Kuanzia mwaka 1964 hadi 1993, idara ya Kiswahili katika Shirika la Uchapishaji wa Lugha za Kigeni ilitafsiri na kuchapisha jumla ya vitabu 258 vya Kichina kwenda Kiswahili huku wasomi wa Kiswahili walitafsiri vitabu 26 vya Kiswahili kwa Kichina. Kwa kulinganisha idadi na maudhui ya vitabu hivyo katika enzi ya mapinduzi na ya mageuzi, makala hii inadhihirisha utegemezi wa tafsiri kwa sera ya serikali na mazingira ya jamii. Kwa hivyo, changamoto za kitaaluma na za kiuchumi zilizopo katika kutafsiri vitabu kwenda au kutoka Kiswahili nchini China zinakabili serikali, wachapishaji, waandishi, watafsiri na wasomaji kwa pamoja. / Between 1964 and 1993, the Kiswahili department of the Foreign Languages Press of China translated and published 258 books from Chinese into Swahili while 26 books were translated from Swahili into Chinese. This article highlights the dependency of translation processes on government policies as well as societal circumstances by comparing the number of books and their content during the periods of revolution and reform. Thus, the academic as well as economic challenges in the context of the translation of books from and into Kiswahili have to be addressed by the government, the publishers, authors, translators as well as readers.

Mwandishi mashuhuri na msomi mtajika wa fasihi ya Kiswahili Kennedy Waliaula Walibora aliyezaliwa mnamo Januari 6, 1965 aliaga dunia mnamo April 10, 2020. Kimani Njogu, msomi mweledi wa fasihi ya Kiswahili na mwanaharakati wa kijamii, anamwenzi Marehemu Ken Walibora akisisitiza kuwa alitoa mchango madhubuti wenye maki na kina kwa lugha na fasihi ya Kiswahili. Kwa hilo, atakumbukwa na vizazi vijavyo. / Famous Swahili writer and renowned scholar Kennedy Waliaula Walibora who was born on January 6, 1965 passed away on April 10, 2020. Kimani Njogu, accomplished scholar of Swahili literature and social activist, honours the late Ken Walibora by emphasizing his most remarkable achievements and deep impact on Swahili language and literature. He will be remembered by generations to come.

Swahili has been moulded in a long process by many factors over many centuries (Chiraghdin & Mnyampala 1977, Khalid 1977, Nurse & Spear 1985, Shariff 1973, Whiteley 1969). One of the latest chapters in its history is the standardisation and implementation as national and official language in Tanzania after independence.The National Swahili Council was given the task of further developing as well as guarding the standard form in textbooks for schools, in literature, in music texts, and in radio and television broadcasting. However, while Standard Swahili was taught in schools and writtenin books and newspapers, people in town quarters where Swahili was spoken developed and used a colloquial style of speech by enriching the standard form with “slang” expressions and lexemes.Recently, many people in Tanzania speak of “lugha za mitaani” (‘languages of the town quarters’, or ‘street languages’), using the plural to point to the fact that there exists a whole range of varieties of non-standard language, depending on local and social factors. The more recent development of lugha za mitaani reflects very much the social, economic, and political liberalisation in Tanzania, which started in the late 1980s. Little research has been done on the complex of these locally coloured colloquial Swahili variants, and we hope that our work will prepare the ground for further, more detailed studies. Since we acknowledge the existence of variants, we will use Lugha ya Mitaani (henceforth abbreviated LyM) to denote the phenomenon as such, whereas we will apply the term Lugha za Mitaani (henceforth abbreviated LzM) when we speak of the complex of variants.The primary characteristic of lugha za mitaani in general is that they deviate from Standard Kiswahili by their special lexicon which is in a constant process of rapid renovation. This is done by way of deliberate manipulation of existing