphakathi (DSD) nowezempilo (DoH), igxile ekuqinisekiseni ukuthi izisulu zokushushumbiswa kwabantwana azincishwa ilungelo lokuya esikoleni nokuthi izinkambiso zomphakathi, ezidala ukungalingani azigqugquzelwa. Lokhu okuqeda kushiwo ngenhla kungenziwa ngokufundisa abafana ngenkathi besabancane ukuba ngamadoda enza kahle, njengokuhlonipha abantwana bamantombazane kanye nemizimba yabo, ukusiza ngemisebenzi yasendlini noma ukukhala uma bezwa ubuhlungu. Ngaphezu kwalokho, uMnyango Wezemfundo kufanele ubuyekeze ikharikhulamu yawo futhi ugxile ekufundiseni abafundi ukuba balwele ukuba ngabaqashi kunokuba ngabafuna imisebenzi, okuyinto abafundiswa yona njengamanje. Lokhu kungaba nomthelela omuhle ezingeni eliphezulu elikhona njengamanje eNingizimu Afrika lokungabikhona kwemisebenzi, lokungalingani nelobuphofu. / Criminology and Security Science / M.A. (Criminology)

Text in English with abstracts in English, Afrikaans and Tswana. / Academics in social sciences are increasingly conducting research in multilingual contexts. Researchers in the field of cross-language research agree that issues on the role of translators and translation are often neglected and even omitted in research reports, which may affect the trustworthiness of such a study. The aim of this study was to investigate the role of translators in cross-language qualitative research from the views of master’s and doctoral students who conducted cross-language qualitative research in psychology at a selected South African university. Exploratory qualitative research and methodology were deemed suitable for this study. Key participants were sampled through snowball sampling. Five postgraduates availed themselves to participate. Data were collected by semi-structured e-mail, telephone and/or face-to-face interviews. Semi-structured interviews were audio recorded and transcribed by the researcher after the interviews. As the number of available participants was limited, the researcher also sampled unpublished dissertations (5) and doctoral theses (2) to conduct document analysis. Transcripts were imported into ATLAS.ti™, whereafter the qualitative data were analysed by means of thematic data analysis. Five main themes emerged from the data. Themes from the transcripts as well as notes in the researcher’s reflective journal and relevant literature findings were collated. Finally, a critical discussion was provided. Key participants believed that translators may play a significant role in several stages of a cross-language qualitative study. Participants reported experiencing several translation challenges, namely: language barriers between them and their research participants; difficulty translating subject terminology from English into Afrikaans; and outdated bilingual scientific dictionaries. Findings also revealed that the credentials of the translator hired may have an impact, whether positive or negative, on the translation product. Reasons why translators may be excluded from a cross-language qualitative study were also highlighted. Firstly, although some of the participants reported that translators may be valuable in a cross-language study, all of them strongly asserted that they possessed high language competency, and therefore they deemed the inclusion of translators unnecessary. v It also emerged that qualitative researchers may need to be cognisant of ethical issues that may arise in a cross-language study. Translators may further be excluded as translation may not be suitable for the specific research design (for example, phenomenology). Finally, researchers may not have the