Text in English with abstracts and keywords in English and Setswana / Aim: The purpose of the research was to determine the magnitude and factors associated with gestational diabetes mellitus (GDM), and to explore the experiences of gynaecologists/obstetricians and midwives in the monitoring and prevention of GDM- related adverse maternal outcomes in order to propose best practice guidelines which may be implemented to overcome the problem. Methods: A concurrent mixed methods design was used. Participants for the quantitative study were selected using systematic random sampling, with purposive sampling being used for the qualitative part of the study. A total of 2000 medical records were reviewed using a checklist, in addition to which 7 gynaecologists/obstetricians and 12 midwives were interviewed using an in-depth interview guide. Descriptive and inferential statistics were used for the quantitative part, while Colaizzi’s manual qualitative data analysis method wasused for the qualitative part of the study. Findings: The magnitude of GDM was found to be 2.2%. Age and family history of diabetes mellitus were found to be factors associated with GDM (at p < 0.001). Other factors such as obesity, previous GDM, previous history of fetal macrosomia and multiple gestations were identified by respondents as factors related with GDM. In addition, the study explored the experiences of health professionals (HPs) in the monitoring and prevention of adverse maternal outcomes related to GDM, with the results showing some differences in screening and diagnostic techniques. It was also shown that lifestyle modification (physical exercise, diet management) and medication were utilised for managing women with GDM. In this regard, all the HPs agreed that creating awareness is the best intervention for preventing GDM as well as its adverse maternal outcomes. Conclusions: The magnitude of GDM is increasing, and much needs to be done to draw attention to the burden that GDM places on the health of pregnant women and the public. Since GDM is not considered a public health problem, little is being done to monitor the condition and its adverse maternal outcomes. It is hoped that the best practice guidelines developed from this research study may assist in reducing the adverse maternal outcomes of GDM in Ethiopia / Maikaelelo: Lebaka la patlisiso e ne e le go tlhotlhomisa go nna teng le mabaka a a golaganeng le bolwetsi jwa sukiri jwa baimana (GDM), le go tlhotlhomisa maitemogelo a dingaka tsa malwetsi a basadi (gynaeologists/ obstetricians) le babelegisi mo go tlhokomeleng le go thibeleng ditlamorago tse di maswe mo baimaneng tse di amanang le GDM gore go tshitshinngwe dintlhakaelo tse di gaisang tse di ka diragadiwang go fenya bothata. Mekgwa: Go dirisitswe thadiso ya mekgwa e e tlhakantsweng. Banni-le-seabe ba thutopatlisiso e e lebelelang dipalopalo ba ne ba tlhophiwa go diriswa go tlhopha sampole ka go se latele thulaganyo, mme go tlhopha sampole ka maikaelelo go ne ga diriswa mo karolong ya thutopatlisiso e e lebelelang mabaka. Go sekasekilwe palogotlhe ya direkoto tsa kalafi tse 2 000 go diriswa lenanetshekatsheko, mme mo godimo ga moo, go ne ga nna le dipotsolotso le dingaka tsa malwetsi a basadi di le supa le babelegisi ba le 12 go diriswa kaedi ya dipotsolotso tse di tseneletseng. Dipalopalo tse di tlhalosang le tse go sweditsweng ka tsona di ne tsa diriswa mo karolong ya dipalopalo ya thutopatlisiso, fa go dirisitswe mokgwa wa ga Colaizi wa tokololo ya data ya mabaka mo karolong e e lebelelang mabaka. Diphitlhelelo: Go nna teng ga GDM go ne ga fitlhelwa e le 2.2%. Dingwaga le hisetori ya bolwetsi jwa sukiri ya baimana mo lelapeng di fitlhetswe e le dintlha tse di golaganeng le GDM (ka p < 0.001). Dintlha dingwe, jaaka go nona phetelela, GDM mo nakong e e fetileng, go nna teng ga macrosomia ya masea mo nakong e e fetileng le boimana jwa masea a feta bongwe di ne tsa supiwa ke batsibogi jaaka dintlha tse di golaganeng le GDM. Go tlaleletsa foo, thuto e ne ya sekaseka maitemogelo a baporofešenale ba boitekanelo (HPs) mo tlhokomelong le thibelo ya ditlamorago tse di sa siamang mo baimaneng tse di golaganeng le GDM, mme dipholo di bontshitse dipharologano dingwe mo dithekeniking tsa go sekirina le go phekola. Go bonagetse gape gore phetolo ya mokgwa wa botshelo (katiso ya mmele, tsamaiso ya mokgwa wa go ja) le kalafi di ne tsa diriswa go laola bolwetsi jwa basadi ba ba nang le GDM. Mo lebakeng le, baporofešenale botlhe ba boitekanelo ba ne ba dumelana gore go dira temoso ke tsereganyo e e gaisang ya go thibela GDM ga mmogo le ditlamorago tsa yona tse di sa siamang mo baimaneng. Ditshwetso: Go nna teng ga GDM go a oketsega, mme go tshwanetse go dirwa go le gontsi go lemosa ka mokgweleo o bolwetse jono bo o bayang mo boitekanelong jwa baimana le setšhaba. Ka ntlha ya gore GDM ga e kaiwe jaaka bothata jwa boitekanelo jwa setšhaba, ga go dirwe go le kalo go tlhokomela bolwetsi le ditlamorago tsa jona tse di sa siamang mo baimaneng. Go solofelwa gore dintlhakaelo tsa tiriso e e gaisang tse di dirilweng mo thutopatlisisong eno di ka thusa go fokotsa ditlamorago tse di sa siamang tsa GDM mo baimaneng kwa Ethiopia. / Health Studies / D. Litt. et Phil. (Public Health)