lexical items, as an expression of an attitude of jocular and provocative violation of linguistic norms.Looking into the linguistic makeup, it is quite clear that Lugha ya Mitaani is not an independent language, but a sociolect or register of Kiswahili. The geographical centre of the ongoing creation and recreation of linguistic elements is Dar es Salaam. From there the linguistic items spread very quickly into the interior and reach even remote places such as Nachingwea (Lindi region) and Kurio (Dodoma region), where we conducted our research. The remarkably high mobility of the youth in Tanzania plays a crucial role in this process, but also the media, especially music, radio, video, and the yellow press contribute a lot to the rapid diffusion of Lugha ya Mitaani-terms. This article is based on research conducted in Tanzania between 2000 and 2006 and approaches the phenomenon of Lugha ya Mitaani from different angles. A substantial part of the field research was lexicographic in nature, complemented by ethnographic methods (see chapter two). The analysis focuses on form, function, mediation and general comparative sociolinguistic issues of Lugha ya Mitaani.:1. Introduction: Lugha ya Mitaani 1 1.1 History of colloquial non-standard Swahili speech forms 1 1.2 Special forms of Lugha ya Mitaani 4 1.2.1 Campus Swahili 5 1.2.2 Secret codes derived from Swahili 5 1.2.3 Lugha ya vijana wa vijiweni 6 1.2.4 The language of daladalas 8 1.3 Overview of the article 9 2. Methodology 10 2.1 Field research 10 2. 2 Acknowledgements 12 2. 3 The making of the dictionary 12 3. Sociolinguistics of Lugha ya Mitaani 13 3.1 Lugha ya Mitaani as youth language 13 3.2 Knowledge, use and attitudes 14 3.3 Diachronic aspects of Lugha ya Mitaani 17 4. Lexical elaboration 18 4.1 Humans and social relations 20 4.1.1 Humans 20 4.1.2 Women 21 4.1.3 Men 23 4.1.4 Homosexuals 23 UTA REUSTER-JAHN & ROLAND KIEßLING 4.1.5 Social relationship 24 4.1.6 Social status 24 4.2 Communication 24 4.3 Body & Appearance 25 4.4 Economy, Money & Occupation 26 4.5 Sex 27 4.6 Drugs & Alcohol 28 4.7 Movement & Vehicles 28 4.8 Evaluative terms 29 4.9 Experience 30 4.10 Trouble & Violence 30 4.11 Crime & Police 30 4.12 Food 31 4.13 Disease 31 4.14 Geography & Place 32 4.15 Education 32 4.16 Sports 33 4.17 Weapons 33 4.18 Cultural innovation 33 4.19 Time 33 5. The poetic making of Lugha ya Mitaani 34 5.1 Hyperbole and dysphemism 35 5.2 Humoristic effects 37 5.3 Metaphors 39 LUGHA YA MITAANI IN TANZANIA 5.4 Cognitive motivation 41 5.5 Onomastic synecdoche 43 5.6 Multiple semantic extensions 44 5.7 Folk etymologies 45 5.8 Phraseologisms 46 5.9 Manipulations of form 50 5.10 Donor languages 52 6. The construction of youth identities in discourse practice 53 7. Lugha ya Mitaani and the media 60 8. Lugha ya Mitaani in a historical perspective 66 8.1 Lugha ya Mitaani in contrast to other phenomena of language birth 67 8.1.1 Pidginisation and creolisation 67 8.1.2 Codeswitching 67 8.1.3 Lugha ya Mitaani and Sheng 70 8.2 Semantic change 75 8.3 Sociosymbolic change 76 9. Conclusion 78 Abbreviations 79 Bibliography 80 Appendix 1: Lugha ya Mitaani texts written by John Degera 88 Appendix 2: Diachronic change in the campus lexicon at Teacher Training College Nachingwea 90 Appendix 3: Dictionary of Lugha ya Mitaani 93

The study investigated the strategies used in teaching geometry in primary six as well as the perception of teachers on geometry vocabulary teaching, how geometry vocabularies were taught and, lastly, how the teaching of geometry vocabulary influenced primary six learners’ performance in geometry. The Van Hiele Theory of geometrical thinking and the Constructivist Theory of learning guided the study. The study conveniently sampled 250 primary 6 learners and 7 primary 6 mathematics teachers from three privately-owned primary schools in the Greater Accra Region of Ghana. It combined quantitative and qualitative approaches, using O1–X–O2 