Abstract in English, Xhosa and Tswana / The recognition of the role of females in drug trafficking was established more than 30 years ago and there are notable cases of women undertaking leading roles in this crime for almost 100 years. This phenomenon has gained popularity in South Africa as is evidenced by the number of women who are found and incarcerated for smuggling drugs into or out of South Africa. The purpose of this study was to gain an in-depth understanding of the female drug mule phenomenon and explain the reasons why female drug mules are involved in drug smuggling. The objectives of the study were to develop a profile for female drug mules incarcerated in South African correctional centres, specifically Kgoši Mampuru II and Johannesburg Female Correctional Centre; to establish risk factors for being recruited and used as drug mules; to explain the mules’ motivations for being involved in drug smuggling; to determine the physical and emotional impact drug smuggling has on the drug mules; and to determine the methods used by drug mules to smuggle drugs. A qualitative research approach, with the use of one-on-one semi-structured interviews, was used to obtain information from participants. The sample comprised 20 diverse female offenders incarcerated at Kgoši Mampuru II and Johannesburg Correctional Centres. The data from the schedule of interview questions were analysed using thematic analysis, coding and categorising. It is envisaged that this research will be of significance to the criminal justice system, as recommendations on deterrence and preventative measures regarding the use of females as drug mules may be made from the findings. The general findings of this research demonstrate that a female drug mule, in the context of this study, is an African or Spanish woman that is open to methods that can produce various streams of income to support her children and family. Secondly, the findings in this dissertation revealed that women are recruited as drug mules because of their vulnerable economic state. Lastly, the most common method used to smuggle drugs revealed by participants in this research is through luggage concealment. Through this study, an in-depth insight into the history and life circumstances of female drug mules is provided. This will also help society to understand why some individuals are at risk of being recruited as mules or are motivated to engage in drug smuggling. Consequently, this research study may assist in the creation of early detection, education and awareness programmes surrounding the risks associated with drug smuggling. / Ukuthatha inxaxheba kwabasetyhini ekuhambiseni iziyobisi kwaqala ukubhalwa ngako ngaphaya kweminyaka engama-30 adlulayo, kanti phantse kwiminyaka eli-100 eyadlulayo zazikho iingxelo ngamakhosikazi adlala iindima eziphambili ekuhambiseni iziyobisi. Apha eMzantsi Afrika lo mbandela uye wafumana ukwaziwa kakhulu ngenxa yeqela labasetyhini abafunyaniswe baza bavalelwa entolongweni ngenxa yokuthubelezisa iziyobisi ezingenisa okanye ezikhupha kweli loMzantsi Afrika. Injongo yesi sifundo yayikukuqonda nzulu lo mkhwa wemeyile (isilwanyana sokuthwala) yeziyobisi nokuchaza izizathu zokuba ababhinqileyo babe ziimeyile zeziyobisi. Esi sifundo sijonge ukuqulunqa ubume bomntu obhinqileyo oyimeyile yeziyobisi okhe wavalelwa kwiintolongo zaseMzantsi Afrika, ngakumbi iKgoši Mampuru II kunye neJohannesburg Correctional Centre. Okunye okujongwe sesi sifundo kukufumanisa umngcipheko abakuwo abafazi abarhwebeshwayo basetyenziswe njengeemeyile zeziyobisi; kuchazwe izinto ezikhuthaza ukuba ubani abe yimeyile yeziyobisi; kufunyaniswe ukuba ukuthubelezisa iziyobisi kumchaphazela njani umthubelezisi/imeyile emphefumlweni nasemzimbeni; kubuye kufunyaniswe iindlela ezisetyenziswa zezi meyile zingabafazi ekuthubeleziseni iziyobisi. Kusetyenizswe indlela yophando eqwalasela amanani ukuze kufunyanwe ulwazi kwabo bathathe inxaxheba, kwenziwa nodliwano ndlebe lobuso ngobuso olungaqingqwanga ngqongqo. Isampulu yophando ibe ngamabanjwa abhinqileyo angama-20 ahlukeneyo navalelwe eKgoši Mampuru II naseJohannesburg Correctional Centre. Iinkcukacha zolwazi/idata ehlalutyiweyo iquka ezo nkcukacha zithathwe kwiimpendulo zemibuzo yodliwano ndlebe apho kuhlalutywe imixholo, kwafakwa iimpawu/iikhowudi zabuya zahlulahlulwa zaba ngamahlelo iinkcukacha zolwazi. Kucingwa ukuba olu phando luya kuba luncedo kwinkonzo yezobulungisa kuba okufunyanisiweyo nokucetyiswayo kunganceda ekuqulunqeni amanyathelo okuthintela nokuthibaza abaphuli mthetho ekusebenziseni abantu ababhinqileyo njengeemeyile zeziyobisi, kubabonise nabo abafazi ububi bokuba ziimeyile zeziyobisi. Uluntu ngokubanzi nalo luya kuncedakala kokufunyaniswe lolu phando. Esi sifundo siveze ukuqonda nzulu ngembali neemeko zobomi beemeyile zeziyobisi ezibhinqileyo. Olu lwazi lunganceda ukuba abantu baqonde ukuba kwenzeka kanjani ukuba abanye abantu babe semngciphekweni wokurhwebeshelwa ukusebenza njengeemeyile zeziyobisi, baqonde nokuba zintoni ezikhuthaza ubani ukuba azibandakanye nokuthubelezisa iziyobisi. Ngoko ke olu phando lunganceda ekwenzeni iinkqubo zokuqaphela kwangoko ubani oyimeyile, ezokufundisa nezokwazisa uluntu ukuze kuthintelwe imingcipheko enxulumene nothubeleziso lweziyobisi. / Seabe sa batho ba bomme mo kgwebong e e seng mo molaong ya diritibatsi se kwadilwe la ntlha dingwaga di feta 30 tse di fetileng, mme mo sebakeng se se ka nnang dingwaga di le 100, go nnile le dikgetse tse di lemogilweng tsa basadi ba ba eteletseng pele kgwebo e e seng mo molaong ya diritibatsi. Mo Aforikaborwa, ntlha eno e tlhageletse thata ka ntlha ya palo ya basadi ba ba tshwerweng le go golegwa ka ntlha ya go tsena gongwe go tswa ka diritibatsi ka tsela e e seng mo molaong mo Aforikaborwa. Maitlhomo a thutopatlisiso eno e ne e le go tlhaloganya thata ntlha ya basadi ba ba tsamaisang diritibatsi e seng ka fa molaong le go tlhalosa lebaka la gore goreng basadi ba ba tsamaisang diritibatsi e seng ka fa molaong ba nna le seabe mo go tsamaiseng diritibatsi jalo. Maikaelelo a thutopatlisiso ke go dira porofaele ya basadi ba ba tsamaisang diritibatsi ka tsela e e seng mo molaong, ba ba golegilweng kwa ditikwatikweng tsa kgopololo tsa Aforikaborwa, go totilwe Ditikwatikwe tsa Kgopololo tsa Kgosi Mampuru II le Johannesburg, go bona dintlha tsa matshosetsi a gore basadi ba ngokelwe go dirisiwa jaaka batsamaisi ba ba seng mo molaong ba diritibatsi; go tlhalosa gore batsamaisi ba ba seng mo molaong ba diritibatsi ba susumediwa ke eng gore ba nne le seabe mo go tsamaiseng diritibatsi ka tsela eo; go lebelela gore go tsamaisa diritibatsi go go seng mo molaong go amile jang motho yo o tsamaisang diritibatsi mo mmeleng le mo maikutlong; le go lebelela mekgwa e e dirisiwang ke batsamaisi ba diritibatsi ba basadi go tsamaisa diritibatsi ka tsela e e seng mo molaong. Go dirisitswe molebo wa patlisiso e e lebelelang mabaka go bona tshedimosetso go tswa go bannileseabe, ka tiriso ya dipotsolotso tse di batlileng di rulagana tsa batho bongwe ka bongwe. Sampole e dirilwe ka bagolegwa ba basadi ba ba farologaneng ba le 20 ba ba golegilweng kwa Ditikwatikweng tsa Kgopololo tsa Kgosi Mampuru II le Johannesburg. Data e e lokolotsweng e na le data e e gogilweng go tswa mo sejuleng ya dipotso tsa dipotsolotso mme e lokolotswe go ya ka morero, go khouta le go aroganya data ka dikarolo. Go solofelwa gore patlisiso eno e ka nna mosola mo tsamaisong ya bosiamisi jwa bosenyi ka ntlha ya fa diphitlhelelo le dikatlenegiso di ka thusa mo go tlhamiweng ga dikgato tsa thibelo go dira gore batlolamolao ba tshabe go dirisa basadi jaaka batho ba ba tsamaisang diritibatsi e seng mo molaong le go thibela basadi go nna batsamaisi ba diritibatsi ba ba seng mo molaong. Baagi le bona ba ka ungwelwa go tswa mo diphitlhelelong tsa patlisiso eno. Ka thutopatlisiso eno, go tlamelwa ka tshedimosetso e e boteng ya lemorago le seemo sa botshelo sa basadi ba ba tsamaisang diritibatsi e seng ka fa molaong. Seno se ka thusa baagi go tlhaloganya gore goreng batho bangwe ba le mo matshosetsing a go ka ngokelwa go tsamaisa diritibatsi ka tsela e e seng mo molaong gongwe ba rotloetsega go nna karolo ya go tsamaisa diritibatsi ka tsela eo. Ka ntlha ya seo, thutopatlisiso eno e ka thusa gore go tlhamiwe mananeo a temogo ya go sa le gale, thuto le temoso go fokotsa matshosetsi a a amanang le go tsamaisa diritibatsi e seng ka fa molaong. / Criminology and Security Science / M.A. (Criminal Justice)