From January 2016 until August 2021, at least 436 women or girls have been deliberately murdered in Spain by men. Non-intimate femicide (and, particularly, murder committed by complete strangers to the victim, to which this study refers as “stranger femicide”) has historically been, and still is, the most covered type of femicide in the media. This is also the case in the Spanish press, and more specifically, El País, the most read media outlet in the country. This thesis examines how El País framed Diana Quer’s case, the most high-profile, intensively covered femicide case in Spain in the past 5 years. It will also examine which ethical problems the reporting presented. From a feminist perspective and through a mixed-method approach of content analysis and frame analysis, this study examines 86 articles corresponding to the two informative peaks of Diana Quer’s case coverage. The periods go from August to October 2016, the first two months of her disappearance, and from December 2017 to January 2018, the 15 days following her killer’s arrest and crime confession. The findings reveal that the coverage in El País constructed a victimization iconography with DQ’s case that engendered cautionary tales and failed to address femicide as a social issue. The reporting also presented a series of critical ethical problems calling for a reformation of femicide reporting guidelines.

Background: Career ending injuries are known to cause negative psychosocial and behavioural outcomes in retired athletes. However, there has been a limited amount of quantitative studies to complement mostly qualitative research. Furthermore, qualitative studies have typically assessed the effects of athletic identity, mental health/mood disturbances, loss, coping mechanisms and social support with minimal research regarding physical body transitions and body-esteem throughout the retirement process. Thus, the purpose of this thesis was to investigate the relationship between affective, behavioural, and cognitive outcomes and athletic retirement (voluntary, involuntary) among elite and competitive athletes. Method: A retrospective mixed method (questionnaire and interview) study was utilized to examine how participants interpreted their experience during the transitional process into retirement. Inclusion criteria consisted of male and female, elite and competitive athletes who have voluntarily or involuntarily (career ending injury) retired, ages 18 and above. Exclusion criteria included non-athletes/recreational athletes, athletes who were able to return to play or retired due to illness, health problems or deselection as well as who were less than 18 years of age. Posters were advertised in sports clubs, fitness centers, sports centers, physiotherapy offices and universities as well as on social media (Facebook and Instagram). The main outcome measures are as follows:1) Athletic Identity Measurement Scale (AIMS); 2) Mood and Feelings Questionnaire (MFQ), 3) Mental Health and 4) COPE Inventory. Semi-structured interviews were conducted with participants from both retirement (voluntary and involuntary) groups. All interviews (telephone, zoom) were recorded, transcribed verbatim and a thematic analysis was implemented to further determine the various themes and subthemes. An independent t-test explored the impacts of body dimensions and coping mechanisms on retirement type. Then a factorial ANOVA was conducted to examine the effects of the dependent variables (mental health, mood disturbances and coping mechanisms) on the main analysis (retirement) and the exploratory (strength of athletic identity) analysis. Results: 50 (26 involuntary and 24 voluntary) questionnaires and eight (four voluntary and four involuntary) interviews were completed by the participants. Results from the quantitative data revealed a borderline main effect of retirement type on both mental health and mood disturbances. An exploratory analysis found retirees who weakly identified with the athletic role were less likely to experience severe mood disturbances and demonstrated higher levels of mental health than retirees who strongly identified with the athletic role. Information from qualitative data suggested participants