design. Data collection instruments were 5-point Likert type scale questionnaires (one for teachers, one for learners), a pre-test and post-test of basic geometry, and a semi-structured one-on-one audio-recorded interview of a selected number of learners and all seven teachers. An intervention was carried out in-between the pre-test and post-test, where the researcher taught geometry vocabulary to participants. Quantitative data were analysed using tables, charts, and simple tests while the qualitative analysis involved the transcription of interviews that were coded, categorised and themed. The study found that geometry vocabularies were not taught and that the most commonly used strategy for teaching geometry was the drawing of 2-D shapes and models of 3-D objects on the board. The pre-test and post-test scores were analysed using a paired t-test and the results indicated that the intervention had a positive effect. The qualitative and quantitative results confirmed that the teaching of geometry vocabulary improved learners’ performance in geometry. The study developed a prototype lesson plan for teaching 3-D objects, a geometry vocabulary activity sheet, a sample assessment for prisms and pyramids and recommends a curricular reform to inculcate the teaching of geometry vocabulary in the curriculum with a geometry vocabulary list for learners in each year group, as contribution to knowledge in mathematics education. The study recommends further research to investigate the effect of geometry vocabulary teaching on learners’ performance in geometry across all year groups in the primary school. / Dyondzo a yi lavisisa maendlelo lawa ya tirhisiwaka ku dyondzisa geometry ya tidyondzo ta le hansi ta ka ntsevu, mavonelo ya vadyondzisi eka madyondziselo ya marito ya geometry, tindlela leti tirhisiweke ku dyondzisa marito ya geometry xikan’we ni ndlela leyi madyondziselo ya marito ya geometry ya khumbheke matirhelo ya vadyondzi va tidyondzo ta le hansi ta ka ntsevu. Dyondzo ya ndzavisiso yi leteriwile hi ehleketelelo ra Van Heile ra maehleketelelo ra ndlela ya geometry ni ndlela yo dyondzisa leyi pfumelelaka vadyondzi ku vumba vutivi ku nga ri ntsena ku teka vutivi ku suka eka mudyondzisi. Dyondzo ya vulavisisi yi hlawurile vana va 250 va tidyondzo ta le hansi ta ka ntsevu na 7 wa vadyondzisi va tnhlayo ta tidyondzo ta le hansi ta ka ntsevu kusuka eka swikolo swinharhu swo ka swi nga ri swa mfumo e Greater Accra etikweni ra Ghana. Yi hlanganisile qualitative na quantiutative aapproach, yi tirhisa O1–X–O2 design. Switirhisiwa swo hlengeleta data a swi ri swivutiso hi muxaka wa 5-point scale(yin’we ya vadyondizi, yin’we ya vadyondzi), xikambelwana xo rhanga na xo hetelela xa geometry ya masungulo, xikan’we na nkandziyiso wa mburisano wa vanhu vambirhi eka nhlayo ya vadyondzi ni vadzyondzisi hinkwavo va nkombo. Ntirho wo nghenelerisa wu endliwile exikarhi ka xikambelwana xo rhanga ni xo hetelela laha mulavisisi a nga dyondzisa marito ya geometry eka vanhu lava ngheneleleke. Quantitative data yi hleriwile hi ku tirhisa matafula, ti charts ni swikambelwana swo olova kasi vuhleri bya qualitative byi nghenise kutsariwa ka miburisano leyi hundzuluxiweke yi nyika tinhlamuselo leti tumbeleke. Leti vekiweke hi ku ya hi mintlawa ni maendlelo ya tona. Dyondzo ya ndzavisiso yi kume leswaku marito ya geometry a ya dyondzisiwanga ni leswaku maendlelo yo toloveleka ya ku dyondzisa geomeyry i ya drawing ya xivumbeko xa 2-D ni mfanekiso wa nchumu wa 3-D eka bodo. Mbuyelo wa Xikambelwana xo sungula na xo hetelela wu hleriwile hi ku tirhisa t-test (xikambelwana xa T) lexi hlanganisiweke naswona mbuyelo wu komba leswaku maendlelo himkwawo ya vile ni xiave lexinene. Mbuyelo wa Qualitative na Quantitative wu tiyisisile leswaku ku dyondzisiwa ka marito ya geometry swi antswisa matirhelo ya vadyondzi eka dyondzo ya geometry. Dyondzo ya vulavisisi yi antswisile kumbe ku kurisa prototype lesson plan ya ku dyondzisa 3-D