This study aimed to compare the laws governing domestic violence in Ethiopia and India and to then determine their practical efficacy. Data was collected using in-depth interviews with victims of domestic violence, and an examination of judicial interpretation and findings in domestic violence cases, in both the city of Jimma, South-Western Ethiopia, and the town of Ranni, a district of Kerala in India. A comprehensive literature study was conducted concerning domestic violence against women in India and Ethiopia, international laws, and agreements on violence against women, and international best practices relating to domestic violence legislation and prevention. Ethiopian law governing domestic violence was compared with a similar law in India. The nature, cause, extent, and prevalence of domestic violence in both jurisdictions were identified. The findings of this study indicate various shortcomings in the law governing domestic violence in these two countries, which cause a contravention of international agreements and best practices. It was further found that legislation alone is inadequate to address domestic violence since other social and cultural factors are involved in the phenomenon. The need for enhanced legislation in India and Ethiopia to effectively address domestic violence was identified. Intervention strategies to inform policies and legislative changes in terms of domestic violence in India and Ethiopia are therefore proposed. Finally, this study contributes to the existing body of knowledge on addressing domestic violence in these jurisdictions. / Maikemišetšo a thutelo ye ke go bapetša melao yeo e laolago bošoro ka magaeng go la Ethiopia le India go šupa ge eba melao ye e phethagatšwa ka mokgwa wo o ka thušago go fihlelela dipoelo tše di nyakwago. Tshedimošo e kgobokeditšwe ka mokgwa wa ditherišano tše di tseneletšego le batšwasehlabelo ba itemogetšego bošoro ka magaeng le tlhahlobo ya dikahlolo tša bokgaolakgang tša melato ya bošoro ka magaeng ka toropong ya Jimma, Borwa- Bodikela bja Ethiopia, gammogo le toropo ya Ranni, selete sa Kerala ka go India. Thutelo ya dingwalo ka botlalo e phethagaditšwe ya bošoro ka magaeng kgahlanong le basadi go la India le Ethiopia, melao le ditumelelano tša boditšhabatšhaba ka ga bošoro kgahlanong le basadi le mekgwa ye e amogetšwego boemong bja boditšhabatšhaba go ba ye mekaonekaone ya melao ya bošoro ka magaeng. Melao ya Ethopia yeo e laolago bošoro ka magaeng e bapeditšwe le melao yeo e swanago le yona go la India. Tlhago, seo se hlolago, bogolo le tlwaelo ya tiragalo ya bošoro ka magaeng ka kakaretšo dinageng tše pedi tše di šupilwe. Dikhwetšo tša thutelo ye di bontšha mafokodi a fapanego go melao yeo e laolago bošoro ka magaeng dinageng tše pedi tše ao a dirago gore melao ye e tshele mekgwa ye e amogetšwego boemong bja boditšhabatšhaba go ba ye mekaonekaone. Go lemogilwe gape gore tlhakamolao e nnoši ga e na maatla ao a lekanego go rarolla bošoro ka magaeng, ka ge mabaka a mangwe a setšhaba le setšo a akareditšwe. Tlhokego ya tlhakamolao ya maemo ao a phagamišitšwego ka go India le Ethiopia go lwantšha bošoro ka magaeng e šupilwe. Maano a tsenogare go fa tshedimošo ka melaotshepetšo le diphetogo tša melao ye e tsebišitšwego malebana le bošoro ka magaeng ka go India le Ethiopia ka gorealo a šišintšwe. Mafelelong, thutelo ye e tlaleletša go bontši bja tsebo ye e lego gona ka ga go rarolla bošoro ka magaeng ka go dinaga tše. / Inhloso yalolu cwaningo kwabe kuwukuqhathanisa imithetho elawula udlame lwasekhaya e-Ethiopia kanye nase-India ngenhloso yokuthola ukuthi le mithetho isetshenziswa ngendlela efanele yini. Idatha yaqoqwa ngokuthi kubanjwe izingxoxo ezinohlonze futhi ezijulile nabantu abayizisulu zodlame lwasekhaya futhi kwacutshungulwa kwaphinde kwahlaziywa nezinqumo zenkantolo emacaleni odlame lwasekhaya edolobheni lase-Jimma, eNingizimu- Ntshonalanga Ethiopia, kanye nasedolobheni lase-Ranni, esifundeni sase-Kerala kwelase-India. Kwenziwa ucwaningo lwemibhalo olubanzi mayelana nodlame lwasekhaya olubhekiswe kwabesifazane e-India nase-Ethiopia, futhi kwahlaziywa nemibhalo equkethe imithetho yamazwe ngamazwe kanye nezivumelwano eziphathelene nokunqandwa kodlame olubhekiswe kwabesifazane kanye nemithetho ephuma phambili emhlabeni jikelele, eyisibonelo esihle, yokulwisana nodlame lwasekhaya. Imithetho yase-Ethiopia elawula udlame lwasekhaya yaqhathaniswa nemithetho efanayo kwelase-India. Kwahlonzwa ubunjalo, izimbangela, ububanzi kanye nokusabalala kodlame lwasekhaya kuwo womabili lawa mazwe. Okwatholwa wulolu cwaningo kubonisa amaphutha nokwahluleka okuhlukahlukene emithethweni elawula udlame lwasekhaya kulawa mazwe, okubangela ukuthi le mithetho iphule izinkambiso eziphuma phambili ezibekiwe emhlabeni jikelele eziyisibonelo emazweni amaningi. Kwatholakala futhi nokuthi imithetho iyodwa ayanele ekubhekaneni nodlame lwasekhaya, njengoba zikhona nezinye izinto eziphathelene nenhlalo kanye namasiko ezibandakanyekayo kulokhu. Kwahlonzwa isidingo sokuthi imithetho yenziwe ngcono kwelase-India nase- Ethiopia ukuze kubhekwane nodlame lwasekhaya ngendlela efanele. Ngakho-ke, kwaphakanyiswa amasu okungenelela, okuyiwona azosetshenziswa ekwakheni izinqubomgomo nokwenza izinguquko emithethweni yokulwisana nodlame lwasekhaya e-India nase-Ethiopia. Okokugcina, lolu cwaningo lufaka isandla emthamweni wolwazi olukhona njengamanje mayelana nokubhekana nodlame lwasekhaya kulawa mazwe. / Criminal and Procedural Law / D. Phil. (Criminal Justice)

The primary objective of this diploma thesis, which focuses on the professional responsibility of auditors and tax advisors, is to provide a comprehensive view of this issue. The diploma thesis is divided into six parts. The first chapter describes general responsibility with an emphasis on professional responsibility. The second and third parts are devoted to the profession of auditors. The second chapter describes the profession of external and internal auditors in detail, and the third chapter deals with their professional responsibility, broken down into a moral and legal level of responsibility. The fourth and fifth chapters are devoted to the profession of tax consultancy, which is discussed in detail, followed by a part devoted to the professional responsibility of tax advisers. The last part of the thesis compares the professional responsibilities of the professions of auditors and tax advisors.

The thesis is focused on the evaluation of business performance using the Balanced Scorecard concept. The theoretical part defines the concept of business performance and describes the method of Balanced Scorecard. In the analytical part is being assessed the current state of the company DINA-HITEX, spol. s.r.o. through selected analytical methods. Subsequently, as a conclusion of the thesis, is drafted implementation of the Balanced Scorecard concept to this company. In this section are draw up strategic goals of selected perspectives, strategic map, budget, time schedule of the project implemen-tation and evaluation of the benefits of adopting this method to the enterprise.