financial means to hire translators. None of the key participants reported the language/translation challenges they experienced during their studies and the possible impact it may have had on the methodology or quality of data. They did not deem it an important aspect of their studies. In some of the dissertations and theses sampled, only the mother tongue of participants was often indicated but, in most cases, was discussed very superficially. These researchers mostly mentioned (as part of the biographic information) the language profile of their participants; that the data for that study were collected in either Afrikaans or English; and that the data were translated and analysed. Finally, although some of the sampled research reports were edited by professional language practitioners, translation and grammatical errors were clear throughout in the manuscripts. From this research it was clear that including translators in cross-language qualitative research in psychology is not a common practice in the South African context, and matters relating to translation and how challenges in this regard were dealt with are grossly neglected and mostly omitted in postgraduate research reports. To conclude, limitations of this study were highlighted, and recommendations for future translation research and practice were made. Keywords:; / Navorsing in sosiale wetenskappe word toenemend in veeltalige kontekste uitgevoer. Kruistaal kwalitatiewe navorsers is dit eens dat vraagstukke rondom die rol van vertalers en vertaling gereeld oor die hoof gesien word en selfs in navorsingsverslae uitgelaat word, wat uiteindelik die vetrouenswaardigheid van so ʼn studie mag affekteer. Hierdie studie het ten doel gehad om ondersoek in te stel na die rol van vertalers in kruistaal kwalitatiewe navorsing vanuit die oogpunt van meestersgraad- en doktorale studente wat kruistaal kwalitatiewe navorsing in sielkunde aan ʼn gekose Suid-Afrikaanse universiteit uitgevoer het. Eksploratiewe kwalitatiewe navorsing en metodologie is as geskik geag vir hierdie studie. Sleuteldeelnemers is deur middel van sneeubalsteekproefneming gekies. Vyf nagraadse studente het hulleself beskikbaar gestel om aan die navorsing deel te neem. Data is deur middel van semi-gestruktureerde e-pos-, telefoon- en aangesig-tot-aangesig-onderhoude ingesamel. Die aantal deelnemers wat aan die studie kon deelneem was beperk en daarom het die navorser ook ongepubliseerde verhandelings (5) en proefskrifte (2) ingesamel ten einde dokumentanalise uit te voer. Transkripsies is in ATLAS.ti™ ingevoer, waarna die kwalitatiewe data deur middel van tematiese data-analise ontleed is. Vyf hooftemas het uit die data gespruit. Temas uit die transkripsies sowel as die navorser se notas uit haar reflektiewe joernaal en relevante literatuurbevindinge is saamgevat, waarna ʼn bespreking gevolg het. Sleuteldeelnemers was van mening dat vertalers ʼn belangrike rol kan speel in verskeie fases van ʼn kruistaal kwalitatiewe studie. Volgens deelnemers het hulle verskeie vertaaluitdagings ervaar, naamlik: taalhindernisse tussen hulle (die navorser) en hul navorsingsdeelnemers; uitdagings om vakterminologie van Engels in Afrikaans te vertaal; en verouderde tweetalige vakwoordeboeke. Bevindinge het ook getoon dat die aangestelde vertaler se kwalifikasies ʼn impak mag hê, hetsy positief óf negatief, op die vertaalproduk. Redes waarom vertalers van ʼn kruistaal kwalitatiewe studie uitgesluit kan wees, is ook uitgelig. Ten eerste, hoewel enkele deelnemers meegedeel het dat vertalers in ʼn kruistaal kwalitatiewe studie waardevol kan