objects, sheet ya migingiriko ya marito ya geometry na ku bumabumela circular reform ku dyondzisa madyondziselo ya marito ya geometry eka kharikhulamu leyi ng na nxaxamelo wa marito ya geometry ya vadyondzi eka ntlawa wa lembe na lembe, ta ni hi mpfuneto wa vutivi eka dyondzo ya tinhlayo. Dyondzo ya vulavisisi yi bumabumela leswaku vulavisisi byi ya emahlweni ku lavisisa xiave xa madyondziselo ya marito ya geometry eka matirhelo ya vadzyondzi eka geometry eka malembe ni mintlawa hinkwayo exikolweni xa le hansi. / Thuto ye e nyakisisitse ditsela tseo di somiswago go ruteng ga geometry go mphato wa bo tshelela, temogo ya barutisi go ruteng tlotlontsu ya geometry, tsela yeo ditlotlontsu tsa geometry di rutilwego ka gona go akaretswa le, sa mafelelo, ka mokgwa wo thuto ya tlotlontsu ya geometry e tutueditsego mabokgoni a barutwana ba mphato wa bo tshelela go dithuto tsa geometry. Thuto ya van Hiele ya geometrical thinking le ya constructivist theory of learning di hlahlile thuto ye. Thuto ye e somisitse ga bonolo mohlala wa barutwana ba 250 ba mphato wa 6 le barutisi ba dipalo ba supa ba go ruta mphato wa 6 go tswa dikolong tsa tlase tse tharo tsa go ikema seleteng sa Greater Accra Region of Ghana. Thuto ye e kopantse mekgwa ya bontsi/dipalopalo (quantitative) le boleng (qualitative), go somiswa tlhamo ya O1-X-O2. Didiriswa tsa kgobaketso ya boitsebiso e bile 5-point Likert Type Scale Questionnaire (ye tee ya barutisi, ye tee ya barutwana), moleko wa pele le moleko wa morago wa geometry ya motheo, le poledisano yeo e gatisitswego ya tlhamego ya sewelo (semi-structured) ya barutwana bao ba kgethilwego ga mmogo le barutisi ka moka ba supa. Thekgo e ile ya phethagatswa/fiwa magareng ga moleko wa pele le moleko wa morago moo monyakisisi a rutilego tlotlontsu ya geometry go batseakarolo. Boitsebiso bja bontsi (quantitative data) bo sekasekilwe ka go somisa ditafola, ditshate, le teko e bonolo mola ditshekatsheko tsa boleng (qualitative analysis) di akareditse go ngwalolla dipoledisano tseo di thulagantswego, tsa hlophiwa le go beakanywa ka sehlogo. Thuto ye e itullotse gore ditlotlontsu tsa geometry ga se tsa rutwa ebile mekgwana yeo e somisitswego ya setlwaedi go ruta geometry ebile go thala dibopego tsa 2-D le mehlala ya didiriswa tsa 3-D letlapeng. Dintlha tsa moleko wa pele le moleko wa bobedi di sekasekilwe ka go somisa mokgwa wa go phera moleko wa t (t-test). Dipoelo di supeditse gore thekgo yeo e filwego e bile le khuetso ye botse. Dipoelo tsa bontsi le boleng di netefaditse gore go ruta tlotlontsu ya geometry go kaonafatsa mabokgoni a barutwana dithutong tsa geometry. Nyakisiso ye e tsweleditse lenaneothuto la go dira diteko go ruteng didiritswa tsa 3-D le papetlatshomelo ya tlotlontsu ya geometry gape le go kgothaletsa mpshafatso ya lenaneo-thuto go tsenyeletsa thuto ya tlotlontsu ya geometry ka gare ga lenaneo-thuto gammogo le lelokelelo la tlotlontsu ya geometry ya barutwana go dihlopha tsa mengwageng ka moka. Se e tla ba e le tlaleletso ya tsebo go thuto ya dipalo. Thuto ye e kgothaletsa dinyakisiso tsa go ya pele go nyakolla mafelelo a go ruta tlotlontsu ya geometry go tiro ya, goba dipoelo tsa, barutwana go thuto ya geometry go dihlopha tsa mengwaga ka moka tsa sekolo sa tlase. / Mathematics Education / Ph. D. (Mathematics Education)

Meg Cabot’s young adult (YA) novel series The Princess Diaries (2000-2009) is one of many modern-day examples of attempts to redefine what Western society considers the classic princess narrative: the story of a beautiful princess passively waiting for Prince Charming. As critics such as Kay Stone and Sarah Rothschild emphasize, the fictional princess is traditionally linked to notions of ideal femininity which, in turn, makes princess stories interesting texts from a feminist perspective. Rothschild notes a surge in YA princess novels in recent years, with YA writers such as Cabot aiming to challenge the traditional image of the princess as a passive