Text in English, Tswana / Low nutrient intake affects metabolism and growth in pregnant heifers and limits milk production in lactating cows on communal area smallholder dairy farms of the subtropics. Two studies were conducted during the current research. The first study evaluated effects of nutrient supply in standardized dairy diets on the growth and body reserves of pregnant Jersey heifers raised on communal area smallholder farms in a semi-arid zone of South Africa. Twenty-two farms with a total of 42 heifers, aged 22 to 28 months which were seven months pregnant at the beginning of the study were selected for the study. These represented the total number of farms with dairy cows in the area that were supported through a structured Dairy Development Program (DDP) of South Africa. Each farm had at least two pregnant Jersey heifers during the summer season of 2016. Each heifer was supplied 2.5 kg of a far-off (60-30 d prepartum) dry cow concentrate and increased to 3.3 kg of the same concentrate at close-up period (29-0 d prepartum). Feeding of concentrate was based on a standardized feeding program as recommended by DDP. During this study, no feeding treatment was imposed on the heifers. Eragrostis curvula hay was supplied by DDP. Daily intake of 7.2 and 5.4 kg; respectively for heifers at 60-30 d prepartum and 29-0 d prepartum was determined based on residual hay. Heifer diet (HD1) and heifer diet HD2 were therefore simulated respectively for cows at 60-30 d preparpartum and 29-0 d prepartum, respectively. Diets were assessed for nutrient composition using chemical analyses and in vitro ruminal degradation. Post ruminal nutrient absorption and animal responses were predicted using the Large Ruminant Nutrition System (LRNS) version 1.0.33 (level 1). Actual measurements of body weight (BW), body condition score (BCS) were done and blood was collected and analysed for proteins monthly. Heifers’ responses were validated against the model predicted values and comparative analysis of animal performance during pregnancy was done against the National Research Council (NRC, 2001) reference values. Relative to the minimum requirement for ruminants, both HD1 and HD2 diets had relative feed value (RFV) below 144. About 35% of HD1 dietary crude protein (CP) was within the slowly degrade neutral detergent fibre (NDF) fraction which is the neutral detergent fibre insoluble crude protein (NDFICP) while 32% was not available as the acid detergent insoluble crude protein (ADICP). Equally, HD2 diet had effectively 5.2% of CP as available protein and the fraction of the slowly degraded NDF constituted only 52.3% of the effective available protein. Energy density of HD1 and HD2 were 25% and 16% higher than expected at far-off and close-up period, respectively. The intake of metabolzable protein (MP) were 32 and 25% higher than predicted for the far-off and close-up period, respectively. Supply of MP was 37 % and was higher than NRC predictions of daily requirement in Jersey cow. This allowed BW gain of 29 kg and BCS of 0.33 which was within 25th percentile for pregnant heifers. Mean concentration of blood urea at both far-off and close-up periods deviated by 25% from NRC values. Creatinine (CR) concentration was 145 μmol /L at far-off and 155 μmol /L at close-up period. The second study assessed the adequacy of two lactation diets fed to 42 primiparous Jersey cows, aged 24 to 30 months during early (1-30 d postpartum) and peak (31-60 d postpartum) periods on the lactation performance of the cows. Cows received 4.5 and 5 kg of dairy concentrate at 1-30 d postpartum and peak milk (31-60 d postpartum) respectively. Eragrostis curvula hay was supplied ad libitum and dry matter intake (DMI) was estimated at 7.2 kg of hay/cow/day from residual hay. No feeding treatment was imposed except for the standardised diets typical to the production environment. Two simulated lactation diets (LD1 and LD2) were prepared based on dry matter intake (DMI) of grass hay and lactation concentrate. Diets were assessed for nutrient composition using wet chemistry and in vitro ruminal degradation. Nutrient supply of diets and absorption from the small intestines as well as cows’ responses were predicted using the Large Ruminant Nutrition System (LRNS) version 1.0.33 (level 1). Body weight and BCS were monitored, blood was collected and analysed for proteins monthly. A record of milk yield was taken daily, and milk was analysed for fat, protein, lactose and urea nitrogen weekly. Cows had DMI of 11.2 kg which was 12% higher than the expected at 1-30 d postpartum period and 11.6 kg which was 21% higher than the expected in 31-60 d postpartum cows. Diets had low available protein as % of dietary protein (LD1=46%; LD2=45%) and the slowly degraded NDF fraction (NDFICP) constituted 64% of the available protein. Intake of energy was 20% and 17% lower than the predicted value for the cows, respectively, at 1-30 d postpartum and 31-60 d postpartum period. Cows had negative energy balance of -6.5 and -5.6 Mcal respectively at 1-30 d postpartum and 31-60 d postpartum cows. Protein intake of lactating cows was low, which resulted in negative protein balance of 59% and 42% of cow’s daily requirement, respectively, at 1-30 d postpartum period and 31-60 d postpartum period. There was loss of BW and BCS, low milk yield, energy corrected milk (ECM: 9.50 kg/d) and feed efficiency (FE) of less than 1 (LD1= 0.85; LD2 =0.89) in cows at both periods. Composition of fat, protein and lactose in milk were negatively affected by the low level of dietary protein. Somatic cell count (SCC) in milk was 121 ± 13 x 103/ml and cows did not show signs of illness. Mean milk urea nitrogen (MUN) concentration was 12 ± 2.7 mg/dl reflecting the low protein status of the lactating cows. Cows had high creatinine concentration of 116 and 102 μmol /L at 1-30 d postpartum and 31-61 d postpartum period, respectively, which may indicate muscle breakdown due to heat stress relative to the hot production environment. Results showed that diets fed to dairy cows on communal area smallholder farms in Sekhukhune and Vhembe districts in Limpopo province had low feeding value and their low nutrient supply affected rumen fermentation, heifers’ ‘growth, body reserves and early lactation in Jersey dairy cows. In conclusion, diets supplied to dairy cows raised on smallholder farms are low in nutrients and do not support efficient growth in heifers and optimal milk production in early lactation. Development of a nutrition plan for improved dairy diets is required to maximise production and longevity in cows and enhance sustainability of dairy production on the smallholder farms in South Africa. / Go ja dijo tse di nang le dikotla tse di kwa tlase go ama metaboliseme le kgolo ya meroba e e dusang mme e ngotla tlhagiso ya mašwi ya dikgomo tse di tlhagisang mašwi mo dipolaseng tse dinnye tse di tlhakanetsweng mo mafelong a a mogote. Go dirilwe dithutopatlisiso di le pedi jaaka karolo ya patlisiso ya ga jaana. Thutopatlisiso ya ntlha e sekasekile ditlamorago tsa tlamelo ya dikotla mo dijong tsa teri tse di rulagantsweng mo kgolong le dirasefe tsa mmele tsa meroba ya Dijeresi e e dusang mo dipolaseng tse dinnye tse di tlhakanetsweng mo karolong e e batlileng e nna sekaka mo Aforika Borwa. Go tlhophilwe dipolase di le 22 tse di nang le meroba e le 42, e e bogolo jo bo magareng ga dikgwedi tse 22 le 28 mme e na le dikgwedi tse supa e ntse e dusa kwa tshimologong ya thutopatlisiso. Tsone di emetse palogotlhe ya dipolase tse di mo karolong eo tse di tshegediwang ke Lenaneo le le rulaganeng la Tlhabololo ya Teri (DDP). Polase nngwe le nngwe e ne e na le bonnye meroba ya Jeresi e le mebedi e e dusang ka paka ya selemo sa 2016. Moroba mongwe le mongwe o ne o fepiwa ka 2.5 kg ya dijo tse di omileng tsa dikgomo tsa fa go sa ntse go le kgakala (malatsi a le 60-30 pele ga go tsala) mme tsa okediwa go nna 3.3 kg fa malatsi a atamela (malatsi a le 29-0 pele ga go tsala). Dijo tseno di ne di di rulagantswe go ya ka lenaneo le le rulagantsweng la kotlo le le atlenegisitsweng ke DDP. Mo nakong ya thutopatlisiso eno, ga go na kalafi epe ya kotlo e e neng e patelediwa meroba. DDP e ne e tlamela ka furu ya eragrostis curvula. Go ja ga letsatsi le letsatsi ga meroba ga 7.2 le 5.4 kg ka nako ya malatsi a le 60-30 pele ga go tsala le malatsai a le 29-0 pele ga go tsala go ne go ikaegile ka furu e e setseng. Ka jalo go ne ga tlhagisiwa gape kotlo ya meroba ya 1 (HD1) le kotlo ya meroba ya 2 (HD2) mo dikgomong tse di mo malatsing a le 60-30 pele ga go tsala le malatsi a le 29-0 pele ga go tsala. Dikotlo tseno di ne tsa sekwasekwa go bona go nna gona ga dikotla mo go tsona go dirisiwa tshekatsheko ya dikhemikale mo mogodung. Go ne ga bonelwa pele monyelo ya dikotla morago ga go feta mo mpeng ya ntlha le tsibogo ya diphologolo go ya ka Thulaganyo ya Kotlo ya Diotli tse Dikgolo (LRNS) mofuta