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Fasihi ya watoto hujipambanua kwa kupitia sifa mintarafu dhidi ya fasihi ya watu wazima. Miongoni mwa sifa hizi, ni zile zilizobainishwa na wataalamu kama Mulokozi (2017), Schneider (2016), Bakize (2014, 2015), Lynch-Brown na wenzake (2014), Stakic (2014), Matundura na wenzake (2013), na Wamitila (2010); tukiwataja kwa uchache tu. Kwa jumla, wataalamu hawa wanabainisha sifa mahsusi zinazofungamana na kazi za fasihi zinazoingia katika kumbo la fasihi ya Watoto. Kitabu cha Mgomba Changaraweni (2005) kilichoandikwa na Ken Walibora kinatambulika kuwa ni miongoni mwa vitabu vya fasihi ya watoto nchini Kenya. Licha ya kitabu hicho kutambuliwa kama fasihi ya watoto, tunaporejelea sifa za fasihi ya watoto kulingana na wataalamu mbalimbali tuliyowataja hapo awali, tunaona kuwa kitabu hiki kina sifa nyingi za fasihi ya watu wazima kuliko fasihi ya watoto. Kwa hivyo basi, tunaonelea kuwa, kitabu hiki kinafaa zaidi kuingia katika kumbo la fasihi ya watu wazima kuliko kuingizwa katika kumbo la fasihi ya watoto. Katika makala haya, tutahakiki kitabu hiki ili kuangalia ni kwa vipi kinaibua utata katika kukubaliana kuwa kinastahili kuwekwa katika kumbo la fasihi ya watoto.

Thesis (M. Ed.)--University of Hong Kong, 1990. / Includes bibliographical references.

Thesis (M. CM)--Hong Kong Baptist University, 2006. / Dissertation submitted to the School of Chinese Medicine. Includes bibliographical references (leaves 26-28).

This thesis is an exploration of liminal teen agency in Heather O’Neill’s Lullabies for Little Criminals and Raziel Reid’s When Everything Feels Like the Movies. By focusing on two teen characters from working class families, one female, one queer, I investigate how teens assert their autonomy while still living under the constraints of classism and (hetero)sexism. While these teens are able to retain some form of autonomy, I argue that their agency is often obscured or overwritten by the disgust reactions of other characters in each novel. Drawing on affect theory, particularly Sara Ahmed’s body of work, Jonathan Dollimore, and Sianne Ngai, and drawing on Joan Sangster’s work on the construction of female delinquency, I investigate the significance of the disgust reaction, and how the reaction is a means of reasserting power over the willful, resistant teen body. As the Canada Reads competition reveals, the middle class, cis-hetero readerly discomfort with these novels becomes an avenue through which this literature is deemed “unpalatable,” providing a justification to doubt the testimony of narrators like Baby and Jude. This thesis is ultimately an intervention into doubted testimony, and demonstrates how affective disgust is the source of doubt. Since agency and testimony are tightly intertwined in each novel, doubting testimony becomes a violent form of denying these characters, and the authors, agency. / Thesis / Master of Arts (MA)

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No description available.

Abstract in English, Afrikaans and Setswana / The study was prompted by the decline in accounting enrolments and the ongoing criticism due to learners’ poor performance in the Accounting subject in South Africa. Given the increasing need for accounting graduates and, more importantly, qualified accounting professionals, this study investigated the preconceived perceptions participating high school learners in selected schools in the Mafikeng area had about the accounting profession at the time of this study. The study drew on a rich body of existing literature and adopted the social cognitive career theory of Lent, Brown and Hackett (1994) to explore the factors influencing career interests of learners in accounting as a career path. A quantitative research approach with a survey questionnaire, framed within a positivist paradigm, was used to elicit opinions from learners. The findings revealed that work satisfaction, earnings potential, self-efficacy, personal interest, offering Accounting as a subject and having an accountant in the family are among the factors that significantly influenced participating learners’ career interests in accounting. / Die studie is aangespoor deur die afname in rekeningkunde-inskrywings en die deurlopende kritiek van leerders se swak prestasie in rekeningkunde in Suid-Afrika. Gegewe die toenemende behoefte vir rekeningkundegegradueerdes en, meer belangrik, gekwalifiseerde rekeningkundepraktisyns, ondersoek hierdie studie die huidige vooropgestelde persepsies wat hoërskoolleerders in Suid-Afrika van die rekeningkundige beroep het. Die studie benut die omvattende bestaande literatuur en aanvaar die sosiaal kognitiewe loopbaanteorie van Lent, Brown en Hackett (1994) om die faktore te ondersoek wat die belangstelling van leerders in rekeningkunde as 'n loopbaanrigting beïnvloed. 'n Kwantitatiewe navorsingsbenadering met 'n opnamevraelys, binne 'n positivistiese paradigma, is gebruik om menings van leerders te ontlok. Die bevindings het gewys dat werksbevrediging, verdienstepotensiaal, selfwerksaamheid, persoonlike belang, die aanbied van rekeningkunde as 'n vak en 'n rekeningkundige in die gesin van die faktore is wat leerders se loopbaanbelangstelling in rekeningkunde beduidend beïnvloed / Thutopatlisiso e tlhotlheleditswe ke kwelotlase ya ikwadiso ya dithuto tsa Palotlotlo le go kgalwa go go tswelelang pele ga tiragatso e e bokoa ya barutwana mo Palotlotlong mo Aforikaborwa. Ka ntlha ya tlhokego e e oketsegang ya dialogane tsa Palotlotlo le, sa botlhokwa tota, baporofešenale ba ba nang le borutegi jwa palotlotlo, thutopatlisiso eno e batlisisa megopolo e e gona ya ga jaana ya barutwana ba dikolo tse dikgolwane mo Aforikaborwa malebana le porofešene ya bobalatlotlo. Thutopatlisiso e dirisa letlotlo le le gona la dikwalo mme e dirisa tiori ya tselana ya tiro ya tlhaloganyo ya loago ya ga Lent, Brown le Hackett (1994) go sekaseka dintlha tse di susumetsang kgatlhego ya tselana ya tiro ya barutwana mo palotlotlong jaaka tselana ya tiro. Go dirisitswe mokgwa wa patlisiso o o lebelelang dipalopalo ka dipotsolotso tsa tshekatsheko, mme e agilwe mo mokgweng wa kelotlhoko go bona megopolo ya barutwana. Diphitlhelelo di bontsha gore go kgotsofalela tiro, kgonagalo ya letseno, go ikemela, dikgatlhego tsa sebele, go rebolelwa Palotlotlo jaaka serutwa le go nna le mmalatlotlo mo lelapeng ke dingwe tsa dintlha tse di nang le tshusumetso e kgolo mo dikgatlhegong tsa barutwana tsa tselana ya tiro mo palotlotlong. / Financial Accounting / M. Phil. (Accounting Sciences)

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)

La palabra ya tiene varios significados y puede tener distintas funciones en diferentes  contextos. El hecho de que ya sea tan dispersa complica la traducción de la palabra. El  objetivo con esta tesina es hacer una investigación de cómo se puede traducir ya al  sueco, saber si se pierden aspectos importantes en la traducción y si las traducciones  encontradas corresponden con las traducciones que se dan en los diccionarios. Como  corpus ha sido usada la novela El amor en los tiempos del cólera de Gabriel García  Márquez y su traducción al sueco. Hemos hecho un análisis tanto cuantitativo como  cualitativo a base de los datos encontrados. Las conclusiones a las cuales hemos llegado  apuntan que las tres formas más usadas para traducir ya es con “redan”, con “inte  längre” o simplemente sin traducirla. Las traducciones hechas en la novela son  traducciones comunes que se encuentran en los diccionarios. El aspecto que aporta ya  en la frase puede resultar difícil de mantener en una traducción y según nuestras  conclusiones, muchas veces se pierde al traducir la palabra al sueco.