feminine stereotype in their re-workings of the princess story. Previous feminist research on The Princess Diaries series celebrates the main character Mia as a symbol of third wave feminism and as such, a positive role model for Cabot’s predominantly young, female readers. Mia’s characteristic Dr Martens boots are frequently cited as an example of how greatly Mia differs from her princess predecessors. However, these critics ignore important changes in Mia’s personality over the course of the series. By the end of the series, the Dr Martens-wearing heroine introduced in the first book has replaced her combat boots with high heels. In my thesis, I will argue that Mia’s transformation in terms of appearance and preoccupation with mainstream fashion, from quirky outsider to stereotype girly girl, complicates the idea of The Princess Diaries series as feminist texts. Moreover, previous feminist research largely ignores diary writing’s prominent role in the series, and the ways in which the diary format influences the reader-narrator relationship in the novels. In my feminist reading of The Princess Diaries series, I therefore use Mia’s diary writing and the diary format of the series as my starting points. I argue that while Mia’s diary writing is portrayed as empowering, and thereby inspiring, the diary format as a narrative structure creates a rather ambiguous tone and effect; questioning but simultaneously conforming to traditional, restricting notions of femininity.

This thesis examines the role of Melodi Ya Tshwane Christian Youth Ministry (MyT CYM) in the context of what is increasingly observable environmental crisis with a view of developing a contextual approach to ecological mission. The research does not focus primarily on the environmental crisis itself except to note that its scope incorporates not only environmental issues, but has some important implications for social justice as well. The research recognises the role that MyT CYM must play as part of their contribution towards addressing the environmental crisis. Such a role is based not on a pragmatic response to the situation, but flows from the missional nature and theology of the church. Therefore, the missional church has an obligation to address this issue, through Christian mission that takes seriously the biblical call to care and preserve the integrity of creation. Finally, this research aims to assist MyT CYM to understand the theological basis for contextual action towards developing an appropriate ecological mission. / Christian Spirituality, Church History and Missiology / M. Th.(with Specialisation in Urban Ministry)

Geólogo / El presente trabajo realiza una revisión del desarrollo de magmatismo alcalino en el Neógeno en la Patagonia, en un contexto de subducción y de las implicancias tectónicas asociadas a su emplazamiento. Durante el Mioceno, la actividad magmática en la Patagonia se traslada desde el Batolito Patagónico (~25-16,4 Ma) hacia el este, a los intrusivos y lavas de pre-plateau (e.g. Secuencia Volcánica Zeballos, Complejo Plutónico Chaltén; ~17-12 Ma), con improntas marcadas de subducción, reflejando una migración del arco magmático. Cerca de los 14 Ma, comienza el emplazamiento de los basaltos de main-plateau al este de la cadena andina (~14-4 Ma). Estas lavas, en conjunto con los intrusivos transicionales de Torres del Paine (12,5 Ma) y Monte Balmaceda (~15 Ma) y San Lorenzo (6 Ma), presentan una signatura transicional a alcalina, con menores razones Ba/Nb, (Sr/P)N y, en general, menores anomalías de HFSE en comparación a las rocas de pre-plateau. Posteriormente, desde los ~9 Ma se emplazan basaltos de post-plateau con signatura típica de OIB. Para interpretar estas tendencias, modelos previos han sugerido que la génesis de las lavas de plateau (main- y post-) no estaría relacionada a un magmatismo de arco, sino más bien a uno de intraplaca, debido al ascenso de manto astenosférico a través