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The narrative account of personal experience in Northern SothoTalane, Refiloe Mabolatse 03 1900 (has links)
Thesis (MA)--Stellenbosch University, 2008. / ENGLISH ABSTRACT: This thesis is a narration of personal experiences of the Northern Sotho people and their
way of doing their activities. The Northern Sotho people and their ways of doing things
have been characterized by a proliferation of different ways of living governance. This
living governance is by people who are a distance from the Northern Sotho way of living
that has been influenced by day to day changes of technology and the style of living,
whereby people can do anything to can fit in the current lifestyle.
The problem experienced in relation to accounts is how accounts impact on us and visa
versa. The Northern Sotho narration dates back from the pre-colonial, colonial and
apartheid era. These linear stages of governance have had an influence in the
transformation of the Northern Sotho. This transformation has seen a delusion of the
original Northern Sotho discourses.
A mixture of different cultures in the process of transformation has also characterized this,
where the Northern Sotho people have adopted other tribes’ norms and values; in the
process losing their own original identity. Other tribes have also lost their original ways of
doing things by absorbing Northern Sotho norms and values.
The findings of research will determine how difficult it is to transform original cultures to the
most dominant culture of today, which is more westernized. People will analyze the
findings influential in doing self-introspection, which will assist in determining oneself.
The recommendation that could be given would be that one need to look back at the
importance of cultural values from where he or she comes and to make it fit into today’s
life as this will prevent uncertainties and assist in building the current and next generation’s
future. / AFRIKAANSE OPSOMMING: gemeenskap en hul manier om met hul aktiwiteite te handel. Die Noord-Sotho
gemeenskap en hul manier om dinge te handel word gekenmerk deur ‘n vinnige toename
in die diverse invloede deur mense wat verskillende lewenswyse as hul eie het. Hierdie
lewenwyse word gekenmerk deur die vinnige ontwikkelende tegnologie en lewenstyl
waarvolgens mense enigiets kan doen om in die hedendaagse maniere om dinge te doen
in te pas.
Ondervindinge in verhouding met die beskrywings is hoe die beskrywings ons beinvloed
en andersom. Die Noord Sotho vertelling is gedateer vanaf die prekoloniale-, koloniale-,
apartheid- en pos-apartheid eras. Hierdie liniere fases van magsuitoefening het ‘n invloed
gehad in die transformasie van die Noord Sotho. Hierdie transformasie het gesien tot die
verkeerde ideé van die oorspronklike kommunikasies van Noord-Sotho lewenswyse.
‘n Mengsel van verskillende kulture in die proses van transformasie het ook hierdeur
kenmerk, waar die Noord Sotho bevolking ander stamme se norme en waardes
aangeneem het en sodoende hul oorspronklike identiteit verloor het. Ander stamme het
ook hul oorspronklike manier om hul dinge te doen verloor deur dat hulle norme en
waarders van die Noord –Sotho geabsobeer het.
Die navorsings bevindinge sal bepaal hoe moeilik dit is om suiwer kulture te omvorm tot
die mees dominante hedendaagse kultuur wat meer verwesters is. Mense sal die
bevindinge analiseer wat op instrospeksie impakteer en selfbeeld bepaal.
Die aanbeiling is dat die historiese belangrikheid van die kulturele waardes in ag geneem
moet word as die basis waar ons vandaan kom en dat ons dit in werking moet stel in die
hedendaagse lewe. Dit sal onsekerhede voorkom en ook help om die toekoms van die
huidige en toekomstige generasies te bou. / KAKARETŠO: Ke kanego ka ga bophelo bja batho ba Sesotho sa Leboa le mediro ya bona. Mekgwa le
mediro yeo e akaretšago bophelo ka bophara bja setšo sa Leboa e hweditšwe ke mebušo
yeo e bušago. Mebušo yeo le yona e hweditšwe ke diphetogo tša tšatši ka tšatši tša
setekiniki le bophelo bja selehono moo batho ba lekanago ka maatla go ka ikhwetša ba
kgona go phela maemong a selehono.
Ditlhalošo tša setšo sa Leboa di balelwa go tloga mehleng ya pele ga koloni, ka nako ya
kgatelelo le ka morago ga kgatelelo. Nakong tše ka moka tša go fapafapana, mebušo ya
gona e bile le khuetšo e kgolo setšong sa leboa.
Go lekana ga ditšo tša go fapafapana diphetogong setšong le gona go amile dipheto
setšong sa batho ba Leboa gomme ba thoma go loba boitšhupo bja botšo. Merafe e
mengwe le yona e lahlegetšwe ke botšo ka go latela ditlwaedi le mekgwa ya Sesotho sa
Leboa.