wa 1.0.33 (legato 1). Go dirilwe tekanyo ya boima jwa mmele (BW) le maduo a seemo sa mmele (BCS) mme go ne ga tsewa madi le go a sekaseka go bona diporoteini kgwedi le kgwedi. Tsibogo ya meroba e ne ya tlhomamisiwa ka dipalo tse di bonetsweng pele tsa sekao mme ga dirwa tshekatsheko e e tshwantshanyang ya tiragatso ya diphologolo ka nako ya go dusa go dirisiwa dipalo tsa Lekgotla la Bosetšhaba la Dipatlisiso (NRC, 2001). Malebana le ditlhokegopotlana tsa diotli, HD1 le HD2 di ne di na le boleng jo bo tshwantshanyegang jwa kotlo (RFV) jo bo kwa tlase ga 144. Poroteini e e tala (CP) ya dijo e e ka nnang 35% ya HD1 e ne e le mo karolwaneng ya tekanyetso ya faeba e e bolang ka iketlo (NDF) e leng poroteini e e tala ya faeba e e lekanyediwang (NDFICP), fa 32% di ne di seyo jaaka poroteini e tala e e sa monyelegeng ya esete (ADICP). Fela jalo, HD2 e na le 5.2% tsa CP e e dirang jaaka poroteini e e teng mme karolo ya NDF e e bolang ka iketlo e ntse fela 52.3% tsa poroteini e e dirang e e gona. Bogolo jwa maikatlapelo a HD1 le HD2 bo ne bo le kwa godimo ka 25% le 16% go na le jaaka go ne go solofetswe mo dipakeng tse di kgakala le tse di atamelang. Go jewa ga poroteini e e silegang (MP) go ne go le kwa godimo ka 32% le 25% go na le jaaka go ne go solofetswe mo dipakeng tse di kgakala le tse di atamelang. Tlamelo ya MP e ne e le 37%, e leng e e kgolwane go na le diponelopele tsa NRC tsa ditlhokego tsa letsatsi le letsatsi tsa dikgomo tsa Jeresi. Seno se letlile gore go nne le koketsego ya BW ya 29 kg le BCS ya 0.33 e leng se se neng se le mo diperesenteng tsa bo25 tsa meroba e e dusang. Go nna teng ga urea ya madi mo dipakeng tse dikgakala le tse di atamelang go ne go farologane ka 25% go tswa mo dipalong tsa NRC. Go nna teng ga kereitini (CR) e ne e le 145 μmol/L mo pakeng e e kgakala le 155 μmol/L mo pakeng e e atamelang. Thutopatlisiso ya bobedi e sekasekile ditlamorago tsa dijo tse pedi tsa tlhagiso ya mašwi mo tiragatsong ya tlhagiso ya mašwi ya dikgomo tsa Jeresi di le 42 tse e leng la ntlha di tsala tsa bogolo jwa dikgwedi tse di magareng ga 24 le 30 mo pakeng ya ntlha (malatsi a le 1-30 morago ga go tsala) le ya setlhoa (malatsi a le 31-60 morago ga go tsala). Dikgomo di amogetse 4,5 le 5 kg ya motswako wa teri mo dipakeng tsa mašwi tsa ntlha (malatsi a le 1-30 morago ga go tsala) le tsa setlhowa (malatsi a le 31-60 morago ga go tsala). Go ne go tlamelwa ka furu ya eragrostis curvula go ya ka tlhokego mme go ja dijo tse di omileng (DMI) go ne go lekanyediwa go 7.2 kg ya furu/ka kgomo/ka letsatsi go tswa mo furung e e neng e setse. Go ne go sa patelediwe kalafi epe ya phepo, kwa ntle fela ga dijo tse di rulagantsweng tse di tshwanetseng tikologo ya tlhagiso. Go ne ga baakanngwa dijo tsa tlhagiso ya mašwi tse di tlhagisitsweng gape (LD 1 le LD 2) di ikaegile ka go jewa ga tse di omileng (DMI) e leng furu ya tlhaga le metswako ya tlhagiso ya mašwi. Go nna teng ga dikotla ga dijo tseno go ne ga lekanyediwa go dirisiwa khemisitiri e e bongola le go bola mo mpeng ga in vitro. Go ne ga bonelwa pele tlamelo ya dikotla ya dijo, monyelo go tswa mo maleng a mannye mme go ne ga bonelwa pele tsibogo ya dikgomo go dirisiwa Thulaganyo ya Kotlo ya Diotli tse Dikgolo (LRNS) mofuta wa 1.0.33 (legato 1). Go ne ga elwa tlhoko boima jwa mmele le BCS, go ne ga tsewa madi mme a sekasekwa go bona diporoteini kgwedi le kgwedi. Go ne ga rekotiwa tlhagiso ya mašwi letsatsi le letsatsi mme mašwi a sekasekwa go bona mafura, poroteini, laketose le urea naeterojini beke le beke. Dikgomo di ne di na le DMI ya 11.2 kg, e e neng e le kwa godingwaga ka 12% go na le jaaka go ne go solofetswe mo pakeng ya malatsi a le 1-30 morago ga go tsala, le DMI ya 11.6 kg, e e neng e le kwa godingwana ka 12% go na le jaaka go ne go solofetswe mo dikgomong tse di nang le malatsi a le 31-60 di tsetse. Dijo di ne di na le poroteini e e gona e e kwa tlase jaaka peresente ya poroteini ya dijo (LD1=46% le LD2=45%) mme karolwana ya NDF e e bodileng ka bonya (NDFICP) e nnile 64% tsa poroteini e e gona. Go jewa ga maikatlapelo go ne go le kwa tlasenyana ka 20% le 17% go na le dipalo tse dineng di bonetswe pele mo dikgomong mo dipakeng tsa malatsi a le 1-30 morago ga go tsala le malatsi a le 31-60 morago ga go tsala. Go rekotilwe balanse ya maikatlapelo a a tlhaelang a dikgomo ya -6.5 le -5.6 Mcal mo malatsing a le 1-30 morago ga go tsala le 31-60 morago ga go tsala. Go jewa ga poroteini ke dikgomo tse di tlhagisang mašwi go ne go le kwa tlase, mme seo sa baka balanse e e tlhaelang ya poroteini ya 59% le 42% tsa ditlhokego tsa letsatsi le letsatsi tsa dikgomo mo pakeng ya malatsi a le 1-30 morago ga go tsala le malatsi a le 31-60 morago ga go tsala. Go rekotilwe tatlhegelo ya BW le BCS, tlhagiso e e kwa tlase ya mašwi, mašwi a a baakantsweng maikatlapelo (ECM: 9.50 kg/ka letsatsi) le bokgoni jwa furu (FE) jo bo kwa tlase ga 1 (LD1=0.85; LD2=0.89) mo dikgomong mo dipakeng tseo tsotlhe. Go nna teng ga mafura, poroteini le laketouse mo mašwing di amegile ka tsela e e sa siamang ka ntlha ya seelo se se kwa tlase sa poroteini e e kwa tlase. Tekanyetso ya disele tsa somatiki (SCC) mo mašwing e ne e le 121±13x10³/ml mme dikgomo ga di a bontsha matshwao ape a bolwetsi. Motswako wa urea naeterojini ya mašwi (MUN) e ne e le 12±2.7mg/dl, e leng se se bontshang seemo se se kwa tlase sa poroteini sa dikgomo tse di tlhagisang mašwi. Dikgomo tseno di ne di na le motswako wa kereitine wa 116 le 102 μmol/L mo dipakeng tsa malatsi a le 1-30 morago ga go tsala le malatsi a le 31-61 morago ga go tsala, mme seo se ka supa go fokotsega ga mesifa ka ntlha ya kgatelelo ya mogote e e bakwang ke tikologo e e mogote e go tlhagisiwang mo go yona. Dipholo di bontshitse gore dijo tsa dikgomo tsa teri mo dipolaseng tse dinnye tse di tlhakanetsweng mo dikgaolong tsa Sekhukhune le Vhembe kwa Porofenseng ya Limpopo di na le boleng jo bo kwa tlase jwa kotlo le gore dijo tse di nang le dikotla tse dinnye di amile titielo ya dijo, kgolo ya meroba, dirasefe tsa mmele le tlhagiso ya mašwi ka bonako mo dikgomong tsa teri tsa Jeresi. Kwa bokhutlong, dijo tsa dikgomo tsa teri tse di godisediwang mo dipolaseng tse dinnye di na le dikotla tse di kwa tlase mme ga di tshegetse kgolo e e mosola ya meroba le tlhagiso e e siameng ya mašwi mo nakong ya ntlha ya tlhagiso ya mašwi. Go tlhokega leano la dikotla go tokafatsa dijo tsa teri go tokafatsa tlhagiso le go tshela sebaka ga dikgomo le go tokafatsa go nnela leruri ga tlhagiso ya teri mo dipolaseng tse dinnye mo Aforika Borwa. / Agriculture and  Animal Health / Ph.D. (Agriculture)

Abstract in English, Sepedi and Sesotho / In this thesis, the researcher used an explanatory sequential mixed methods research design to investigate the role of English academic vocabulary on reading comprehension of grade 11 English First Additional Language (EFAL) learners in the Free State province, Fezile Dabi district in South Africa. The current study is an attempt to determine whether the breadth and depth of vocabulary knowledge have a bearing on grade 11 EFAL learners' reading comprehension, and to examine which one of these variables, that is, breadth or depth of vocabulary knowledge, makes a more important contribution to reading comprehension. It also attempts to investigate the Vocabulary Learning Strategies (VLS) used by grade 11 EFAL learners. For the non-experimental quantitative study, the participants of the study were thirty EFAL learners who were chosen based on available sampling. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge (Section A and Section B) and a reading comprehension were administered to all participants. To achieve its aim 1, two independent variables namely, the Vocabulary Levels Test (VLT) which measures vocabulary breadth and Word Associate Test (WAT) which measures vocabulary depth were used. Then, the dependent variable was the reading comprehension test in which the participants were asked to read the passages and answer some multiple choice questions. Pearson product-moment correlations and multiple regression were chosen as the dominant techniques for the statistical analyses. The results obtained from the analysis of the data indicated that while both depth and breadth of vocabulary knowledge play an important role in EFAL learners' reading comprehension performance, depth of vocabulary knowledge makes a more important contribution. The results further revealed that depth and breadth of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. Then, the findings from the qualitative study based on the data collected through eight focus group discussion participants about the VLS used by grade 11 EFAL learners, highlight that it is important to explore and broaden learners’ vocabulary learning strategic knowledge. Also, results reflect that learners can take control of their own vocabulary learning as long the teachers train and then offer them opportunities to learn and practice the strategies.The