wees, het alle deelnemers sterk benadruk dat hulle oor hoë taalvaardigheid beskik, en daarom het hulle die insluiting van vertalers in hul studies vii onnodig geag. Dit blyk ook dat kwalitatiewe navorsers bewus moet wees van etiese vraagstukke wat in ʼn kruistaal studie mag onstaan. Vertalers kan voorts uitgesluit word indien vertaling nie geskik is vir die spesifieke navorsingsontwerp nie (byvoorbeeld, fenomenologie). Laastens, navorsers beskik moontlik nie oor die finansiële middele om vertalers aan te stel nie. Geeneen van die sleuteldeelnemers het die taal- of vertaaluitdagings wat hulle in hul studies ervaar het, genoem nie en het ook nie gemeld wat die moontlike impak op die metodologie of kwaliteit van die data mag wees nie. Hulle het dit nie in hulle studies belangrik geag nie. In enkele gekose verhandelings en proefskrifte is die moedertaal van navorsingsdeelnemers in daardie studies aangedui, maar is meestal baie simplisties bespreek. Hierdie navorsers het grotendeels slegs die taalprofiel van hulle deelnemers genoem (as deel van die biografiese inligting); dat data in hulle studies in óf Engels óf Afrikaans ingesamel is; en dat die data vertaal en ontleed is. Laastens, hoewel sommige van die navorsingsverslae deur professionele taalpraktisyns geredigeer is, is vertaal- en grammatiese foute steeds deurgaans in die manuskripte opgemerk. Dit blyk duidelik uit dié navorsing dat die insluiting van vertalers in kruistaal kwalitatiewe navorsing in sielkunde nie algemene praktyk in die Suid-Afrikaanse konteks is nie, en sake wat verband hou met vertaling en hoe uitdagings in dié verband hanteer is, word grootliks nagelaat en meestal in nagraadse navorsingsverslae uitgelaat. Ten laaste is beperkings van die studie uitgelig, en aanbevelings is gemaak vir toekomstige vertaalnavorsing en -praktyk. / Batlhatlheledi mo dithutong tsa maaranyana a dikgolagano gareng ga batho ba ba dirang patlisiso ka ga bopuontsi, ba ntse ba oketsega go feta. Babatlisisi mo tikologong ya dipuo tse di fapaaneng ba dumela gore mabaka a a ka ga karolo e e tsewang ke baranodi le diphetolelo, mo nakong e ntsi e tlogelwa kwa morago mme le gone ga e akaretswe gotlhelele mo dipegong tsa patlisiso. Seno, se ka ama boikanyego jwa serutwa. Maikaelelo a serutwa seno e ne e le go batlisisa karolo e e tsewang ke baranodi mo patlisisong ya dipuo tse fapaaneng e e itsegeng ka la ‘qualitative’, go tswa mo dikakanyong tsa baithuti ba dithuto tsa Masetase le tsa Bongaka, ba ba dirileng patlisiso tsa dipuo tse di fapaaneng mo patlisisong e e itsegeng ka la ‘qualitative’, mo go saekholoji mo yunibesiting e e kgethilweng mo Aforikaborwa. Patlisiso e e ka ga ditlhaloso tsa mabaka a a batlisisiwang, ya go utulola mmogo le mokgwa wa go batla tshedimosetso, di fitlhetswe e le tse di siametseng serutwa seno. Batsayakarolobagolo ba patlisiso ba ne ba kgethiwa mme ba ne ba tshwanetse go batla batsayakarolo bangwe ba go tla dirwang diteko ka bone. Batsholadidikerii tsa dithuto tse dikgolwane ba le batlhano ba ne ba ithaopa go tsaya karolo. Tshedimosetso e kgobokantswe ka imeile ya seka-thulaganyo, mogala le/kgotsa dipuisano tsa go lebelana ka matlho. Ditherisano tsa seka-thulaganyo di ne tsa gatisiwa mme tsa kwalololwa ke mmatlisisi morago ga dipuisano. Ka ntlha ya fa palo ya batsayakarolo e ne e le e nnye, mmatlisisi o ne a kgobokanya dikao di le 5 go tswa mo dithutong tsa Masetase, le tse 2 go tswa mo go tsa Bongaka, tse di sa phasaladiwang di kanoka. Dikgatiso di ile tsa tsengwa mo teng ga ATLAS.ti™, mme morago tshedimosetso e e ka ga ditlhaloso e ne ya kanokwa ka mokgwa wa kanoko