Go ya ka dinyakišišo, go nale sešupo sa gore ga go bonolo go ka fetoga setšong sa
bogologolo go fetogela go setšo sa sebjale seo se tibilego ka mekgwa ya sekgowa. Batho
ba tla lebeledišiša ditšhupetšo tšeo di nago le khuetšo ya go inyaka le go inyakišiša, e lego
seo se tla thušago motho gore a te tsebe.
Kakanyo yeo e ka tlišago phetogo ke ge go ka lebelelwa morago botsong bja setšo. Go
lebelelwe ka moo se bego se hlomphiwa ka gona e bile se latelelwa gomme go be le
tlhotleletšo ya gore se šomišwe bophelong bja selehono. Tlhotleletšo ye e ka thibela
dipelaelo le go thuša go aga bokamoso bja meloko ya lehono le yeo e sa tlago.
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Dealing with nationalism in view of a human need to belong : the feasibility of narrative transformation in Northern IrelandEnglberger, Florian January 2018 (has links)
This thesis seeks to delineate what change in divided societies such as Northern Ireland is possible. Two steps are necessary to answer this question: first, to explain the potency of nationalism. I contend that taking the evolutionary history of humans and a human need to belong into account is essential for an understanding of A.D. Smith's ethno-symbolist approach to nationalism. We need to acknowledge that human beings emerged from small-scale settings and are therefore conservative beings who seek those patterns of familiarity that make up the ordinary ‘everyday'. They are also prejudiced beings, as prejudice helps to break down a complex world into digestible pieces. The ethnic state excluding an ethnic ‘other' is an answer to these calls for simplicity. By establishing an apparent terra firma, a habitus, symbols of an ethnic past and national present speak of nationalist narratives that provide a sense of ontological security. In (Northern) Ireland, ethno-national communities based on prejudiced understandings of history have long been established. In this second step I maintain that change that violates the core potent national narratives cannot be achieved. The Provisional IRA's change from insurrection to parliament became feasible because a radical break with republican dogmas was avoided. Sinn Féin, despite a rhetorical move towards ‘reconciliation', still seek to outmanoeuvre the unionist ‘other'. The history of Irish socialism, on the other hand, has been a failure, as it embodied a radical attempt to banish the ‘other' from the national narrative. Regarding ‘post-conflict' Northern Ireland, I argue for a peacebuilding approach that leaves the confinements of hostile identity politics, as these mass guarantors of ontological security possess only limited potential for relationship transformation. We need to appreciate those almost invisible acts of empathy and peace that could be found even in Northern Ireland's darkest hours.
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'Lodge-ical' thinking and development communication : !Xaus Lodge as a public-private community partnership in tourism.Dyll-Myklebust, Lauren. January 2011 (has links)
This thesis explores the interface between community development via tourism and the field of
development communication vis-à-vis a case study of the community-owned and privatelyoperated
!Xaus Lodge in the Kgalagadi Transfrontier Park. The research is informed by
Critical Indigenous Qualitative Research that employs interpretive research practices that aim
to be ethical, transformative, participatory and committed to dialogue. The study valorises the
voices of all lodge stakeholders analysing their expectations and how they negotiate the
processes involved in the establishment and operations of the lodge. As a longitudinal study
from 2006 until 2011 it focuses on the processes involved in transforming a failed poverty
alleviation-built tourism asset into a commercial product with a range of benefits for the
community partners. The processes involved are studied and shaped via participatory action
research. This thesis generates a generalised public-private-community lodge partnership
development communication model based on the findings of the !Xaus Lodge case study. The
analysis of !Xaus Lodge is guided by development communication principles and practice such
as the Communication for Participatory Development (CFPD) model, as well as the notion of
pro-poor tourism (PPT). The applicability of these policies, approaches and models is
problematised highlighting the complexity of development on the ground, particularly with
indigenous and local communities. This study sets out the importance of cultural relativity in
development projects whereby possible differences in the stakeholders‟ history, epistemology
and ontology should be taken into consideration if a project is to negotiate both the demands of
commercial viability as well as the symbolic and spiritual needs of the community partners. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.
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'n Fonologiese en morfologiese beskrywing van LobeduKotzé, A. E. January 1995 (has links)
Thesis (D.Litt. et Phil)--Universiteit van Suid-Afrika, 1995.