qualitative data for this study was analysed using the content analysis method. / Nyakisiso ye e tserwe ka mekgwa ye mentshi ye e hlakantshitsweng lebaka e le go nyakishisha ka karolo yeo polelo ya Sepediya poleloya tlatselletso e ralokang karolo dithutong tsa polelo ya go bala taodiso mphatong wa lesometee (11) polelong go bana kua porofenseng ya Foreistata e bitswang Fezile Dabi, districting (lefapheng) gona mo Aforika Borwa. Gonabjalo dithuto di ipontsha go ikemisetsa go tseba ka bophara le bogolo ba tsebo ka polelo ya sepedi ka seo e leng sona Mphatong wa le sometee (11), polelong ya tlatselletso ya bana ba mphato wa lesometee ka go bala ga taodisho. Go nyakega di nyakisiso ka mekgwa yeo oka e berekisang ke bana ba Mphato wa lesometee polelong ya tlatselletso. Go thuto yeo e tiilego batseakarolo ba masome a mararo (30) ba polelo ya tletselletso e leng bana ba sekolo bao ba kgethilweng ka mokgwa wa dinyakisiso tse di ntshitswego. Go humana palo ya mannete, dihlahlobo tse pedi (2) tseo ditlago go lekanetsa bogolo le bophara ba tsebo ya go bolela le go bala taodisho e filwe batseakarolo kamoka. Go humana maikemisetso a pele (1). Tseo di ikemetsego di bolelwe, le hlahlobo ya polelo ya mantswe eo e lekanyetsago polelo ka bophara e berekishitswe. Seo se ikemetsego e be ele go bala teko ya taodiso ye batseakarolo ba kgopetsweng go bala ditemana le go araba dipotsiso tse mmalwa tseo dikgethilweng. Dipoelo tseo di humanwego gotswa go dipalo tsa tseo ditserweng ka bophara le go bolela ga polelo kapa yona tsebo ya polelo yeo e ralokileng karolo e bohlokwa go polelo ya tlatselletso go baithuti ka go bala taodiso yeo e tsereng karolo ka bophara kapa bogolo ba tsebo ya polelo e dira gore go be bohlokwa gotseyeng karolo. Dipoelo go tswela pele di bontsha bogolo le bophora ka tsebo polelo di ya kopana di ya tsamaisana nang ka tsela ya maleba, Baithuti ba palo ya godimo bao ba nang le tsebo ya polelo yeo e tibileng ka mantswe le bona baya amega. Gotswa go dinyakisiso tseo di fitisisago go humanwe gore dipalopalo go tswa go dihlopa tse sesawi tseo kapa bao batsereng karolo ka mekgwa ya nyakisiso kapa tsebo ya polelo yeo e berekisitswego go bana ba Mphato wa bo lesometee (11) polelong ya tlatselletso e hlagisa gore go bohlokwa gore bogolo ba baithuti bainyakisisetse ka tsebo ya mekgwa ya polelo. Dipoelo di bontsha thuto ya polelo go barutegi bao barutiwago ba filwe monyetla wa go ithuta le go tsea karolo go mekgwa ya go ithuta e fapaneng. / Mokgwa ona o tswakilweng wa ho hlahloba karolo ya puo ya Senyesemane ka ho bala kutlwisiso ya diithuti tsa Sekolo sa Pele sa Puo ea Senyesemane sa Pele (EFAL) seprofinseng sa Free State seterekeng sa Fezile Dabi, Arika Borwa. Phuputso ya morao tjena ke boiteko ba ho bona hore na bophara le botebo ba tsebo wa mantswe di na le sebopeho sa ho bala sekolo sa EFAL, mme ho hlahloba e nngwe ya mefuta ena, ke hore, bophara kapa botebo ba tsebo ya mantswe, e etsa monehelo wa bohlokwa haholwanyane ho bala kutlwisiso. E boetse e leka ho batlisisa mekgwa ya ho ithuta ya mantswe (VLT) e sebediswang ke barutwana ba 11 EFAL. Bakeng sa dipatlisiso tse ngata, barupeluwa ba thuto ba ne ba e-na le diithuti tse mashome a mararo tsa EFAL tse kgethilweng di thehilwe ho sampole e fumanehang. Ho bokella boitsebiso bo nepahetseng, diteko tse pedi tse lekanyang le bophara ba tsebo ya mantswe (Karolo ya A le Section B) mme kutlwisiso ya ho bala e ne e tsamaiswa ho bohle ba barupeluwa. Ho finyella sepheo sa yona 1, mefuta e mmedi e ikemetseng, e leng. Tlhahlobo ya disebediswatsa vocabulary (VLT) e lekanyang tekanyao ya mantswe le Testing (WAT) e lekanyang e tibeleng ya mantswe e sebedisitsweng. Jwale, moelelo o itshetlehile ka ho bala teko ya kutlwisiso eo barupeluwa ba ileng ba koptjoa hore ba bale dipatlisiso le ho araba dipotso tse ngata. Diphello tse fumanweng ha ho hlahlojwa boitsebiso bo bontshiitse hore ho tseba hore boitsebiso bo bongata bo tebileng le bobopeho ba tsebo ya mantswe bo phetha karolo ya bohlokwa haholo. Diphello di ile tsa tswela pele ho senola hore tsebo le tsebo ya tsebo di tsamaisana hantle, ke hore, baithuti ba neng ba e-na le boholo ba di-vocabulary bana le tsebo e tebileng ya mantswe, hape. Jwale dithuto tse tswang thupelong ya boleng bo thehilweng boitsebisong ba dihlopha tse robedi tsa dipuisano tsa dihlopha tsa dipuisano ka sehlopha sa VLS se sebedisitsweng ka dihlopha tsa bo 11 ba EFAL di bontsha hore ke habohlokwa ho hlahloba le ho atolosa tsebo ya diithuti tsa ho ithuta tsebo. Hape, diphello di bontsha hore barupeluwa ba ka nka boikarabelo ba ho ithuta mantswe ha nako e telele matichere a ntse a kwetliswa mme jwale a ba fa menyetla ya ho ithuta le ho sebeisa manqheka. / Language Education, Arts and Culture / D. Phil. (Education)

Abstracts in English, Xhosa and Sotho / The purpose of this study was to analyse the role of critical thinking in the teaching and learning of History in three selected secondary schools in Masvingo urban area, Zimbabwe. The study focused on the challenges Form III learners faced regarding critical thinking. The findings of the research could assist to reveal the role of critical thinking in the secondary education system of Zimbabwe and other countries. A qualitative study method adopting the interpretive phenomenological approach was employed for the purpose of discovering participants’ experiences. The method was the most appropriate for the study since it enabled the researcher to assess the attitudes of teachers and learners to critical thinking. It also assessed their experiences with the development of critical thinking in the History learners in secondary schools. The study used semi-structured interviews, focus group interviews, lesson observations and document analysis to generate data. The study’s main findings reflected a lack of critical thinking among learners in secondary schools in Masvingo urban area in Zimbabwe. The development of critical thinking was negatively affected by three major categories of factors. These are: (a) the characteristics of the teaching and learning environment such as deficiency in teaching and learning resources, inadequate infrastructure and poor learning and teaching routines; (b) personal factors connected to the negative attitudes and lack of motivation of teachers and learners to critical thinking; and (c) policyrelated matters being an obstacle to learners’ development of critical thinking such as policies that embrace enrolment of learners, the History syllabus, the system of public examinations and the creation of the examination-oriented education system. The study revealed that several approaches such as the provision of essential learning resources and the improvement of teacher motivation could enhance effective implementation of critical thinking in the curriculum of Zimbabwe’s secondary schools. The study also revealed that including critical thinking in the curriculum could contribute positively to the improvement of the Zimbabwean education system. The study recommends that the Zimbabwean government, Ministry of Primary and Secondary Education, the secondary school authorities, universities and teachers’ training colleges and Zimbabwe’s Schools’ Examination Council work together to develop critical thinking among learners in Zimbabwean secondary schools. / Xikongomelo xa ndzavisiso lowu i ku xopaxopa hi ndzima ya ku ehleketa hi vuenti eka ku dyondzisa na ku dyondza Matimu eswikolweni swa sekondari swinharhu leswi nga hlawuriwa endhawini ya doroba eMasvingo eZimbabwe. Ndzavisiso wu tshikilela eka mintlhontlho leyi vadyondzi va Form III va langutanaku na yona ya ku ehleketa hi vuenti. Leswi kumekaku eka ndzavisiso swi nga pfuneta ku kombisa ndzima ya ku ehleketa hi vuenti eka dyondzo ya sekondari eZimbabwe na matiko man'wana. Methodi wa ndzavisiso wa qualitative lowu tekelaku eka interpretive phenomenological approach ku tirhisiwe wona hi xikongomelo xa ku kuma mintokoto ya vakhomaxiavo. Methodi a wu fanele swinene eka ndzavisiso hikuva wu kotise muendli wa ndzavisiso ku kambela mavonelo ya mathichara na vadyondzi eka ku ehleketa hi vuenti. Wu tlhele wu kambela mintokoto ya vona hi nhluvuko wa ku ehleketa hi vuenti eka vadyondzi va Matimu eswikolweni swa sekondari. Ndzavisiso wu tirhise ti-semistructured interview, wu tshikilela na le ka ti-interview ta ntlawa, ku langutisa kunene leswi endlekeka eka tidyondzo na ku dokumenta vuxopaxopi ku endla vutivi. Swikulukumba leswi kumiweke eka ndzavisiso swi kombise ku pfumaleka ka ku ehleketa hi vuenti exikarhi ka vadyodnzi eswikolweni swa sekondari endhawini ya doroba ra Masvingo eZimbabwe. Ku hluvukisa ku ehleketa hi vuenti swi khumbeke hi ndlela yo biha hikokwalaho ka swilo swinharhu swa nkoka. Swona hi leswi: (a) swihlawulekisi swa mbangu wa ku dyondzisa na ku dyondza swo fana na nkalo wa swihlovo swa swipfuneto eka ku dyondzisa na ku dyondza, ku kala ka infrastrakchara na matirhiselo ya le hansi ya