de ventanas en la placa subductante, provocadas por la subducción de la Dorsal de Chile bajo el margen continental. No obstante, algunas de las edades de las lavas main-plateau preceden el arribo de la dorsal a sus latitudes en hasta ~8 Ma, objetando la consistencia de estos modelos. Se propone, sin embargo, que las lavas de main-plateau representarían, más bien, la transición de un magmatismo de arco a uno de intraplaca. Su origen estaría relacionado a la subducción de una corteza oceánica joven de alta temperatura, la que se deshidrataría tempranamente en el ante-arco y aportaría menores cantidades de fluido en la generación de fundido. De esta forma, el magma se originaría a partir de menores tasas de fusión parcial y mayor temperatura, por lo que presentaría una menor influencia de los componentes derivados del slab y un enriquecimiento relativo en álcalis, prescindiendo del ascenso de material mantélico durante este periodo.

This thesis contains the first two acts of a novel about a young girl named Isabeau Jones. After the mysterious drowning death of her mother, Isabeau attempts to find her place as a girl, as a student, as a preternaturally gifted baseball player and as an outsider in a rural East Texas community that does not look kindly on difference. Throughout the novel, Isabeau attempts to negotiate what it means to be female, academically ambitious, physically active and independent in a rural life that does not encourage such qualities in girls. While she navigates her tumultuous relationships with the men in her life, Isabeau also learns more and more about her mother and, eventually, she discovers for herself the kind of woman she can and wants to become.

Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Hispánica mención Literatura / En un contexto postdictatorial latinoamericano y en particular en Chile, donde la utopía socialista ha fracasado, instalándose un sistema democrático neoliberal que continúa en buena medida con los diseños sociales impuestos por las dictaduras, asistimos a una operación oficial de desmemoria destinada a borrar la huella del trauma. A raíz de ello, no es extraño el surgimiento de una escritura que se resiste al olvido y que intenta visibilizar experiencias que el discurso oficial pretende dejar fuera de la historia. Es así como la reconstitución de la memoria y el trabajo del duelo, se asumen como ejes que van articulando tanto la ficción como el testimonio. La (pre)ocupación por la memoria tiene que ver con una resistencia al borramiento y al olvido, y así las distintas subjetividades e identidades se van forjando a partir de este contexto. La novela Cansado ya del sol, de Alejandra Costamagna (2002), se inscribe dentro de este proceso. Este trabajo tiene como propósito analizar la (re)creación identitaria de la protagonista a partir de la reconstitución de la memoria y el trabajo del duelo. Desde mi perspectiva, esta identidad sólo se forja a partir de su descubrimiento sexual/memorioso, que culmina en el momento de la muerte del padre, asumiendo así una doble pérdida que le permitirá escarbar en el pasado por tanto tiempo silenciado.

The creative writing is preceded by a critical introduction that explores the history of the steampunk genre, the YA literature movement, and many novels and short stories in both genres. The critical introduction establishes genre guidelines and expectations, as well as provides examples for important qualities of the genre. The nature of the story required additional research into steam engines, WWI history, the RMS Olympic, tree climbing ascension techniques, and various other subjects. This informal research was used to improve the descriptions of technology in the creative work, as well as the naval terminology and battle tactics performed by steam powered ships before and during the first World War. Though not a historical novel, this information assists in building a believable steampunk world.