The 1920s represented a time of tension in America. Throughout the decade, marginalized groups created competing versions of a proper citizen. African-Americans sought to be included in the national fabric. Racism encouraged solidarity, but black Americans did not agree upon one method for coping with, and hopefully ending, antiblack racism. White women enjoyed new privileges and took on more roles in the public sphere. Reactionary groups like the Ku Klux Klan found these new voices unsettling and worrisome and celebrated a white, nativeborn, Protestant and male vision of the American citizen. Simultaneously, technological innovations allowed for advertising to flourish and spread homogenizing information regarding race, gender, values and consumption across the nation. These advertisements selectively represented these changes by channeling them into pre-existing prescriptive ideology. Mainstream ads, which were created by whites for white audiences, reinforced traditional ideas regarding black men and women and white women’s roles. Even if white women were featured using technology or wearing cosmetics, they were still featured in prescribed roles as housekeepers, wives and mothers who deferred to and relied on their husbands. Black women were featured in secondary roles, as servants or mammies, if at all. Concurrently, the black press created its own representations of women. Although these representations were complex and sometimes contradictory and had to reach multiple audiences, black-created ads featured women in a variety of roles, such as entertainers, mothers and business women, but never as mammies. Then, in a decade of increased tensions, white-created ads relied on traditional portrayals of women and African-Americans while black-designed ads offered more positive, although complicated, visions of womanhood.

Объектом исследования являются ионообменные смолы Lewatit TP 260 и КУ-2×8 в форме Al3+. Цель работы – насыщение катионитов ионами металла (Al3+) и изучение их сорбционной способности по отношению к ионам фтора. В работе проведены теоретические и лабораторные исследования по сорбции фтора на Lewatit TP 260 и КУ-2×8 в Al-форме. Рассмотрен механизм сорбции фтора на катионитах с разными функциональными группами. / The object of the study is Lewatit TP 260 and KU-2×8 ion-exchange resins in the form of Al3+. The purpose of this work is the saturation of cation exchangers with metal ions (Al3+) and the study of their sorption ability with respect to fluorine ions. In this paper, theoretical and laboratory studies on fluorine sorption on Lewatit TP 260 and KU-2×8 in Al-form were carried out. The mechanism of fluorine sorption on cationites with different functional groups is considered.

No description available.

Les classificateurs ga (cl. 16), ku (cl. 17) et mu (cl. 18) marquent respectivement les valeurs de « contact », de « distance » et d’« intériorité » : a) lorsqu’ils sont préfixés à la base ‑úma /endroit/ ; b) lorsqu’ils apparaissent dans le verbe conjugué ou préfixés aux thèmes des déterminants ; c) lorsqu’ils sont suivis d’un nom en isolation ; d) ou lorsqu’ils ils sont suivis d’un verbe.Bu (cl. 14) marque en outre une valeur « abstraite » lorsqu’il se combine avec des bases lexicales ; il exprime le temps, la comparaison et la cause, lorsqu’il est préfixé aux thèmes des déterminants ; il sert en troisième lieu à marquer l’hypothèse lorsqu’il est employé sous la forme d’un morphème libre. / Classifiers ga (cl. 16), ku (cl. 17) and mu (cl. 18) express respectively “contact”, “distance” and “interiority”: a) when they are prefixed by ‑úma /place/; b) when they appear in conjugated verbs or are prefixed by themes of determinants; c) when they are followed by a name in the form of a free morpheme; d) or when they are followed by a verb. Bu (cl. 14) expresses, in addition, “abstract” value when it is combined to lexical bases; when it is prefixed to the themes of determinants, it carries temporal, comparative and causal values; it serves thirdly to mark the hypothesis in the form of a free morpheme.