maendlelo ya ku dyondza na ku dyondzisa; (b) swilo swa vanhu xiviri leswi khumbanaka na mavonelo yo ka ya nga ri lamanene, na ku pfumaleka ka nsusumeto wa nhlohlotelo eka mathicara na vadyondzi eka ku ehleketa hi vuenti; na (c) swilo leswi fambelanaka na swa pholisi leswi swi nga swihingakanyi eka nhluvukiso wa vadyondzi eka ku ehleketa hi vuenti swo fana na tipholisi leti ti angarhelaka ku tsarisa ka vadyondzi, silabasi ya Matimu, sisteme ya makambelelo ya vadyondzi va mfumo, na ku endliwa ka sisteme leyi fambelanaka na nkambelo eka sisteme ya dyondzo. Ndzavisiso wu paluxe leswo matirhelo yo hambana yo fana no nyiketa swihlovo swa swipfuneto eka ku dyondza na ku antswisa nsusumeto wa nhlohlotelo eka mathicara swi nga antswisa tirhelo lerinene eka ku ehleketa hi vuenti eka kharikhyulamu ya swikolo swa sekondari eZimbabwe. Ndzavisiso wu tlhele wu paluxa leswo ku katsa ku ehleketa hi vuenti eka kharikhyulamu swi nga pfuneta hi vuyelo byo antswa eka sisteme ya dyondzo ya Zimbabwe. Ndzavisiso wu bumabumela leswo mfumo wa Zimbabwe, va vulobye bya Dyondzo ya Prayimari na Sekondari, vafumi wa swikolo swa sekondari, tiyunivhesiti na tikholichi ta ku letela mathicara na huvo ya Zimbabwe ya vukamberi bya swikolo swa sekondari ku nga Zimbabwe's Schools Examination Council, va fanele ku tirhisana eka ku hluvukisa ku ehleketa hi vuenti eka vadyondzi va swikolo swa sekondari eZimbabwe. / Maikemišetšo a dinyakišišo tše ebile go sekaseka tema ye e kgathwago ke go nagana ka tsinkelo ka go ruteng le go ithuta thuto ya Histori ka dikolong tše tharo tšeo di kgethilwego ka lefelong la motsesetoropo la Masvingo, ka Zimbabwe. Dinyakišišo di nepišitše kudu ditlhohlo tšeo baithuti ba Foromo ya III ba ilego ba lebana le tšona mabapi le go nagana ka tsinkelo. Dikutollo tša dinyakišišo di ka thuša go utolla tema ye e kgathwago ke go nagana ka tsinkelo ka lenaneo la thuto ya dikolo tše di phagamego tša Zimbabwe le ka dinageng tše dingwe. Mokgwa wa dinyakišišo wa boleng wo o dirišago mokgwa wa go hlatholla seemo o šomišitšwe ka maikemišetšo a go utolla maikutlo a bakgathatema. Mokgwa wo o bile maleba kudu go dinyakišišo tše ka ge o kgontšhitše monyakišiši go sekaseka maikutlo a barutiši le a baithuti mabapi le go nagana ka tsinkelo. O sekasekile gape maitemogelo a bona mabapi le go tšweletša go nagana ka tsinkelo ga baithuti ba thuto ya Histori ka dikolong tšeo di phagamego. Dinyakišišo di šomišitše dipoledišano tšeo dipotšišo tša gona di nyakago gore baarabi ba fe mabaka, dipoledišano le dihlophanepišo, ka ditekodišišo tša thutišo le tshekatsheko ya dingwalwa ka nepo ya go tšweletša tshedimošo. Dikutollokgolo tša dinyakišišo di laeditše tlhokego ya go nagana ka tsinkelo magareng ga baithuti ka dikolong tšeo di phagamego ka lefelong la metsesetoropo la Masvingo ka Zimbabwe. Go tšweletša go nagana ka tsinkelo go amilwe gampe ke mabaka a mararo a magolo. Wona ke: (a) dikokwane tša seemo sa go ruta le go ithuta tša go swana le tlhaelelo ya methopo ya go ruta le ya go ithuta, tlhokego ya mananeokgoparara le mekgwa ye e fokolago ya go ithuta le ya go ruta; (b) mabaka a seng ao a amanago le maikutlo a go se loke le tlhokego ya tlhohleletšo ya barutiši le baithuti go nagana ka tsinkelo; le (c) mabaka a go amana le melawana ao a fetogago ditšhitišo go tšweletšo ya go nagana ka tsinkelo go baithuti go swana le melawana yeo e amogelago go ngwadišwa ga baithuti, lenaneothuto la Histori, tshepedišo ya ditlhahlobo tša dikolo tša mmušo le go hlama ga lenaneothuto leo le theilwego go ditlhahlobo. Dinyakišišo di utollotše gore mekgwa ye mmalwa ya go swana le kabo ya methopo ya go ithuta ye bohlokwa le kaonafatšo ya tlhohleletšo ya barutiši di ka thuša phethagatšo ye e šomago gabotse ya go nagana ka tsinkelo ka go lenaneothuto la dikolo tšeo di phagamego tša ka Zimbabwe. Dinyakišišo di utollotše gape gore go akaretšwa go nagana ka tsinkelo ka go lenaneothuto go ka ba le seabe se sekaone go kaonafatšo ya lenaneothuto la Zimbabwe. Dinyakišišo di šišinya gore mmušo wa Zimbabwe, Kgoro ya Thuto ya Dikolo tša Phoraemari le ya Dikolo tše di Phagamego, bolaodi bja dikolo tše di phagamego, diyunibesithi le dikholetše tša go ruta barutiši le Lekgotla la Ditlhahlobo tša Dikolo tša Zimbabwe di swanetše go šomišana mmogo ka nepo ya go tšweletša go nagana ka tsinkelo gareng ga baithuti ka dikolong tše di phagamego tša Zimbabwe. / Educational Foundations / D. Ed. (Philosophy of Education)

It is evident from the 2015 national employee strike at organisation A that something should be done immediately to regain stakeholders’ (employees, suppliers and customers) trust. Despite good initiatives to engage and retain talent, some employees are still resigning. The study aimed to understand staff experiences on engagement and retention in a Polokwane based telecommunications organisation. A qualitative research approach and an interpretative phenomenological analysis design were used to explore and interpret the lived experiences. In-depth interviews using open-ended questions were employed to collect data from participants, who were purposefully selected. The researcher interviewed seven employees. The main themes helped to summarise the individuals' responses. The following main themes emerged from the proposed employee engagement (EE) model: (i) communication, (ii) motivation, (iii) relationship, (iv) interest, (v) health and welfare, (vi) development and (vii) monetary value. / Megwanto ya boipelaetšo go bašomi ka kakaretšo ye e bilego gona ka 2015 go khampani ya A e bontšhitše gore go pepeneneng gore se sengwe se swanetše se dirwe go tliša tshepho go batšeakarolo (bašomi, batšweletši le badiriši). Le ge go na le maitapišo a poledišano le go se lobe talente, bašomi ba bangwe ba sa tšwelapele go tlogela mošomo. Lebaka legolo la go dira nyakišišo ke go le leka go kwešiša maitemogelo a bašomi mabapi le tshwaragano le go lota khamphani ya tša megala Polokwane. Mokgwa wa dinyakišišo tše di tseneletšego le go hlathollwa ka mokgwa wa ponagalo le popego o somišitšwe go leka le go hlatholla maitemogelo a bona. Dipoledišano tše di tseneletšego go šomišwa dipotšišo tša go nyaka mmono wa bašomi di dirišitšwe go kgoboketša dipalopalo go tšwa go batšeakarolo bao ba kgethilwego ka nepo. Monyakišiši o boledišane le bašomi ba šupa. Kgwekgwe tša taba di thušitše go akaretša diphetolo go tšwa go batšeakarolo ba go fapafapana. Mohlala wo o šišintšwego wa go kgokogana le bašomi o tšweleditše kgwekgwe tše dilatelago: poledišano, tlhohleletšo, kamano, kgahlego, katlego ya tša maphelo, kgatelopelo le boleng bja matlotlo. / Nadat maatskappy A se werknemers in 2015 landswyd gestaak het, moes ingegryp word om die vertroue van belanghebbendes (werknemers, verskaffers en kliënte) in die maatskappy te herstel. Ondanks daadwerklike pogings om bevoegde werknemers aan te stel en te behou, bedank werknemers steeds. Hierdie studie stel ondersoek in na werknemers se siening van die aanstelling en behoud van personeel in die telekommunikasiemaatskappy waarvan die hoofkantoor in Polokwane is. Oop vrae is in-diepteonderhoude aan opsetlik gekose deelnemers gestel om die data in te win. Die navorser het met sewe werknemers onderhoude gevoer. Hulle antwoorde is volgens temas opgesom. Die volgende temas blyk uit die voorgestelde werknemeraanstelling- of WA-model: (i) kommunikasie, (ii) motivering, (iii) verhoudings, (iv) belang, (v) gesondheid en welstand, (vi) ontwikkeling en (vii) monetêre waarde. / Business Management / M. Com. (Business Management)

By placing millions of space sunshades, of the order of 104 m2 at the sub-Lagrangian point L1',between the sun and Earth, solar radiation can be reduced enough to achieve the necessary temper-ature reduction to enable a slow down of the global warming. The vast amount of space sunshadesposes significant challenges on the communication system, as the probability of interference, whichcan distort information, increases with the number of simultaneously communicating units.This thesis aims to design a potential structure for the communication system that minimizesinterference as much as possible. To reduce the number of simultaneously communicating units, thesunshades are arranged in cell formation, where a mother is placed in the center with daughtersaround that only communicate with their specific cell mother. Direct communication betweenthe Earth and space sunshades is not possible as the interference from solar radiation can causesignificant distortion on the signals. Therefore, relay satellites are placed in orbit around thesub-Lagrangian point L1' at a sufficient distance to avoid the effects of solar radiation. Thus, thecommunication between the mothers and Earth is instead routed via the relay satellites. Sincecommunication between such a large number of entities in space has not been investigated before,this approach could provide a possible basic design framework for designing such infrastructure inthe future.

