Child poverty remains a global challenge with millions of children living in extreme income poverty in multidimensionally poor households (UNICEF, 2019a:20). This prompted the international call under the Sustainable Development Goals to end extreme child poverty and reduce by half children living in multidimensional poverty by 2030 (UNICEF, 2016a:85). In Zimbabwe, Mushunje and Mafico (2010:261) emphasise the need to find innovative ways to reduce child poverty. The goal of the study was to explore and describe how asset-based community development can reduce child poverty in Bindura district, Zimbabwe. The study employed the explanatory sequential mixed methods research design, which combined quantitative and qualitative research approaches in a two-phased study. Survey and case study designs were adopted in the respective phases. Quantitative data was first collected by means of a survey from a sample of 73 heads of households. Qualitative data which explained and interpreted the quantitative findings was then gathered through field observations, document analysis and semi-structured interviews with 23 participants, namely nine heads of households, three key informants and 11 children. The findings show that the multidimensional and overlapping manifestations of child poverty in the health, education and child protection domains are rooted in the multiple deprivations that characterise the households in which children live, namely constrained income sources, low income, low consumption expenditure, overcrowded housing conditions, constrained access to water and sanitation, limited ownership of durable household goods, and lack of human, social, physical, financial and natural assets. The study concludes that assets are central to child poverty reduction in the study area. In this regard, asset-based community development is identified as a strategy that can be employed to combine assets to reduce child poverty. In this context, the study recommends guidelines for an asset-based community development approach embedded in the principles of the sustainable livelihoods approach to reduce child poverty in Bindura district, Zimbabwe. / Thesis (PhD (Social Work))--University of Pretoria, 2020. / Social Work and Criminology / PhD (Social Work)

No description available.

No description available.

Digital technologies such as televisions, touch screen tablets, smartphones, and smart speakers are now frequently encountered and used by young children even before the age of one. These devices facilitate modern parents in their care-giving of young children due to their prevalence in the home environment. The use of these devices is especially common by international student mothers of young children who subscribe to a multiplicity of roles such as being a productive student, efficient mother, and dutiful partner in a new country. This dissertation summarizes four studies exploring the role of technology in international student mothers' life as a parent of young children, and the implications of design and research of technologies for parents based on the transferable learning from these studies. The first and second studies employ auto ethnographic and collaborative approach to involve these mothers as equal stakeholders and collaborators to understand their context of use of technology. The third and fourth studies explore the various uses of technology by caregivers and young children, to obtain certain gratifications. By engaging primary caregivers in in-depth efforts of understanding of their motivations and perceptions about early childhood media exposure, I set forth the praxis between the professional recommendations and their actual lived experiences with technology and young children. Building on these insights, I present a conceptual framework for research which considers the dyadic use of technology due to the close relationship between primary caregivers and young children. Based on the various roles of technology in international student mothers' parenting, I present implications for designing technologies which can assist parents in their care giving duties. / Doctor of Philosophy / Digital technologies such as televisions, touch screen tablets, smartphones, and smart speakers are now frequently encountered and used by young children even before the age of one, and facilitate modern parents in their care-giving of young children due to their prevalence in the home environment. The use of these devices is especially common by international student mothers of young children who subscribe to a multiplicity of roles such as being a productive student, efficient mother, and dutiful partner in a new country. I employ auto ethnographic and collaborative asset-based approaches to involve these mothers as equal stakeholders and collaborators to have an in-depth understanding of their context of use of technology. I explore the various gratifications sought by caregivers and children through their uses of technology, and illustrate how current technologies succeed in delivering those gratifications, and where they do not come up to scratch due to their unique living circumstances. By engaging primary caregivers in in-depth efforts of understanding of their motivations and perceptions about early childhood media exposure, I set forth the praxis between the professional recommendations and their actual lived experiences with technology and young children. Building on these insights, I present a conceptual framework for research which considers the dyadic use of technology by primary caregivers and young children due to their close relationship. Based on the various roles of technology in international student mothers' lives, I then present implications for designing technologies including screen-based digital childcare assistants and interactive shows, conversational user interfaces as bilingual language learning partners, and mobile applications to support young children's incidental learning, which can assist parents in their care giving duties.

No description available.