ya dithitokgang. Go tswa mo tshedimosetsong, go ne tlhagelela dithitokgang di le tlhano. Dithitokgang go tswa mo dikgatisong mmogo le dikwalwa go tswa mo jenaleng ya dikakanyo tsa mmatlisisi le diphitlhelelo go tswa mo dipuisong tsa patlisiso, di ne tsa kgobokanngwa. Mo bokhutlong, go ne ga nna le puisano e e nang le dikakanyo tse di farologaneng. Batsayakarolo-bagolo ba na ba dumela gore baranodi ba ka tsaya karolo e e botlhokwa thata mo thutong ya ditlhaloso e e ka ga dipuo tse di fapaaneng. Batsayakarolo ba begile fa ba nnile dikgwetlho tsa diphetolelo, e leng: dikganedi tsa puo magareng a bone le batsayakarolo ba bone mo patlisisong; bothata jwa go fetolela mareo a serutwa go tswa mo Seesimaneng go ya kwa Seaforikanseng; le dibukantswe tse dipuopedi tsa bonetetshi tsa bogologolo. Diphitlhelelo di supile gape gore bokgoni jwa moranodi yo o hirilweng bo nnile le tshusumetso, E ka ne e le e e siameng kgotsa e e sa siamang, mo go lereng phetolelo. Mabaka a goreng baranodi ba ka tlogelwa kwa morago mo serutweng se se ka ga dipuo tse di fapaaneng, le one a ne a tlhagisiwa. Sa ntlha, le fa ba bangwe ba batsayakarolo ba begile gore baranodi ba ka nna botlhokwa thata mo serutweng se se ka ga dipuo tse di fapaaneng, botlhe ba ne ba dumela gore ba na le bokgoni jwa maemo a a kwa godimo jwa puo, mme ka lebaka leo, ba bone gore go akaretsa baranodi ga go tlhokege. Go ne ga tlhagelela gape gore babatlisisi ba dipatlisiso tse di ka ga ditlhaloso, ba ka tshwanela go ela tlhoko mabaka a a amogelegang ka sengwe se tsewang se siame kgotsa se se siama, a a ka tlhagelelang mo serutweng se se ka ga dipuo tse di fapaaneng. E bile baranodi ba ka nna ba se akarediwe ka gonne diphetolelo di ka fitlhelwa se nne matshwanedi mo mekgweng le mefuta e e dirisiwang go kgobokanya le go kanoka tshedimosetso ka ga dipatlisiso (sekao, serutwa se se ka ga kakanyo kgotsa maitemogelo). Mo bokhutlong, gongwe babatlisisi ba ka se nne le madi a go thapa baranodi. Ga go ope wa batsayakarolo bagolo yo o begileng dikgwetlho tsa puo/phetolelo tse ba kgatlhaneng le tsona mo dithutong tsa bone le le seabe se di nnileng le sona mo mokgweng wa go batla tshedimosetso kgotsa boleng jwa tshedimosetso. Ga ba a bona seno e le ntlha e e botlhokwa mo dithutong tsa bone. Mo dithutong tsa masetase le tsa bongaka tse di kgobokantsweng, go ne ga tlhagisiwa fela puogae ya batsayakarolo, mme mo mabakeng a le mantsi, puisano ka ga yona e ne e se boteng. Babatlisisi bano ba kaile go le gantsi (jaaka karolo ya tshedimosetso ka ga motho) ka ga puo e e buiwang ke batsayakarolo; gore tshedimosetso ka ga serutwa seo e kgobokantswe ka puo ya Seaforikanse kgotsa Seesimane; le gore tshedimosetso e ne ya fetolelwa mme ya kanokwa. Mo bokhutlong, le fa diphoso tse di ka puo mo go tse dingwe tsa dipegelo tsa dipatlisiso di ne tsa baakanngwa ke baitseanape ba ba dirang ka puo, diphoso tsa phetolelo le thutapuo di nnile teng mo dikwalweng. Go tswa mo patlisisong eno, go ne ga itshupa gore go akaretsa baranodi mo patlisisong ya dithuto tse di ka tlhaloganyo, e e ka ga ditlhaloso mo dipuong tse di fapaaneng, ga se se se diriwang ka tlwaelo go ya ka Seaforikaborwa. Le gona, mabaka a a amanang le phetolelo le mokgwa o dikgwetlho di neng tsa rarabololwa ka teng, di kgatolositswe e bile ga di akarediwe mo dipegelong tsa dipatlisiso tsa dithuto tse di kgolwane. Go konosetsa, dikganedi tsa serutwa seno di ne tsa supiwa mme ga newa dikgakololo ka ga dipatlisiso le tiriso ya phetolelo mo isagong. / Linguistics and Modern Languages / M.A.(Linguistics)