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)

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)

Abstracts in English, Afrikaans, Zulu, Tsonga and Portuguese / The purpose of the study was to develop a model of attitudes toward digital banking, by exploring the relationship between values, culture, the diffusion of innovation and the Technology Acceptance. In addition, actual behaviour in the use of digital banking, as well as the moderating effects of gender, age, education level, income, and urban versus rural backgrounds, was included to provide additional insights into the financial services market in Maputo, Mozambique. A quantitative survey with a convenience sample (n = 403) of bankable individuals (male and female) between the ages of 21 and 60, was conducted from 2015–2018. The findings revealed significant relationships between the variables included in the empirical model. Structural equation modelling indicated that the data were a good fit, resulting from the use of a correlations-derived measurement model. These findings provide new insights into the development of tailor-made digital banking actions to drive usage in different segments, which will contribute to the body of knowledge on consumer behaviour and digital banking adoption and use. / Hierdie studie se doel was om ’n model van ingesteldhede teenoor digitale bankwese te ontwikkel deur ondersoek in te stel na die verband tussen waardes, kultuur, die diffusie van innovering en die aanvaarding van tegnologie. Werklike gedrag wanneer digitale bankwese gebruik word, asook die modererende effek van gender, ouderdom, onderwysvlak, inkomste en stedelike teenoor plattelandse agtergrond, is ingesluit om bykomende insigte te verkry in die finansiëledienstemark in Maputo, Mosambiek. ’n Kwantitatiewe opname met ’n gerieflikheidsteekproef (n = 403) van bankbare individue (manlik en vroulik) tussen die ouderdomme 21 tot 60, is in die tydperk 2015 tot 2018 onderneem. Die bevindinge toon dat daar beduidende verbande is tussen die veranderlikes wat by die empiriese model ingesluit word. Die modellering van strukturele vergelykings toon dat die data goed gepas het omdat ’n korrelasie-afgeleide metingsmodel gebruik is. Hierdie bevindinge lei tot nuwe insigte in die ontwikkeling van pasgemaakte digitalebankwese-aksies om gebruik in verskillende segmente aan te dryf. Dit sal bydra tot die bestaande kennis van verbruikersgedrag en die aanvaarding en gebruik van digitale bankwese. / Inhloso yalolu cwaningo bekuwukwenza imodeli yendlela yokubona mayelana nokusebenzisa ibhangi ngendlela yedijithali, ukuhlola ubudlelwane phakathi kwama-value, usiko, ukusabalala kobuqambi kanye nokwamukelwa kwetheknoloji. Nangaphezu kwalokho, indlela yokuziphatha ekusebenziseni ibhangi ngendlela yedijithali, kanye nemiphumela ethobayo yobulili, iminyaka yobudala, izinga lemfundo, ingeniso, kanye nokuqhathanisa abasemadolobheni nabasemakhaya, kwabandakanywa ukuhlinzeka ngemibono engezelelekile kwimakethe yamasevisi ezezimali eMaputo eMozambique. Kwenziwe inhlolovo ngobuningi ngesampuli ye-convenience (n = 403) wabantu abasebenzisa ibhangi (abesilisa nabesimame) abaphakathi kweminyaka engu 21 kanye nengu 60 kwenziwe ukusukela ku 2015–2018 Imiphumela iveza ubudlelwane obubalulekile phakathi kwezinto ezehlukene ezibandakanya imodeli yobufakazi obubambekayo. I-structural equation modelling ikhombise ukuthi ulwazi belungoluhambisana kahle, ngokuvela kumphumela wokusebenzisa i-correlations-derived measurement model. Okutholakele kunikeza imibono emisha ngokukuthuthukiswa