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Syllable structure processes in Northern Sotho : a linear and non-linear phonological analysisMadigoe, Mashikane William 12 1900 (has links)
Thesis (MA)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study intends to describe and explain syllable structure processes in Northern Sotho.
It deals with phonological processes such as vowel deletion, semivocalization and
semivowel insertion. The major aim of these processes is to restore the preferred ICVI
syllable structure which has been violated by morphological processes such as passive,
diminutive, the construction of absolute pronouns, etc.
Two phonological models are applied with the intention to determine the one that presents
the most credible explanation for the phenomenon at hand. The two models employed
are, respectively, the Transformational (TG) and Feature Geometry (FG) models. It
appears that Feature Geometry model yields better results in the description of syllable
structure processes in Northern Sotho. / AFRIKAANSE OPSOMMING: Hierdie studie beskryf en verklaar sillabestruktuur prosesse in Noord-Sotho. Die
tersaaklike fonologiese prosesse is vokaaldelesie, semivokalisasie en
semivokaalinvoeging. Die doel van hierdie prosesse is om "n bepaalde
voorkeursillabestruktuur IKVI te herstel wat versteur word deur morfologiese prosesse met
die vorming van die passief, diminutief, die konstruksie van absolute voornaamwoorde
ensovoorts.
Twee fonologiese modelle word geïmplementeer ten einde te bepaal welke model die
mees geloofwaardige verklarings vir die betrokke verskynsels kan bied. Die
Transformasioneel-Generatiewe (TG) en Kenmerk Geometriese(KG) modelle word
respektiewelik toegepas. Dit skyn asof die Kenmerk Geometriese model beter resultate
lewer in die beskrywing van sillabestruktuurprosesse in Noord-Sotho.
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'n Fonologiese en morfologiese beskrywing van LobeduKotzé, A. E. January 1995 (has links)
Thesis (D.Litt. et Phil)--Universiteit van Suid-Afrika, 1995.
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Factors affecting the implementation of an elementary science curriculum in three northern Saskatchewan provincial schoolsArnott, Daryl G. 03 December 2007
This qualitative study explores factors affecting the implementation of an elementary science curriculum in three schools in northern Saskatchewan. Data gathered from thirteen elementary level teachers indicate that most teachers interviewed possess a general vision of ideal science teaching and learning close to that presented in the provincial curriculum, but that most teachers believe that they are a considerable distance away from translating that vision into reality. Data indicate that few teachers use the curriculum on a regular basis or possess detailed familiarity with its components.<p>A variety of generic factors not unique to the north are creating challenges for teachers striving to implement the science curriculum. Tight timelines for implementation, as well as challenges such as class size, limited inservice availability, and infrequent networking opprtunities were identified as challenges. Many challenges were linked to the need to refine or acquire skills made more necessary by new curricula, as well as by other provincial and regional initiatives. The need to address such skill deficits is felt by most teachers, but is felt most acutely by those who are not recent graduates of teacher-training programs or those who rely primarily on locally available professional development within the context of the regular school year and setting.<p>Teachers in this study indicated that a greater degree of instructional leadership at the school division and school level would assist them in their efforts to implement mandated changes. Concern was also expressed that little monitoring of the implementation process by either their school division or by the provincial government had taken place.<p>A variety of factors unique to the North were identified as affecting implementation efforts. Teachers found the curriculum to be easily adapted for northern needs, as well as appropriate for students for whom English is a second language. General funding levels and special school division initiatives were also seen as helpful. Respondents, however, identified socioeconomic factors, questionable levels of instructional leadership, as well as distance between community and school as serious challenges to implementation.<p>This study confirms current research indicating that managing changes such as the implementation of an elementary science curriculum is a complex venture necessitating organizational and operational changes at school, school division, and provincial levels to encourage and support efforts to make schools learning organizations for both students and teachers. The study concludes with several recommended areas of further research, as well as with several specific action recommendations to assist with the implementation of new curricula.