De nombreuses applications civiles et militaires (faisceaux hertziens, futurs réseaux mobiles, communications par satellite, radars automobiles, systèmes d’imagerie haute résolution) nécessitent des antennes à faisceau reconfigurable (dépointage de faisceau, faisceaux multiples, faisceaux formés). Les antennes à réseaux transmetteurs apparaissent comme une alternative aux réseaux phasés classiques ou aux réseaux réflecteurs pour ces applications. L’objectif principal de cette thèse est de démontrer la faisabilité de réseaux reconfigurables fabriqués avec des technologies standards en bande Ka (20-30 GHz). Divers cellules élémentaires utilisant des diodes p-i-n et fonctionnant en polarisation linéaire ou circulaire ont été conçues, optimisées et caractérisées. Les mesures en guide d’onde montrent des pertes minimales de 1,09 dB à 29,0 GHz et une bande passante à 3 dB de 14,7%. Une méthode de simulation hybride a été développée afin d’analyser efficacement des réseaux de grandes dimensions utilisant des rotations séquentielles d’éléments pour optimiser la qualité de polarisation et les diagrammes de rayonnement. Un réseau de 400 cellules élémentaires fonctionnant en polarisation circulaire a été réalisé et testé en chambre anéchoïque. Un dépointage électronique de ±60° et la possibilité de commuter entre les deux polarisations circulaires (droite/gauche) ont été démontrés. / Several civil and military applications (hertzian beams, satellite communications, automotive radars, high resolution imaging systems) require antennas with reconfigurable beam capabilities (beam-scanning, beamshaping, multiple beam generation). Transmitarray antennas are good candidates and represent an alternative to classical phased arrays or reflect-arrays for these applications. The main objective of this thesis is to demonstrate the feasibility of reconfigurable transmitarrays fabricated with standard technologies in Ka-band (20-30 GHz). Different unit-cell designs based on p-i-n diodes have been developed to work in linear and circular polarization. Their optimization and experimental characterization have been performed. Waveguide measurements show insertion losses of 1.09 dB at 29.0 GHz with a 3-dB bandwidth of 14.7%. A hybrid simulation technique has been developed in order to analyze efficiently large transmitarrays in which the sequential rotation technique has been applied to optimize the polarization quality and the radiation patterns. A 400-elements transmitarray operating in circular polarization has been realized and tested in anechoic chamber. A beam-scanning angular coverage of ±60° and circular polarization selection (left/right) have been demonstrated.

Abstracts in English, Southern Sotho and Xhosa / Previous studies evidenced the association between work ethics climate, retention factors and organisational commitment separately. However, research combining all these variables have not yet been done. The purpose of the study was to investigate the relationship between work ethics climate, retention factors and organisational commitment of nurses in a South African public hospital. A quantitative research design was followed and a probability stratified sample (N=208) of nurses participated in the study. The results indicate significant relationships between work ethics climate and retention factors. Furthermore, the results indicate significant relationships between work ethics climate and organisational commitment. Moreover, the results indicate that work ethics climate moderates the relationship between training and development components of retention factors and organisational commitment. These findings provide