English with Englsih, Northern Sotho and Tsonga summaries / Since the inception of the homestead food garden programme in Gauteng Province, more than 3 000 individuals in the City of Tshwane Region 7 have benefited from the programme. It is not known whether the gardens were actually established after beneficiaries had received the tools from government, or whether the gardens still exist and produce food. The aim of the study was to investigate the contribution of the homestead food garden programme to household food security in Region 7 in the City of Tshwane Metropolitan Municipality. The study population consisted of beneficiaries of the homestead food garden programme from 2013 to 2016 in various wards in the region. The objectives of the study were to determine the socio-demographic characteristics of the beneficiaries; to assess the current status of the homestead food gardens and other support programmes in which the beneficiaries were engaged; to assess the contribution of the homestead food garden programme to household food security (availability, accessibility, utilisation and stability); to ascertain the factors influencing food availability in the households of beneficiaries; and to identify the constraints and benefits of homestead food production. The study used a quantitative research approach involving a survey design. A semistructured questionnaire was used for data collection through face-to-face interviews in the homes of participants. The random sampling technique was employed to acquire a proportionate sample of 258 participants. Data were analysed using the Statistical Package for Social Sciences (SPSS) version 24. The analysis of quantitative data included frequencies, percentages, mean and standard deviation, standard error of mean, a binomial test and the Ordered Logistics Regression (OLR) model. Themes and codes were used to analyse data from open-ended questions (qualitative data) and convert them to frequencies and percentages. The results showed that 73% of women participated and96% participants were Black Africans. Youth participation was 19%. The participants who could read and write because they had received primary, secondary and tertiary education were 84%. The average family size of the respondents was five, ranging between 1 and 47 household members. 83% of the participants relied on social grants (child, old-age and disability grants) from government as their main source of income. 83.3% participants had backyard (homestead) gardens for their households and 26% of participants consumed vegetables from their homestead food gardens. The household expenditure of 74% of participants included the cost of vegetables, which they had to buy regularly. The food availability results showed that 51% and 50% of the participants cultivated their backyard gardens during summer and spring respectively. This implied that there were adequate vegetables in the households of most participants during those seasons. It was discovered that 60% of the participants experienced anxiety and uncertainty because they were worried over the previous four weeks that their households would not have enough vegetables. The coping strategy mostly adopted by 69% of participants was to purchase cheap vegetables when there was lack of vegetables from the gardens. 55% participants consumed vegetables frequently because they either had enough harvests from their backyard gardens or had money to buy vegetables. The factors that positively influenced vegetable availability were participants’ age; the number of support programmes available to them; the existence of backyard gardens; and access to water. Some of the major challenges that systematically hindered homestead food gardens were insects; pests and diseases; crop damage by livestock, birds and rats; a lack of water for irrigation; a lack of production inputs (seeds, chemicals, fertilisers and others); and insufficient space to plant or establish a garden. The study found that the major benefits of the homestead food gardens were the consumption of fresh, healthy vegetables from the backyard garden and saving money by not having to buy vegetables. Based on the results of the current study, it is suggested that youth participation should be bolstered to ensure the future of homestead food gardens as the majority of the participants were older than 35 years. It is also suggested that other support measures should be taken to ensure the continuity of the homestead food garden programme, such as training programmes and access to water, fencing and production inputs (seeds and fertilisers) for homestead food gardeners. / Go tloga mola go thongwago lenaneo la dirapana tša dijo la motsana ka Profenseng ya Gauteng, batho ba go feta ba 3 000 ka Seleteng sa 7 sa Tshwane ba holegile ka go fiwa dithulusi tša serapana, seabe sa tšweletšo le tlhahlo go thoma dirapana tša ka mafuri tša malapa a bona. Ga go tsebege ge eba dirapana dihlomilwe ka nnete morago ga gore baholegi ba amogele dithulusi go tšwa mmušong, goba ge eba dirapana di sa le gona le gore di tšweletša dijo. Dinepo tša dinyakišišo e be e le go nyakišiša seabe sa lenaneo la dirapana tša dijo la motsana go tšhireletšo ya dijo tša lapa Seleteng sa 7 ka Mmasepaleng wa Metropothene wa Toropo ya Tshwane. Bakgathema ba dinyakišišo ba bopilwe ke baholegi ba lenaneo la serapana sa dijo sa motsana go tloga ka 2013 go fihla ka 2016 ka diwateng tša go fapana tša selete. Maikemišetšo a dinyakišišo e be e le laetša dipharologantšho tša batho le leago tša baholegi; go sekaseka maemo a bjale a dirapana tša dijo tša motsana le mananeo a mangwe a thekgo ao baholegi ba bego ba le karolo ya ona; go sekaseka seabe sa lenaneo la serapana sa dijo sa motsana go tšhireletšo ya dijo (khwetšagalo, phihlelelo, tšhomišo le tielelo); go laetša mabaka a go huetša khwetšagalo ya dijo ka malapeng a baholegi; le go hlaola mathata le dikholego tša tšweletšo ya dijo tša motsana. Dinyakišišo di šomišitše mokgwa wa dinyakišišo tša khwalithethifi wa go akaretša popo ya lenaneopotšišo. Lenaneopotšišo le beakantšwego seripa le go šomišetšwa kgoboketšo ya datha ka dipoledišano tša go dirwa go lebelelanwe mahlong ka malapeng a bakgathatema. Thekniki ya tiro ya sampole ya go se kgethe e šomišeditšwe go hwetša sampole ya go lekanetšwa ya bakgathema ba 258. Datha di sekasekilwe ka go šomiša tlhalošo ya 4 ya Statistical Package for Social Sciences (SPSS). Tshekatsheko ya datha ya khwalithethifi e akareditše dikelo, diphesente, palogare, phapano ya tekanetšo, phošo ya tekanetšo ya palogare, teko ya phapano le mmotlolo wa ponelopele ya diphetogo. Dikgwekgwe le Dikhoute di šomišitšwe go sekaseka datha go tšwa go dipotšišo tše di bulegilego (datha ya khwalithethifi) le go di fetolela go dikelo le diphesente. Dipoelo di laeditše gore phesente ya godimo (73%) ya basadi e kgathile tema. Bontši (96%) e bile baarabi e bile Maafrika a Bathobaso. Kgathotema ya baswa e be e le ka fase ga 19%. Bontši (84%) bja baholegi bo be bo kgona go bala le go ngwala gobane ba amogetše thuto ya poraemari, sekontari le ya godimo. Bogolo bja lapa bja palogare ya baarabi e be e le hlano, go tloga gare ga tee le 47 ya maloko a lapa. Karolo ye kgolo (83%) ya baarabi ba tshephile dithušo tša leago (dithušo tša bana, botšofadi le bogolofadi) go tšwa mmušong bjalo ka mothopo wa bona wo mogolo wa letseno gomme bontši (83.3%) bo be bo na le dirapana (motsana) tša ka mafuri tša malapa a bona. Go tloga go ponego ya tšhireletšo ya dijo, dipoelo di laeditše gore 26% ya baarabi ba ja merogo ya go tšwa ka dirapaneng tša dijo tša motsana wa bona. Ditshenyegalelo tša lapa tša bontši (74%) bja baarabi di akareditše tshenyegelo ya merogo, yeo ba bego ba swanela ke go e reka kgafetša. Dipoelo tša khwetšagalo ya dijo e laeditše gore 51% le 50% ya baarabi ba lemile dirapana tša ka mafuri a bona nakong ya selemo le seruthwane ka tatelano, seo se rago gore go bile le merogo ye e lekanego la malapeng a baarabi ba bantši dihleng tšeo. Ka go realo go utulotšwe gore, mabapi le phihlelelo ya dijo, bontši (60%) bja baarabi ba itemogetše tlalelo