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Factors affecting the implementation of an elementary science curriculum in three northern Saskatchewan provincial schoolsArnott, Daryl G. 03 December 2007 (has links)
This qualitative study explores factors affecting the implementation of an elementary science curriculum in three schools in northern Saskatchewan. Data gathered from thirteen elementary level teachers indicate that most teachers interviewed possess a general vision of ideal science teaching and learning close to that presented in the provincial curriculum, but that most teachers believe that they are a considerable distance away from translating that vision into reality. Data indicate that few teachers use the curriculum on a regular basis or possess detailed familiarity with its components.<p>A variety of generic factors not unique to the north are creating challenges for teachers striving to implement the science curriculum. Tight timelines for implementation, as well as challenges such as class size, limited inservice availability, and infrequent networking opprtunities were identified as challenges. Many challenges were linked to the need to refine or acquire skills made more necessary by new curricula, as well as by other provincial and regional initiatives. The need to address such skill deficits is felt by most teachers, but is felt most acutely by those who are not recent graduates of teacher-training programs or those who rely primarily on locally available professional development within the context of the regular school year and setting.<p>Teachers in this study indicated that a greater degree of instructional leadership at the school division and school level would assist them in their efforts to implement mandated changes. Concern was also expressed that little monitoring of the implementation process by either their school division or by the provincial government had taken place.<p>A variety of factors unique to the North were identified as affecting implementation efforts. Teachers found the curriculum to be easily adapted for northern needs, as well as appropriate for students for whom English is a second language. General funding levels and special school division initiatives were also seen as helpful. Respondents, however, identified socioeconomic factors, questionable levels of instructional leadership, as well as distance between community and school as serious challenges to implementation.<p>This study confirms current research indicating that managing changes such as the implementation of an elementary science curriculum is a complex venture necessitating organizational and operational changes at school, school division, and provincial levels to encourage and support efforts to make schools learning organizations for both students and teachers. The study concludes with several recommended areas of further research, as well as with several specific action recommendations to assist with the implementation of new curricula.
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Lac La Ronge Indian Band: Pursuing pimâcihowin (making a living) to achieve mitho-pimâtisiwin (the good life)2014 September 1900 (has links)
This study explores the importance of culture in Northern in contemporary Aboriginal development. This study interviewed a sample of Lac La Ronge Indian Band members living in the community of Lac La Ronge about their perceptions of two central culture values: northern pimâcihowin (making a living) and mitho-pimâtisiwin (the good life) and its relevance to the LLRIB Band developments. This is significant because northern First Nations have unique local histories and perspectives, and they continue to earn a living and self-sufficiency through traditional ways of living on the land (commercial fishing and trapping, hunting) and adapting new ways to their way of life, such as pursuing training, employment, and business opportunities. Using a methodology called snowball sampling from community contact referrals, nine participants agreed to participate in this study. The questionnaire for this study focused on the interviewees’ perceptions of Cree culture and northern ways of life, pimâtisiwin (life), and whether they thought principles of pimâcihowin (making a living) influenced or should continue to influence LLRIB members and leaders to achieve mitho-pimâtisiwin (the good life). The literature and findings suggest that Cree culture, pimâtisiwin (life) and its connection to the land, and the concept of pimâcihowin (making a living) are still relevant today. Overall, this study suggests that concern for northern Cree pimâtisiwin (life), the land and pimâcihowin (livelihood or making a living), strongly influenced and will likely continue to be important for LLIRB efforts to develop its people and communities thus contributing to their innovative social and developments that blend local values and principles.
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The importance of vision and mission statements in promoting school effectiveness in Northern Province schoolsModiba, Solomon Ngwako. 15 August 2012 (has links)
D.Ed. / Schools have to provide quality education and maintain appropriate educational standards. Over and above that, schools have to deliver acceptable results. That will be the hallmark of schools being effective. Again, modem day schools can no longer be managed on an old fashioned way like in the past. School conditions have changed and keep on altering. Effectiveness and ineffectiveness could result from the changed teaching and learning environment. The main focus of this study is to investigate how public secondary schools in the Northern Province could be assisted to overcome ineffectiveness through the employment of vision and mission statements. Attention is placed on how clearly formulated vision and mission statements could be utilized to create effective schools. The main research question which has been driving the entire study is: What is the role and importance of clearly formulated vision and mission statements in developing and promoting school effectiveness in schools in the Northern Province? What are the perceptions of educators (principals and teachers) and parents with regard to the development and implementation of vision and mission statement in their schools? As already stated, the principal focus of the research is to address the problem of ineffectiveness as witnessed by some public secondary schools. The problem of ineffectiveness by schools is investigated from the point of view of vision and mission statements. This therefore, suggests that vision and mission statement have to be comprehended as interventionist strategy to assist ineffective schools to replace ineffectiveness with effectiveness. Vision and mission statements are located within a school as a learning organization. The reason for this is that in a learning organization every member feels an urge and drive to contribute his or her talent to the development of school as an organization. Again, in a school setting, these statements need to be approached as part of the school's comprehensive strategic plan. It is in that way that vision and mission statements could impact the school's organization structure, management process, management strategy, innovative ideas, values and culture. This will enable these statements to facilitate the occurrence of quality teaching and learning in schools.
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