kwezinyathelo zokusebenzisa ibhangii ngendlela yedijithali okuhlinzekelwa abantu ngokuhambisana nabo, ukuphakamisa ukusetshenziswa ngabantu bemikhakha ehlukene, lokhu okuthela esivivaneni kumthamo wolwazi ngendlela yokuziphatha kwabasebenzisi, kanye nokwamukelwa kokusebenzisa ibhangi ngendlela yedijithali kanye nokusetshenziswa. / O presente estudo tinha como objectivo desenvolver um modelo de atitudes em relação à banca electrónica explorando a relação entre os Valores, a Cultura e a Difusão da Inovação e Aceitação de Tecnologias. Além disso, o comportamento real relacionado com o uso de serviços da banca electrónica, assim como o efeito moderador do género, idade, nível de escolaridade, rendimentos e os contextos urbano versus rural foram incluídos para permitir melhor compreensão do mercado de serviços financeiros de Moçambique (Maputo). De 2015 a 2018, fez-se um inquérito quantitativo em uma amostra de conveniência (n = 403) de indivíduos bancáveis (masculinos e femininos) com idades compreendidas entre os 21 e os 60 anos. Os resultados revelaram relações significativas entre as variáveis incluídas no modelo empírico. A modelagem de equações estruturais indicou um bom número de dados, o que resultou num modelo canónico de medição derivada de correlações. Ademais, faz-se uma exposição e interpretação de achados sensíveis sob o ponto de vista ético no contexto de banca electrónica baseado no consumidor. Estes achados servirão de base para um novo conhecimento para o desenvolvimento de acções de banca electrónica personalizadas com vista a incentivar o uso em diferentes segmentos, o que acrescentará valor ao conhecimento actual sobre o Comportamento do Consumidor e a utilização de serviços de banca electrónica. / Xikongomelo xa dyondzo leyi a ku ri ku hlamusela malangutelo ya vanhu ehenhla ka ku tirhisiwa ka bangi ya internet hi ku kambisisa vuxaka lebyi nga kona exikarhi ka Mikhuva, Ndhavuko ni ku Haxiwa ka Switirhisiwa Swintswha ni leswi thyiwaka ku amukeriwa ka thekinoloji. Ku engetela kwalaho, ku katsiwile mikhuva ya vhanu ehenhleni ka ku tirhisa bangi ya internet, ku katsa ni vuyelo leri ringaniselaka ro va munhu a ri wanuna kumbe wansati, ntanga, dyondzo, muholo, ni leswaku u tshama dorobeni kumbe emakaya, leswaku ku twisisiwa hi vuenti leswaku mintirho ya swa timali yi tshamise ku yini eMozambique (Maputo). Nxaxamelo wa swivutiso swo teka tinhlayo wu tirhisiwile eka ntlawa lowu voniweke wu ringana (n = 403) wa vanhu lava nga tirhisaka bangi (va xinuna ni va xisati), lava nga ni 21 ku ya ka 60 wa malembe ku sukela 2017 ku ya ka 2018. Tinhlamulo ti kombe leswaku ku ni ku yelana lokukulu exikarhi ka swivutiso leswi katsiweke eka xivumbeko xo hlamusela ha xona. Structural equation modelling yi kombe leswaku ku ni mihandzu yo tala, leswi endleke leswaku ku va ni xivumbeko lexi se xi tiviwaka xa mpimo lowu taka hi ka ku yelana ka swilo (correlations-derived measurement model). Mihandzu leyi yelanaka ni swilo leswi khumbaka mahanyela lamanene leswi lavaka ku voniwa hi vukheta na yona ya vikiwa yi tlhela yi hlamuseriwa hi ku landza matirhelo ya bangi ya internet hi ku ya vatirhisi va yona. Mihandzu leyi yi ta tisa vutisi byintswha leswaku ku makiwa mintirho ya bangi ya internet leyi tivaka ku tsakisa mutirhisi leswaku ku engeteriwa ku tirhisiwa ka yona exikarhi ka mintlawa yo hambana, leswi na swona swi nga ta engetela vutivi ehenhleni ka Mikhuva ya Vatirhisi ni matirhiselo ya bangi ya internet. / Industrial and Organisational Psychology / Ph. D. (Industrial and Organisational Psychology)

Abstract in English, Xhosa and Southern Sotho / This study was about the lack of uniform financial reporting guidelines to be used by South African School Governing Bodies (SGBs) in preparing their financial statements and financial records, which resulted in the inconsistencies and the lack of comparability in the financial statements of section 21 schools. The researcher aimed to develop recommended practice guidelines to be used by SGBs of public schools in South Africa when preparing their financial statements. The research was conducted through a qualitative approach using document analysis, supplemented by individual interviews. Provincial guidelines and selected schools’ financial statements were analysed. Schools’ principals, finance officers, auditors, School Governing Body treasurers, as well as districts officials were interviewed. The participants were selected using a purposive sampling method. Without generalising, the findings revealed that the existing provincial guidelines as well as the financial statements of the selected schools, are not consistent. The inconsistencies affect the comparability of the financial information negatively and that may also have negative impact on the reliability of financial information. The findings from the interviews, supported by the literature review, revealed that there is a need for uniform guidelines in terms of preparation of schools’ financial statements. The findings also revealed that the majority of SGBs opt for the examination of accounting records and financial statements instead of the audit thereof. Recommended practice guidelines were developed using information acquired through the literature review and the data acquired through document analysis and interviews. The study recommended amongst others that a further study be conducted on the effectiveness of financial management training in addressing the financial reporting challenges of South African public schools and whether the examination (instead of audit) of schools’ financial records and financial statements should still be acceptable. / Thutopatlisiso eno e batlisisitse go tlhokagala ga kaedi e e tshwanang ya dipegelo tsa ditšhelete e e ka dirisiwang ke Makgotlataolo a Dikolo tsa Aforikaborwa (diSGB) fa a baakanya dikanego tsa ona tsa ditšhelete mmogo le direkoto tsa ditšhelete, e leng se se bakileng gore go se nne le go tsamaelana le tlhaelo mo ntlheng ya tshwantshanyego ya dikanego tsa ditšhelete tsa dikolo tsa Karolo 21. Maikaelelo a mmatlisisi e ne e le go tlhama kaedi e e tlaa atlenegisiwang ya tiriso e e tlaa dirisiwang ke diSGB tsa dikolo tsa setšhaba mo Aforikaborwa fa di baakanya dikanego tsa tsona tsa ditšhelete. Thutopatlisiso e dirilwe ka mokgwatebo o o lebelelang mabaka go dirisiwa tshekatsheko ya dikwalo, e tshegediwa ke dipotsolotso tsa batho bongwe ka bongwe. Go sekasekilwe kaedi ya porofense le dikanego tsa ditšhelete tsa dikolo tse di tlhophilweng. Go botsoloditswe bagokgo ba dikolo, batlhankedi ba ditšhelete, baruni, batshwaratlotlo ba Makgotlataolo a Dikolo, gammogo le batlhankedi ba dikgaolo. Bannileseabe ba tlhophilwe ka go dirisa mokgwa wa go tlhopha sampole ka maikaelelo. Kwa ntle ga go akaretsa, diphitlhelelo di bontshitse gore kaedi ya ga jaana ya porofense gammogo le dikanego tsa ditšhelete tsa dikolo tse di tlhophilweng, ga di tsamaelane. Go tlhoka go tsamaelana go ama go tshwantshanyega ga tshedimosetso ya ditšhelete ka tsela e e bosula mme seo se ka ama go ikanyega ga tshedimosetso ya ditšhelete. Diphitlhelelo go tswa mo dipotsolotsong, di tshegediwa ke tshekatsheko ya dikwalo, di senotse gore go na le tlhokego ya gore go nne le kaedi e e tshwanang malebana le go baakanngwa ga dikanego tsa ditšhelete tsa dikolo. Gape bontsi jwa diSGB bo itlhophela gore go tlhatlhobiwe direkoto tsa palotlotlo le dikanego tsa ditšhelete go na le gore di runiwe. Go tlhamilwe kaedi ya tiro e e atlenegisiwang go dirisiwa tshedimosetso e e bonweng ka tshekatsheko ya dikwalo le data e e bonweng mo tshekatshekong ya dikwalo le dipotsolotso. Thutopatlisiso e atlenegisitse, gareng ga tse dingwe, gore go nne le thutopatlisiso e nngwe ya nonofo ya katiso ya botsamaisi jwa ditšhelete malebana le go samagana le dikgwetlho tsa dipegelo tsa ditšhelete mo dikolong tsa setšhaba tsa Aforikaborwa gammogo le go bona gore a tlhatlhobo (go na le boruni) ya direkoto tsa ditšhelete le dikanego tsa ditšhelete tsa sekolo e sa ntse e tshwanetse go amogelesega / Ndzavisiso lowu wu lavisise hi makombandlela ya ndlela yo fanana yo endla xiviko xa swa timali leswi swi faneleke ku tirhisiwa hi va Tihuvo ta Vufambisi bya Swikolo eAfrika Dzonga ku nga South African School Governing Bodies (SGBs) ku lulamisela switatimende swa timali na tirhekhodo ta timali, leswi nga vangela leswaku ku va na mafambiselo yo ka ya nga fanani na ku va swilo swi nga pimanyiseki kahle eka switatimende swa timali eka swikolo swa Xiyenge 21. Muendli wa ndzavisiso u ve na xikongomelo xa ku endla xibumabumelo hi maendlelo na makombandlela lama ya faneleke ku tirhisiwa hi ti-SGB ta swikolo swa mfumo eAfrika Dzonga, loko swi lulamisa switatimende swa timali. Ndzavisiso wu endliwe hi ku landza fambiselo ra qualitative hi ku xopaxopa tidokumente, ku tlhela ku endliwa na mimburisano ya ti-interview na vanhu hi wun'we-wun'we. Makombandlela ya xifundzhankulu na switatimende swa timali swa swikolo swi xopaxopiwile. Ku endliwe mimburisano ya ti-interview na tinhloko ta swikolo (vaprinsipala), vaofisara va swa timali, vakamberi va swa timali (ti-odithara), vatameri va minkwama ya Tihuvo ta Vufambisi bya Swikolo (School Governing Body treasurers) xikan'we na vaofisara va tidistriki na vona ku endliwe mimburisano ya ti-interview na vona. Vokhoma-xiave va hlawuriwe hi ku tirhisa fambiselo ra sampuli ya xikongomelo ku nga purposive sampling method. Handle ko navisa vuyelo eka hinkwavo, vuyelo byi kume leswo makombandlela ya xifundzhankulu na switatimende swa timali eka swikolo swo karhi, a swi fanani. Ku hambana swi endla leswo ku nga vi na ku fambelana na ku pimanyiseka ka vutivi bya swa timali, na swona swi na vuyelo byo ka byi nga ri kahle na ku tshembeka eka vutivi bya swa timali. Vuyelo eka mimburisano ya ti-interview, hi ku seketeriwa hi ku hlayiwa ka matsalwa, swi kombise leswo ku na xilaveko xa makombandlela ya ku fanana hi ku landza ku lulamisiwa ka switatimende swa ta timali lomu swikoleni. Vunyingi bya ti-SGB byi endla na nkambelo kunene wa tirhekhodi ta timali na switatimende swa timali ku tlula ku lava leswo ku endliwa nxopanxopo lowu fambisanaka na ku xopaxopa vumbhoni bya swa matirhiselo ya timali ku nga auditing ya tibuku ta timali. Makombandlela lama ya bumabumeriwaka ya endliwe hi ku tirhisa vutivi lebyi nga kumeka eka ku hlayiwa ka matsalwa na data leyi nga kumeka hi ku xopaxopa tidokumente na mimburisano ya ti-interview. Ndzavisiso wu bumabumela, exikarhi ka swin'wana leswo ku endliwa ndzavisiso wun'wana hi ku tirheka ka vuleteri bya mafambiselo ya swa timali eka ku langutana na mintlhontlho leyi nga kona hi ku vika hi swa timali eswikolweni swa mfumo eAfrika Dzonga, no kumisisa leswo xana nkambelo kunene (ku nga ri nxopanxopo lowu xopaxopaku na vumbhoni ku nga auditing) ya tirhekhodo ta timali na switatimende swa timali swa ha fanela ku amukeriwa xana / College of Accounting Sciences / D. Phil. (Accounting Sciences)

1 Abstract This thesis investigates the housing price determinants and possibilities of housing price bubbles in the residential real estate markets of Central and Eastern Europe before and during the economic crisis of 2007-2009. Using data from international institutions, national central banks and national statistical offices three quantitative methods are applied. Price-to-income ratios suggest housing price bubbles that were eliminated during the crisis in three out of five countries covered. Second approach of simple panel data models sheds additional light on housing price bubbles and indicates GDP growth, unemployment and average real wage as the main determinants of housing prices in the region. First indication of severe housing price persistence in CEE is demonstrated by the results of the models as well. More reliable results for housing price determinants are obtained from variance decomposition and impulse response functions of vector autoregression models. Each country is modeled separately and substantial differences exist between the countries. Poland is the only country that does not exhibit housing price persistence and dynamics in Austria are less volatile as compared to the new EU members in the sample. JEL Classification G12, E39, R21, R31, R32 Keywords residential real estate, housing...

University of Macau / Faculty of Social Sciences and Humanities / Department of Chinese