who involuntarily retired and possessed a strong athletic identity experienced higher levels of mood disturbances (depression, frustrations, loss etc.), lower levels of mental health, identity loss, physical discomfort, negative effects of mind and body dualism as well as utilized maladaptive coping techniques than their counterpart who voluntarily retired or weakly identified with the athletic role. Conclusion: Both retirement types are subjected to various athletic and non-athletic demands and psychosocial effects of athletic retirement however, what sets them apart from experiencing a successful or unsuccessful transition into retirement is the intensity and severity of their emotional reaction to their retirement. Limitations of said study included a decrease in sample size, memory recall bias, the participant’s own bias, limited diversity of the sample population as well as the inability to verify the findings from the interviews. The following study can be implemented to aid researchers, retired or soon to be retired athletes, coaches and athletic personnel to comprehend the diverse areas of athletic retirement. Future research should aim to investigate the impacts of mood disorders, the utilization of psychologist or mental performance consultant during the retirement process as well as the effects of body dimensions in retired athletes. Lastly, a longitudinal study should be employed to examine the athlete’s emotional response and reaction throughout retirement (time of injury, during physiotherapy, post- surgery and recovery). / Graduate

<p>This dissertation investigated a psychoeducational intervention’s effectiveness in nurturing concern for others in adolescents with high intellectual abilities. The intervention was implemented at two research sites in a city in western India with 130 participants. Concern for others was conceptualized as an interplay of empathy, compassion, and prosocial behavior, and interrelationships among them were examined using correlational and regression analyses of self-reported survey data. Results indicated that prosocial behavior is positively associated with empathy (i.e., perspective taking and empathic concern) and other-compassion (i.e., compassion for others and compassion for other living beings) with correlations ranging from medium to strong (.46 ≤ <em>r</em> ≤ .79). Compassion for self, however, is not associated with prosocial behavior (<em>r</em> = .01) or any other key variables of having a concern for others (-.06 ≤ <em>r</em> ≤ .09). Compassion for others and perspective taking are the strongest predictors of prosocial behavior. Predicted self-reported prosocial behavior in girls is, on average, significantly greater than that in boys. Participants were then randomly assigned to treatment and control (delayed treatment) groups. The intervention’s effectiveness was evaluated using a convergent mixed-methods design by combining repeated-measures multivariate analysis of variance (RM-MANOVA) of self-reported survey data and thematic analysis of interview data. Classroom quality was perceived to be high. Moreover, on average, participants’ level of adherence to the intervention was high, especially for session attendance (93%), and self-reported home activity completion (89%). The RM-MANOVA results showed that the self-reported concern for others varied significantly over the time of participants’ participation in the intervention with a large effect (treatment group: ηp2 = .57; delayed treatment group: ηp2 = .47); however, the effects did not seem to sustain over the next three months. Univariate <em>post-hoc</em> analyses indicated significant differences with moderate effect size in prosocial behavior and compassion for others. Overall, the intervention was perceived to be a largely positive experience—appealing, meaningful, and supportive of belongingness—yet there is a scope for improvement, especially regarding active participation. Emotional regulation, mindful engagement, responsible communication, relationship building, kindness, and gratitude were described as key intervention affordances. The mixed-methods integration of results provided preliminary evidence for the effectiveness of the intervention. (IRB #1812021447)</p>

