Thesis ( M.A. ( African Languages)) -- University of Limpopo, 2012 / The study handled a variety of taboos applicable in Tshivenda, that is, taboos that pertain to food, plants, initiation schools and ceremonies and animals. The study has highlighted whether taboos still have any role to play in present-day life as far as Tshivenda is concerned. Again, the study has examined whether the beliefs that some Tshivenda speaking people still have taboos which are based on facts or myths. Lastly, the study has investigated the impact of taboos regarding the preservation of Tshiven􀦒a identity and culture. Thodisiso iyi yo bvisela khagala zwiila zwine zwa vha hone kha lushaka lwa Vhavenda. Zwiila izwi ndi zwi kwamaho zwidiwa, zwimela, mula na zwifuwo. Ngudo iyi yo sumbedza uri zwiila zwi vhonala zwi tshe na ndeme na kha lushaka lwa Vhavenda namusi. Yo dovha ya sengulusa uri fulufhelo line Vhavenda vha vha nalo kha zwiila lo disendeka na nga mazwifhi kana ndi ngoho na. Tshinwe tshe tsenguluso iyi ya bvisela khagala ndi masiandaitwa a u tevhedza kana u sa tevhedza zwiila kha mvelele ya Vhavenda.

Thesis (M. A. (African Languages)) -- University of Limpopo, 2014

A relação com a educação passou por inúmeras transformações ao longo dos anos. Entre essas mudanças, a relação entre professores e alunos sofre com a impossibilidade real da experiência. Com base nas análises da sociedade propostas pela Teoria Crítica da Sociedade, buscamos compreender esse fenômeno a partir dos conceitos de consciência estereotipada, pseudoformação (Halbbildung), estereótipos e tabus, e da relação destes com a ação dos meios da Indústria Cultural, em especial a televisão, que produz e distribui, de forma padronizada e repetitiva, personagens que representam professores. Assim, a investigação proposta volta os olhares para esses personagens, para a forma como a Indústria Cultural funciona, para as especificidades da televisão e de seus programas, em especial, das novelas, e para as mudanças ocorridas no estereótipo de professor, apresentado e repetido à exaustão por esses meios. A metodologia utilizada é uma revisão bibliográfica dos estudos acerca do funcionamento da Indústria Cultural como sistema de meios e da televisão como mecanismo ideológico, além de uma análise dos personagens professores apresentados em telenovelas. Tendo como objetivo compreender o potencial de influência da estereotipia dos personagens professores, estandardizada pela televisão, na relação com o professor real e discutir os limites e possibilidades da formação nessas condições, utilizamos a analise de personagens professores que foram apresentados em dois momentos históricos, em telenovelas que passaram pelo processo de remake. Os resultados apresentam a rigidez dos estereótipos que constituem uma espécie de redoma sobre os professores, que impedem a experiência com o professor real e sua história / The relationship with education has undergone many changes over the years. Among these, the relationship between teachers and students suffers from the impossibility of a real experience. Based on the analysis of society proposed by the Critical Theory of Society, we try to understand this phenomenon through the stereotypical awareness of concepts, pseudo-formation (Halbbildung), stereotypes, and taboos, and their relationship with the Culture Industry media action, primarily television, which produces and distributes, in a standardized and repetitive way, players representing teachers. Thus, the proposed research looks back into these players and to the way that the cultural industry works, into the specifics of television and its shows, especially the soap operas, and the changes in teacher´s stereotype, presented and repeated to exhaustion by such media. The methodology used is a literature review of studies on the operation of Cultural Industry as a media scheme and television as an ideological mechanism, as well as an analysis of teachers players presented in soap operas. Aiming to understand the potential influence of stereotyping of players teachers, standardized by the television, on the relationship with the real teacher and discuss the limits and possibilities of education in such conditions, we used the analysis of players that were presented in two different historical moments in soap operas that are remakes. The results show the rigidity of the stereotypes that constitute a kind of dome over the real teachers , which prevent the experience with them and their history

Thesis (M. A. (Tshivenda)) --University of Limpopo, 2011 / The mini-dissertation shows that language and culture go hand in hand. For instance, in Tshivenḓa taboos are largely reflected through language. This study highlights social taboos that exist in Tshivenḓa and how they impact on Tshivenḓa as a language. If someone does not understand the language that is used to express taboos, he or she is likely to violate these taboos. The study deals with social taboos pertaining to marriage, death, birth, relations between relatives and strangers and so on. Nowadays these taboos are becoming unfamiliar and as such this negatively impacts on the use of Tshivenḓa as well as relations among people.