With increasing incidence of severe disasters, global policies and frameworks have been shifting towards an emphasis on collaboration and community resilience. The greater use of information systems to assist with disasters has prompted a need to examine how technology can support collaboration and resilience. Hence, this thesis aims to identify a set of requirements for a collaborative online asset mapping tool through a requirement engineering process. A multiple case study design was used with the objective of answering: (1) what are the functional, non-functional, and general system requirements of an online asset mapping tool for disaster preparedness; (2) is a standard “off-the-shelf” asset-mapping application feasible for community development and adaptive capacity building for disaster management; and (3) what are the potential designs that can address the requirements? The specific cases examined were The Region of Waterloo, Ontario and Truro, Nova Scotia. The data from the cases was used to perform qualitative content analysis combined with activity diagrams, to determine and analyze the requirements for an online asset mapping tool to aid in disaster preparedness. The findings of the research included shared requirements between the two communities that encompassed: system purpose, system functionalities, user characteristics, and system requirements. Furthermore, prototype user interface (UI) wireframes were developed using the requirements results to show a potential design of an online asset mapping application. This thesis research addressed the need to design a tool that facilitates all aspects of the asset mapping process. Ultimately, this research builds the foundation to which future research can examine the requirements to design and develop a citizen-oriented tool to enhance community disaster resilience.

The purpose of my study was to investigate an indigenous form of stone play as a projection medium in child psychological assessment. My theoretical framework was grounded in indigenous psychology. My literature study consulted theory relating to indigenous psychology, indigenous knowledge, play, assessment, asset-based approach and positive psychology. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed an intrinsic case study design and purposefully selected the participant. My data collection methods consisted of interviews with the participant’s mother and observations of the participant during the Masekitlana sessions. I relied on audio-visual methods and a self-reflective journal as methods of data documentation. Six main themes emerged as the result of thematic analysis and interpretation that I have completed. Firstly, I found that during the Masekitlana sessions, the participant mentioned a desire or a huge need for food. Secondly, the participant also experienced conflict in the neighbourhood as a result of living conditions and poverty. This included experiences of peer conflict as well as indirect conflict among adults in the community. Thirdly, environmental factors in the informal settlement came to the foreground, like infrastructure, water supply and housing. In the fourth instance the participant expressed her daily routine of bathing, going to school, doing school work and going home. Fifthly, the participant projected her belief system by mentioning indigenous concepts, such as ‘Naka’ which refers to a sangoma (traditional healer). Lastly positive qualities within the participant are identified as a theme. Masekitlana poses to be a valid projection medium to conduct a psychological assessment with the participant because it provides an authentic psychological image. The standardization of Masekitlana as an assessment medium is suggested. Further research to develop psychological assessment media for children from African origin and culture is needed in South Africa. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The subject of this master’s thesis is estimation of company value. Theoretical part defines basic concepts such as value, categories of value, company and methods of valuation. Practical part includes estimation of real company value based on valuation of assets. Practical part also includes analyses of extrenal and internal environment.

My study is informed by a partnership initiated between Gun Free South Africa and the Department of Education (District Tshwane South) with the concern of addressing violence in schools. Schools are often seen as professionalised and distant from their local communities. Learners belong to the very communities that are distanced from the school. They bring to school the unresolved issues from their families and interpersonal relations within the community. The study aimed to explore and describe the experiences of violence by a school community and how they cope with it. The study was informed by a qualitative and instrumental case study design within an interpretivist paradigm. Furthermore, the study was guided by an integrated conceptual framework derived from an asset-based and ecosystemic model, coping theories and the management system adapted from Babbie (2001). To address this I incorporated a variety of strategies such as interviews, collages, timeline and concept mapping through which a crystallisation of data could be obtained. I also used informal observations and visual data as additional data generating methods. Through a thematic analysis approach the study reveal the existence of violence as a challenge to the school community, and impacts directly or indirectly to their well-being. The study has further indicated that the perpetrators are known to the victims. The findings of the study suggest that on the basis of the integrated conceptual framework support structures could be mobilized, building partnerships between local schools and the community to provide a firm foundation for educational renewal and community regeneration and to contribute directly to the strengthening and development of the school community. The information gathered might also assist policy developers in developing support and intervention programmes for the restoration of school safety. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / MEd / unrestricted

No description available.