It is widely acknowledged that poverty has declined globally over the last few years. In fact, this idea has become so ingrained in our society that it is almost taken for granted and assumed as an incontestable fact. The question that remains unanswered is where all the poor are now. Are they living a prosperous life or are they tinkering on the edge of poverty? This research study focuses on the precarious non-poor, who are the people surviving just above Upper Bound Poverty Line used by Statistics within South Africa. Although they are not ‘officially poor’ they are still a group that is often overlooked or ignored within the global development community since they are not poor enough to warrant intervention yet not secure enough to demand action. As the research study will show through using a mixed-method approach, they are far from being prosperous and in fact, still struggling to survive. The quantitative findings are based on a statistical analysis of the General Household Survey (2011) that overlaps with the latest Income and Expenditure Survey (2011). It gives valuable background to the problem that was also used during the qualitative phase of the research study to inform the sample choice and interview guide. The quantitative analysis shows that the precarious non-poor is not a unique problem, and as a group, they are found across South Africa. The qualitative findings are based on in-depth interviews conducted in Cape Town, Western Cape and Newcastle, KwaZulu Natal. Framed by the capability approach, set out by Amartya Sen, and a focus on basic capabilities such as employment, education and housing, the results show that the precarious non-poor lack access and choice in terms of capabilities and the opportunity to realise them into functionings. The precarious non-poor in this study are mostly employed within insecure, uncertain or underpaying jobs, underpinned by a social support program, living in neighbourhoods where they feel unsafe while trying to secure a better future for themselves and especially their children. In fact, they are probably no better off than their poor counterparts with prosperity remaining out of reach. / Sociology / Ph. D. (Sociology)

<p>External representations (ERs) used in science education are multimodal ensembles consisting of design elements to convey educational meanings to the audience. As an example of a dynamic ER, an animation presenting its content features (i.e., scientific concepts) via varying the feature’s depiction over time. A production team invited the dissertation author to inspect their creation of a biochemistry animation about the role of the actin cytoskeleton in cell motility and the animation’s implication on learning. To address this, the author developed a four-step methodology entitled the Multimodal Variation Analysis of Dynamic External Representations (MVADER) that deconstructs the animation’s content and design to inspect how each content feature is conveyed via the animation’s design elements.</p><p><br></p><p> </p><p>This dissertation research investigated the actin animation’s educational value and the MVADER’s utility in animation evaluation. The research design was guided by descriptive case study methodology and an integrated framework consisting of the variation theory, multimodal analysis, and visual analytics. As stated above, the animation was analyzed using MVADER. The development of the actin animation and the content features the production team members intended to convey via the animation were studied by analyzing the communication records between the members, observing the team meetings, and interviewing the members individually. Furthermore, students’ learning experiences from watching the animation were examined via semi-structured interviews coupled with post- storyboarding. Moreover, the instructions of MVADER and its applications in studying the actin animation were reviewed to determine the MVADER’s usefulness as an animation evaluation tool.</p><p><br></p><p> </p><p>Findings of this research indicate that the three educators in the production team intended the actin animation to convey forty-three content features to the undergraduate biology students. At least 50% of the student who participated in this thesis learned thirty-five of these forty-three (> 80%) features. Evidence suggests that the animation’s effectiveness to convey its features was associated with the features’ depiction time, the number of identified design elements applied to depict the features, and the features’ variation of depiction over time.</p><p><br></p><p>Additionally, one-third of the student participants made similar mistakes regarding two content features after watching the actin animation: the F-actin elongation and the F-actin crosslink structure in lamellipodia. The analysis reveals the animation’s potential design flaws that might have contributed to these common misconceptions. Furthermore, two disruptors to the creation process and the educational value of the actin animation were identified: the vagueness of the learning goals and the designer’s placement of the animation’s beauty over its reach to the learning goals. The vagueness of the learning goals hampered the narration scripting process. On the other hand, the designer’s prioritization of the animation’s aesthetic led to the inclusion of a “beauty shot” in the animation that caused students’ confusion.</p><p><br></p><p> </p><p>MVADER was used to examine the content, design, and their relationships in the actin animation at multiple aspects and granularities. The result of MVADER was compared with the students’ learning outcomes from watching the animation to identify the characteristics of content’s depiction that were constructive and disruptive to learning. These findings led to several practical recommendations to teach using the actin animation and create educational ERs.</p><p><br></p><p> </p><p>To conclude, this dissertation discloses the connections between the creation process, the content and design, and the educational implication of a biochemistry animation. It also introduces MVADER as a novel ER analysis tool to the education research and visualization communities. MVADER can be applied in various formats of static and dynamic ERs and beyond the disciplines of biology and chemistry.</p>

Text in Afrikaans. Abstracts in Afrikaans, English and Zulu / This study explored how nine adolescent learner-participants with cerebral palsy or other physical disabilities responded to an emotional support programme (EOP) of 20 intervention sessions, aimed at developing their emotional intelligence. The research study highlighted the utilisational value and importance of emotional intelligence, which is associated with problem-solving skills, career success, selfactualisation, stress management and the like. The rationale for compiling the EOP was in accordance with the rationale for the research study, being embedded in diverse learning needs, support for learners, and the design of learner opportunities. The study focused among others on the development and implementation of an EOP based on Bar-On as conceptual model (2000), together with the five core competencies of social and emotional learning (SEL), namely: responsible decision-making, emotional self-awareness, self-management, social awareness, and relationship skills. The Lions Quest SEL-programme, Skills for Adolescence, formed the basis of the EOP, although the researcher had to adapt it for her learner-participants’ special educational needs. The EOP was further extended with the knowledge obtained through the literature study regarding emotional intelligence and adolescence, and was aligned with the aims of the South African school curriculum in respect of emotional intelligence skills, as stated in the aims of the subject Life Skills. The researcher’s embedded, mixed-method research design allowed the larger qualitative component to include the smaller quantitative component, so that the specific phenomenon could be understood from different participants’ perspectives. Qualitative data was collected by means of metaphor interviews and collage activities. The quantitative research component of the study refers to the standardised Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) together with the researcher’s own structured questionnaire. The researcher did not interpret the data obtained from the quantitative data collection instruments in isolation, but used it to expand and verify the results of her qualitative generated data. The integrated data results of the learner-participants brought the answer to the research problem: most of the adolescent learner-participants with special educational needs who had participated in the EOP, did indeed benefit through their involvement, and their emotional intelligence (the phenomenon under scrutiny) had improved. / Die studie ondersoek hoe nege adolessente leerder-deelnemers met serebrale en fisieke gestremdhede op ’n emosionele ondersteuningsprogram (EOP) van 20 intervensiesessies reageer met die doel om hulle emosionele intelligensie te ontwikkel. Die benuttingswaarde en belangrikheid van emosionele intelligensie word deur die navorsingstudie uitgelig. Hoë emosionele intelligensie word geassosieer met probleemoplossingsvaardighede, werksukses, selfverwesenliking en streshantering, onder andere. Die rasionaal vir die samestelling van die EOP stem ooreen met die rasionaal vir die navorsingstudie en is gevestig in uiteenlopende leerbehoeftes, ondersteuning aan leerders, en die skep van leergeleenthede. Die studie fokus op die samestelling en implementering van ’n emosionele ondersteuningsprogram (EOP) gebaseer op Bar-On (2000) se konstruk van emosionele intelligensie as konseptuele model van die studie saam met die vyf kernbevoegdhede van sosiale en emosionele leer (SEL), naamlik: verantwoordelike besluitneming, emosionele selfbewussyn, selfbestuur, sosiale bewussyn en verhoudingsvaardighede. Die Lions Quest SEL-program, Skills for Adolescence, vorm die grondslag van die EOP, alhoewel die navorser baie aanpassings vir haar leerder-deelnemers se spesiale onderwysbehoeftes moes maak. Die EOP is verder uitgebrei deur die kennis wat die navorser tydens die literatuurstudie ingewin het ten opsigte van emosionele intelligensie en adolessensie, en sluit aan by die Suid-Afrikaanse skoolkurrikulum-doelwitte wat verband hou met emosionele intelligensie-vaardighede soos uiteengesit in die doelwitte vir die vak Lewensvaardighede. Die navorser se ingebedde, gemengdemetode-navorsingsontwerp laat toe dat die groter kwalitatiewe komponent die kleiner kwantitatiewe komponent insluit, sodat die spesifieke fenomeen vanuit verskillende deelnemers se perspektiewe verstaan kon word. Kwalitatiewe data is deur middel van die metafooronderhoud en collage-aktiwiteit ingesamel. Die kwantitatiewe navorsingskomponent van die studie verwys na die gestandaardiseerde Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV) tesame met die navorser se eie gestruktureerde vraelys. Die navorser het die data wat sy uit die kwantitatiewe datainsamelingsinstrumente verkry het, nie net in isolasie geïnterpreteer nie, maar dit ook gebruik om die resultate van haar kwalitatief-gegenereerde data uit te brei en te verifieer. Die geïntegreerde data-resultate van die leerder-deelnemers bied die antwoord op die: die meerderheid van die adolessente leerderdeelnemers met spesiale onderwysbehoeftes wat aan die EOP deelgeneem het, het inderdaad gebaat by hulle deelname, en hulle emosionele intelligensie (die fenomeen wat ondersoek is) het verbeter. / Ucwaningo luhlola ukuthi ngabe ukuzibandakanya kwabafundi abangabadlalindima abayisishiyagalolunye abasesigabeni sobubhungu/sobutshitshi abakhubazeke ngokwengqondo noma ngayiphi indlela emzimbeni baphendule kanjani kuhlelo oluxhasa ngokommoya (emotional support programme) kumihlangano engama- 20 yokunceda, ehlose ekuqiniseni ubuhlakani bommoya. Isifundo socwaningo siveze ukubaluleka kokusebenzisa kanye nokubaluleka kobuhlakani bommoya, okuhambisana namakhono okuxazulula izinkinga, impumelelo yobizo lomsebenzi, ukuzibonakalisa, ukulawula ingcindezi yengqondo kanye nokunye. Isizathu sokuhlela i-ESP sasihambisana nenhloso yesifundo socwaningo, esitholakala kwizidingo zemfundo ezahlukahlukene, kanye nokuhleleka kwamathuba omfundi. Ucwaningo lubheke hlangana nokunye nokuthuthukiswa kanye nokusetshenziswa kohlelo lwe-ESP olususelwa ku-Bar-On njengemodeli yegama (2000), kanye namanye amacebo abalulekile amahlanu ohlelo lokufunda kwabantu kanye nokufunda ngokwemizwa (SEL), wona yilawa alandelayo: Ukumelana nezinqumo ozithethe, ukwazi imizwa yakho, ukuziphatha ngokwakho, ukuxwayiswa komphakathi kanye namakhono okwenza ubudlelwano. Uhlelo lwe- Lions Quest SEL, Skills for Adolescence, akha isisekelo se-ESP, yize umcwaningi kwakufanele aluguqule lolu hlelo ukwenzela ukuba luhambisane nezidingo ezikhethekile zemfundo yafundi abadlala indima. . Uhlelo lwe--ESP lwaqhubeka nokukhuliswa ngolwazi olwalutholakala ngocwaningo lombhalo wobuciko obumayelana nobuhlakani bokusebenzisa imizwa kanye nesigaba sobutshitshi/sobubhungu, kanti lolu hlelo lwaluhambisana nezinhloso zekharikhulami yezikole zaseNingizimu Afrika mayelana namakhono okusebenzisa obuhlakani bokusebenzisa imizwa, njengoba kushiwobkwizinhloso zesifundo samaKhono Empilo (Life Skills). Isakhiwo somcwaningi esequkethwe, sohlelo-oluvangene locwaningo siye savumela isigaba esikhulu socwaningo olugxile kukhwalithi (qualitative) ukuba sixube isigaba esincane esigxile kumanani (quantitative), ukuze kuzwisiseke uhlelo oluthize ngokwemiqondo yabadlalindima abehlukahlukene. Idatha yohlelo lwequalitative yaqoqwa ngokusebenzisa izinhlolombono zokungathekisa kanye nemisebenzi yokuhlanganisa imifanekiso eminingi. Isigaba socwaningo olugxile kumanani sichaza uhlelo olufanayo lwe--Bar-On Emotional Quotient Inventory: Youth Version (EQi:YV) kanye nemibhalo yemibuzo ehlelwe wumcwaningi. Umcwaningi akazange achaze idatha etholakele kumathuluzi okuqoqa idatha encike kumanani yodwa, kodwa le datha iye yasetshenziselwa ukukhulisa kanye nokuqinisekisa imiphumela yakhe eyakhiwe ngokwendlela yekhwalithi. Imiphumelo ehlangene yedatha yomfundi ongumdlalindima ilethe impendulo kwinkinga yocwaningo: Iningi labafundi abadlala indima abasesesigabeni sobubhungu/sobutshitshi abadinga imfundo ekhethekile abazibandakanye ohlelweni lwe-ESP, ngempela baye bazuza ngokuzibandakanya kwabo, kanti-ke izinga labo lokusebenzisa ikhono lobuhlakani bemizwa buye bathuthuka kakhulu (the phenomenon under scrutiny). / Inclusive Education / D. Ed. (Inklusiewe Onderwys)