O presente trabalho tem por objetivo investigar os sentidos que calouros e formandos do curso de geografia produzem sobre o magistério na direção de identificar os tabus presentes acerca da carreira como também explicitar como diferentes discursos, permeados de tabus, se articulam e contribuem na produção de subjetividades sobre o magistério que envolve direta ou indiretamente suas opções profissionais. Para o levantamento das informações foram realizadas entrevistas semi-estruturadas, em que foi incentivado o relato das experiências de escolarização dos acadêmicos, suas perspectivas profissionais, a explicitação das razões de escolha do curso e da instituição e finalmente a percepção de cada um sobre o magistério. Através da interlocução com alguns conceitos da Psicanálise e com o conceito de tabu expresso em Freud e Adorno as entrevistas foram analisadas. As falas dos entrevistados evidenciam que diferentes caminhos (felizes ou não) levam os indivíduos a se tornarem professores. Os resultados apontam a necessidade de uma reflexão mais ampliada sobre a imagem do professor na graduação, com vistas desconstruir os tabus que atingem negativamente a carreira

O presente trabalho tem por objetivo investigar os sentidos que calouros e formandos do curso de geografia produzem sobre o magistério na direção de identificar os tabus presentes acerca da carreira como também explicitar como diferentes discursos, permeados de tabus, se articulam e contribuem na produção de subjetividades sobre o magistério que envolve direta ou indiretamente suas opções profissionais. Para o levantamento das informações foram realizadas entrevistas semi-estruturadas, em que foi incentivado o relato das experiências de escolarização dos acadêmicos, suas perspectivas profissionais, a explicitação das razões de escolha do curso e da instituição e finalmente a percepção de cada um sobre o magistério. Através da interlocução com alguns conceitos da Psicanálise e com o conceito de tabu expresso em Freud e Adorno as entrevistas foram analisadas. As falas dos entrevistados evidenciam que diferentes caminhos (felizes ou não) levam os indivíduos a se tornarem professores. Os resultados apontam a necessidade de uma reflexão mais ampliada sobre a imagem do professor na graduação, com vistas desconstruir os tabus que atingem negativamente a carreira

A relação com a educação passou por inúmeras transformações ao longo dos anos. Entre essas mudanças, a relação entre professores e alunos sofre com a impossibilidade real da experiência. Com base nas análises da sociedade propostas pela Teoria Crítica da Sociedade, buscamos compreender esse fenômeno a partir dos conceitos de consciência estereotipada, pseudoformação (Halbbildung), estereótipos e tabus, e da relação destes com a ação dos meios da Indústria Cultural, em especial a televisão, que produz e distribui, de forma padronizada e repetitiva, personagens que representam professores. Assim, a investigação proposta volta os olhares para esses personagens, para a forma como a Indústria Cultural funciona, para as especificidades da televisão e de seus programas, em especial, das novelas, e para as mudanças ocorridas no estereótipo de professor, apresentado e repetido à exaustão por esses meios. A metodologia utilizada é uma revisão bibliográfica dos estudos acerca do funcionamento da Indústria Cultural como sistema de meios e da televisão como mecanismo ideológico, além de uma análise dos personagens professores apresentados em telenovelas. Tendo como objetivo compreender o potencial de influência da estereotipia dos personagens professores, estandardizada pela televisão, na relação com o professor real e discutir os limites e possibilidades da formação nessas condições, utilizamos a analise de personagens professores que foram apresentados em dois momentos históricos, em telenovelas que passaram pelo processo de remake. Os resultados apresentam a rigidez dos estereótipos que constituem uma espécie de redoma sobre os professores, que impedem a experiência com o professor real e sua história / The relationship with education has undergone many changes over the years. Among these, the relationship between teachers and students suffers from the impossibility of a real experience. Based on the analysis of society proposed by the Critical Theory of Society, we try to understand this phenomenon through the stereotypical awareness of concepts, pseudo-formation (Halbbildung), stereotypes, and taboos, and their relationship with the Culture Industry media action, primarily television, which produces and distributes, in a standardized and repetitive way, players representing teachers. Thus, the proposed research looks back into these players and to the way that the cultural industry works, into the specifics of television and its shows, especially the soap operas, and the changes in teacher´s stereotype, presented and repeated to exhaustion by such media. The methodology used is a literature review of studies on the operation of Cultural Industry as a media scheme and television as an ideological mechanism, as well as an analysis of teachers players presented in soap operas. Aiming to understand the potential influence of stereotyping of players teachers, standardized by the television, on the relationship with the real teacher and discuss the limits and possibilities of education in such conditions, we used the analysis of players that were presented in two different historical moments in soap operas that are remakes. The results show the rigidity of the stereotypes that constitute a kind of dome over the real teachers , which prevent the experience with them and their history