le pelaelo bjalo ka ge ba laeditše gore ba be ba hlobaela mo dibekeng tše nne tša go feta gore malapa a bona a ka se be le merogo ye e lekanego. Leano la go laola le le amogetšwego gagolo ke bontši (69%) bja baarabi go kgonthišiša tielelo ya dijo e be e le go reka merogo ka theko ya fase ge go sena merogo go tšwa ka dirapaneng. Mabapi le tielelo ya dijo, bontši (55%) bja bakgathatema ba be ba e ja merogo kgafetša gobane ba bunne tše di lekanego go tšwa dirapaneng tša ka mafuri a bona goba ba bile le tšhelete ya reka merogo. Mabaka ao a hueditšego khwetšagalo ya merogo gabotse e bile mengwaga ya baarabi; palo ya mananeo a thekgo ao ba ka a fihlelelago; go ba gona ga dirapana tša ka mafuri; le phihlelelo ya meetse. Tše dingwe tša ditlhohlo tše kgolo tšeo di tshwentšego ka botlalo dirapana tša dijo ka motsaneng e bile dikhunkhwane; disenyi le malwetši, tshenyo ya dibjalo ka leruo, dinonyana le magotlo; tlhokego ya meetse a go nošetša; tlhokego ya ditshepetšo tša tšweletšo (dipeu, dikhemikale, manyora le tše dingwe); le sekgoba se lekanego go bjala le go hloma serapana. Dinyakišišo di hweditše gore dikholego tše kgolo tša dirapana tša dijo tša motsana e be e le go ja merogo ye meswa, ye mebotse go tšwa ka serapaneng sa ka mafuri le go boloka tšhelete ka go se reke merogo. Go ya ka dipoelo tša dinyakišišo tša bjale, go šišintšwe gore kgathotema ya baswa e swanetše go thekgwa go kgonthišiša bokamoso bja dirapana tša dijo tša motsana ka ge bontši bja bakgathatema ba be ba le bogolo bja mengwaga ya ka godimo ga 35. Gape go šišintšwe gore dikelo tša thekgo tše dingwe di swanela go tšewa go kgonthišiša tšwelopele ya lenaneo la serapana sa dijo sa motsana, go swana le mananeo a tlhahlo le phihlelelo ya meetse, legora le production inputs (dipeu le manyora) ya boradirapana tša dijo tša motsana. / Ku sukela loko ku sunguriwe nongonoko wa swirhapa swa swakudya eka Xifundzhankulu xa Gauteng, vanhu vo tlula nhlayo ya 3 000 eTshwane eka Region 7 va vuyeriwile hi ku pfunetiwa hi mathulusi ya swirhapa, swipfuneto swo rima na vuleteri ku sungula swirhapa lomu majaratini ya miti ya vona. A swi tiveki loko swirhapa swi sunguriwe endzhaku ka loko vavuyeriwa va amukerile mathulusi eka mfumo, kumbe leswo xana swirhapa leswi swa ha ya emahlweni no rima swakudya. Xikongomelo xa ndzavisiso lowu wa tidyondzo a ku ri ku endla vulavisisi hi ndlela leyi nongonoko wa swirhapa swa swakudya wu pfunetaku hi yona eka ku sirheleleka hi swakudya eka Region 7 eka Masipala wa Dorobankulu ra City of Tshwane Metropolitan Municipality. Vanhu lava a ku dyondziwa hi vona a va katsa vavuyeriwa va nongonoko wa swirhapa swa swakudya lomu makaya ku sukela hi lembe ra 2013 ku fikela hi 2016 eka tiwadi to hlayanyana ta region. Swikongomelo swa ndzavisiso lowu i ku vona muxaka wa vanhu lava nga vuyeriwa; ku kambela xiyimo xa sweswi xa swirhapa swa swakudya na minongonoko yin'wana ya nseketelo laha vavuyeriwa va nga na xiavo eka yona; ku kambela xiavo xa nongonoko wa swirhapa swa swakudya eka ku sirheleleka hi ku kuma swakudya eka mindyangu (ku kumeka, ku fikelela, ku tirhisa, na ku tshamiseka); ku kumisisa mintiyiso kumbe swilo leswi swi nga na nkucetelo eka ku kumeka ka swakudya lomu makaya ya lava vuyeriwaka; na ku vona leswi swi nga swihingakanyi eka mimbuyelo ya ku rima swakudya. Ndzavisiso wu tirhise fambiselo leri vuriwaka quantitative research ku nga ku hlayela leswi a swi katsa dizayini ya survey. Ku tirhisiwe endlelo ra nongonoko wa swivutiso leswi nga tsariwa ku nga semi-structured questionnare ku hlengeleta data hi ku endla ti-interview ta xikandza-na-xikandza emakaya ya lava a va teka xiavo. Ku tirhisiwe thekniki ya random sampling ku kuma mpimanyeto wa proporionate sample eka vanhu va 258 lava a va teka xiavo eka ndzavisiso. Data yi ve yi hlahluviwa hi ku tirhisa Statistical Package for Social Sciences (SPSS) version 24. Nhlahluvo wa quantitative data a wu katsa vungani bya ku humelela ku nga frequences, tiphesente, mean, standard deviation, standard error of mean, binomial test na modlele wa Ordered Logistics Regresion (OLR). Eku hlahluveni ku tirhisiwe tithemes na tikhodi ku kambela data eka swivutiso leswi a swi ri na tinhlamulo to hambana-hambana ku nga open-ended questions (qualitative data) na ku swi hundzuluxa ku va swikombisa leswo swi endleke kangani (frequencies) na tiphesente ta ku endleka. Vuyelo byi kombise tiphesente ta le henhla eka vamanana hi (73%) lava a va ri na xiavo. Vunyingi bya vanhu lava a va hlamula swivutiso a ku ri Vanhu va Vantima va Ma-Afrika. Xiavo xa lavantshwa a xi ri ehansi ka 19%. Vunyingi bya vavuyeriwa (84%) a va kota ku hlaya no tsala hikuva a va kumile dyondzo ya prayimari, sekondari na ya le tikholichi na tiyunivhesiti. Mpimanyeto wa nhlayo ya vanhu va mindyangu a ku ri vanhu va ntlhanu, ku sukela eka wun'we ku fikela eka swirho swa 47 eka ndyangu. Ntsengo wa le henhla wo ringana (83%) wa vahlamula swivutiso i vanhu lava va hanyaka hi mpfuneto wa mali ya mfumo eka vanhu (ku nga xipfuneto xo wundla vana, mudende wa vadyuhari, na mpfuneto eka vo lamala) ku suka eka mfumo tani hi mali leyi nghenaka leyi va tshembeleke eka yona ngopfu kasi vunyingi bya vona (83.3%) va na swirhapa (lomu makaya) emitini ya vona. Mayelana na ku sirheleleka hi swakudya, vuyelo byi kombise leswo 26% wa vahlamuri va swivutiso va dya miroho yo huma eka swirhapa swa swakudya swa vona. Mpimanyeto wa mali lowu tirhisiwaka hi mindyangyu yo tala ku nga (74%) wa vahlamuri va swivutiso va katse ntsengo wa nxavo wa miroho, leyi va yi tirhisaka ku xava hi mikarhi na mikarhi. Vuyelo bya ku kumeka ka swakudya wu kombe leswo 51% wa vahlamuri va swivutiso va rima swakudya swa vona lomu swirhapeni swa le makaya ya vona hi nkarhi wa ximumu na hi nkarhi wa ximun'wana, leswi swu vulaka leswo a ku ri na miroho yo ringanela eka miti eka vahlamuri votala va swivutiso hi mikarhi ya tisizini leti. Ku ve ku kumeka leswaku mayelana na ku kumeka ka swakudya, vunyingi lebyi nga (60%) wa vahlamuri va swivutiso va karhateka na ku va va nga ri na ku tiyiseka hikuva va kombise leswo va xaniseka eka mavhiki ya mune lama nga hundza leswo mindyangu ya vona yi nga ka yi nga vi na miroho yo ringanela. Leswi vunyingi byi swi endleka ku ringeta ku hanya eka xiyimo lexi, vunyingi byi nga (69%) wa vahlamuri va swivutiso va vule leswo va xava miroho ya ntsengo wa nxavo wa le hansi loko ku nga ri na miroho eswirhapeni swa vona. Mayelana na ku tshamiseka hi swakudya, vunyingi bya vahlamuri va swivutiso (55%) va dya miroho hakanyingi hikuva va ri na ntshovelo wo ringanela eka swirhapa swa miroho ya vona kumbe hikuva va ri na mali yo xava miroho. Swilo leswi nga na nkucetelo lowunene hi ku kumeka ka miroho, ku ve malembe ya vukulu bya vahlamuri va swivutiso; nhlayo ya minongonoko ya nseketelo eka vona; vukona bya swirhapa swa miroho lomu makaya; na ku kumeka ka mati. Swin'wana swa mintlhontlho leyikulu leyi nga nkavanyeto eka swirhapha swa swakudya i switsotswana na vuvabyi ya swimila; ku onhiwa ka swibyariwa hi swifuwo; swinyenyane na makondlo; ku pfumaleka ka mati yo cheleta; ku pfumaleka ka swipfuneto swo rima (ku nga timbewu, tikhemikali, swinonisi na swin'wana swo tano); ku ka vanhu va nga ri na ndhawu yo ringanela ku byala kumbe ku endla swirhapa. Ndzavisiso wa dyondo wu kume leswo vunyingi bya vavuyeriwa eka swirhapa swa swakudya ku ve ku kota ku va na miroho ya furexe, miroho leyi nga na rihanyu eka swirhapa swa vona lomu makaya no hlayisa mali hikuva va nga xavi miroho. Hi ku landza vuyelo bya ndzavisiso wa dyondo wa sweswi, ku ringanyetiwa leswaku ku fanele ku khutaziwa ku va na xiavo ka vantshwa ku tiyisa vumundzuku bya swirhapa swa miroho, hikuva vunyingi bya lava va nga na xiavo a ku ri vanhu va malembe ya le henhla ka 35 hi vukulu. Ku pimanyetiwa na leswo ku fanele ku va na tindlela tin'wana to seketela ku tiyisa leswo nongonoko wa swirhapa swa swakudya wu ya emahlweni, ku endliwa ka swilo swo fana na minongonoko ya vuleteri, ku biyela swirhapa hi mifensi na swipfuneto swo byala (swo fana na timbewu na swinonisi eka swirhapa swa swakudya lomu makaya. / Agriculture and  Animal Health / M. Sc. (Agriculture)