new knowledge for the design of retention strategies, which adds value to the body of knowledge in relation to work ethics climate. Recommendations for further research and for the implementation of the results of the study by human resource professionals were made in terms of improving the ethical climate, the retention factors and organisational commitment of their employees. / Dinyakišišo tše di fetilego di file bohlatse bja kamano magareng ga seemo sa maitshwaro ka mošomong, mabaka a go tšwela pele le boikgafo ka fao go aroganego. Le ge go le bjale, dinyakišišo tšeo di kopanyago mehuta ye ka moka ga se tša hlwa di dirwa. Maikemišetšo a dinyakišišo tše e bile go nyakišiša kamano magareng ga seemo sa maitshwaro ka mošomong, mabaka a go tšwela pele le boikgafo bja bja baoki ka sepetleleng sa setšhaba sa Afrika Borwa. Tlhamo ya dinyakišišo tša boleng e dirišitšwe gomme sampole ya baoki ye e arogantšwego (N=208) ba kgathile tema ka dinyakišišong. Dipoelo di laetša kamano ye kgolo magareng ga seemo sa maitshwaro ka mošomong le mabaka a go tšwela pele. Godimo ga fao, dipoelo di laetša dikamano tše kgolo magareng ga seemo sa maitshwaro ka mošomong le boikgafo bja ka mokgatlong. Godimo ga fao, dipoelo di aletša gore seemo sa maitshwaro se lekanyetša kamano magareng ga dikarolo tša tlhahlo le tša tlhabollo tša mabaka a go tšwela pele le boikgafo bja ka mokgatlong. Dikutollo tše di fana ka tsebo ye mpsha ya tlhamo ya mekgwa ya go tšwela pele, yeo e tlišago boleng go tsebo mabapi le seemo sa maitshwaro a ka mošomong. Ditšhišinyo tša dinyakišišo go tšwela pele le tša go phethagatša dipoelo tša dinyakišišo ka bašomi ba sephrofešenale ba merero ya bašomi di dirilwe mabapi le go kaonafatša seemo sa maitshwaro, mabaka a go tšwela pele le boikgafo bja ka mokgatlong bja bašomi ba yona. / Amarhubhululo zesikhathi esidlulileko zifakazele itjhebiswano eliphakathi kobujamo bemigomo yokusebenza, imithelela yokubamba abasebenzi bangakhambi kanye nokuzibophelela kwihlangano ngendlela ehlukanisiweko. Nanyana kunjalo, ngokwerhubhululo ukuhlanganiswa kwazo zoke lezi zinto akhange kweziwe. Ihloso yaleli rhubhululo bekukuphenya itjhebiswano eliphakathi kobujamo bemigomo yokuziphatha emsebenzini, ukubamba abasebenzi bangakhambi kanye nokuzibophelela kuhlangano kwabahlengikazi esibhedlela sombuso eSewula Afrika. Ihlelo lerhubhululo elidzimelele kuzinga lekulumo lilandelwe kanti nesampula yabahlengikazi I (N=208) labadlale indima kurhubhululo lisetjenzisiwe.Imiphumela iveza itjhebiswano eliqakathekileko phakathi kobujamo bemigomo yokusebenza kanye nemithelela yokubanjwa kwabasebenzi bangakhambi. Ukuragela phambili, imiphumela iveza itjhebiswano eliqakathekileko phakathi kobujamo bemigomo yokusebenza kanye nokuzibophelela kwehlangano. Ngaphezu kwalokho, lemiphumela iveza ukobana ubujamo bemigomo yokuziphatha ilinganisa itjhebiswano phakathi kweengaba ezibandulako nezithuthukisako, iingaba ezimalungana nemithelela yokubamba abasebenzi bangakhambi kanye nokuzibophelela kwehlangano. Leli lwazi elitholakeleko linikela ilwazi elitjha malungana nokudizayinwa kwamasu wokubamba abasebenzi bangakhambi, okuyinto engezelela ivelu kumthombo welwazi malungana nobujamo bemigomo yokuziphatha emsebenzini. Iincomo ezinye ezimalungana nokuragela phambili nerhubhululo kanye nokusetjenziswa kwemiphumela yerhubhululo elimalungana nabasebenzi bomnyango wezokuqatjhwa kwabasebenzi zenziwe ngokuthi kuthuthukiswe ubujamo bemigomo yokuziphatha, imithelela yokubamba abasebenzi bangakhambi kanye nokuzibophelela kwabasebenzi kuhlangano. / Human Resource Management / M. Com. (Business Management)