Si l’on accepte l’idée qu’à la différence du roman moderne, le roman contemporain ne cherche pas absolument à reconstituer la figure de l’humain, mais la pense plutôt comme une image « trans-individuelle » de l’humain, la prise en compte de l’Obscène dans le contexte de la Littérature Négro-africaine de ces 30 dernières années prend sens. La rupture grotesque avec la linéarité, le recours au langage comme activité de défoulement face aux tabous et à la tradition, permettent de dire autrement un avenir qui de plus en plus nous échappe. Nous proposons de comprendre l’irruption de l’Obscène dans les nouvelles écritures romanesques africaines comme un symptôme de contemporanéité et une nouvelle approche de la part des écrivains de la quatrième génération, de réquisitionner véritablement le sens du mot individu dans le contexte négro-africain dominé par le pouvoir. Si, selon le dictionnaire Petit Larousse, l’Obscène est « ce qui blesse ouvertement la pudeur par des représentations d’ordres sexuelles », il a des conséquences éthiques profondes dans un contexte Négro-africain où existent des tabous culturels forts sur la mise en scène de l’intimité sexuelle. Nous chercherons à expliquer à quel prix l’Obscène peut s’ériger en élément de littérarité ou en une théorie capable de nourrir le sujet qui la pratique. Cependant, une communauté est-elle encore possible par delà le bouleversement des valeurs éthiques entraîné par une éventuelle esthétique de l’Obscène? / If we accept the idea that unlike modern novel, contemporary novel does not absolutely seek to recreate the human figure, but rather thinks of it as a « trans-individual » image of the human being, then the taking into account of the Obscene in the « Negro-African » literature's context of these last 30 years makes sense. The ludicrous break with the linearity and the use of language as cathartic effect enable to express differently a future which is more and more beyond our control.We are trying to understand the upsurge of the Obscene in the new african fiction writings as a contemporary symptom and a new approach on the part of tthe authors of the fourth generation, to truly comandeer the sense of the word « individual » in the « Negro-African » context.If, according to the Petit Larousse dictionary, the Obscene is « what offends openly the modesty through sexual representations », it has deep ethical consequences in a « Negro-African » context where strong cultural taboos on sexual initmacy productions exist. We will try to explain at what cost the Obscene can set itself up as an element of literarity or as a theory able to sustain the subject practising it. However, is a community still possible beyond the disruption of the ethical values caused by a possible aesthetic of the Obscene ?

An abundance of evidence supports that high stress levels often predict poor health, and high levels of religiosity, broadly defined, predict good health. It is possible that one mechanism by which religiosity positively impacts health is by preventing or reducing stress response. Studies measuring Surrender (Surrender to God from a Christian Religious Tradition) have shown that religiosity measured in this way is consistently negatively related to stress levels in college samples and community samples of pregnant women. The next step toward investigating a possible causal mechanism of religiosity on stress level is to experimentally manipulate religiosity. If it is found that it is possible to experimentally increase religiosity, the stage is then set to endeavor to change health and influences on health, such as stress, by such an increase. Specifically religiosity could be manipulated to determine whether changes in religiosity actually affect stress levels. Although this is the normal progression when investigating the efficacy of medical treatments, there has been significant opposition to the manipulation of religiosity. It is understandable that attempting to reduce religiosity would be unethical, but if there are potential health benefits to increasing religiosity, this field of research would seem to be worthy of investigation. The research community has been resistant to fund or even to approve such studies. Even more surprisingly, the medical community, while embracing the use of pharmacological substances to improve health or reduce disease (even for pregnant patients), remains reluctant to even investigate the efficacy of prescribed increases in religiosity, which would represent less physiological risk. Why is there this specific prejudice against religiosity as an intervention? Is it due to the lack of an observable mechanism? There are medications for which the true mechanism of effect is unclear, yet they are used because of the value of the effect. Is it because of the potentially reduced need for medical or pharmacologic intervention? Is it because it is poorly understood by many health care providers? If the ethics regarding human subjects research are embraced, a study should illustrate the potential benefits for both participants and others that outweighs any potential harm to the participants. It seems that on that basis, such experimental studies of the effects of increased religiosity on health should be considered.

The purpose of this study is to determine the extent and reasons for teacher/learner sexual abuse in South Africa. Using a case study design, the researcher collected contextual data on this phenomenon at six schools in the Limpopo Province. With a view to determining whether or not national and provincial attitudes to school-based sexual abuse affect sexual behaviour at local levels, she also collected relevant national and provincial data. The combination of the three sets of data enabled her to draw not only contextual, but also general conclusions on this phenomenon. Using interview schedules and questionnaires as instruments, the researcher collected information on school-based sexual abuse from selected school principals, Grade 11 learners, departmental officials, and representatives of various organisations. Informed by the assumption that context and culture affect behaviour, the researcher recorded her observations of the physical and emotional climate and culture of the schools serving as research sites. She also collected statistical data on the incidence of sexual abuse, analysed official documents dealing with sexual issues, and consulted academic literature on the topic. The researcher used an inductive approach to data analysis, making use of open, axial and selective coding methods. Qualitative data provided information on the nature and causes of school-based sexual relations. Quantitative data provided numerical information on the extent of the problem. Together, the data enabled her not only to paint a picture of the nature and extent of school-based sexual relationships, but also to uncover the role that socio-cultural factors play in this regard. <-p> The particular significance of this study lies in the fact that it approaches sexual abuse from a socio-cultural perspective. More specifically, it investigates the possibility that teacher/learner sexual abuse has, over the years, become part of African culture, and that the silence on such practices might be rooted in traditional, patriarchal views on gender and social justice. The research findings indicate that there might well be a growing resistance to what is regarded by some communities as the imposition of liberal, urban, value systems on traditional, rural African people. Finally, the study provides evidence that legal, administrative and managerial approaches do not have the potential to resolve cultural conflict. This research opens the door to different ways of approaching a difficult problem like sexual abuse. In exploring other strategies, particularly those more tuned to the needs of traditional communities, the occurrence of sexual abuse at schools might be resolved. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted