Dissertations / Theses on the topic 'Socio-cultural diversity'

Master of Science<br>School of Family Studies and Human Services<br>Bronwyn S. Fees<br>All children participate in cultural practices that shape development. Meaningful, authentic connections and interactions with adults build the foundation for respectful integration of cultural diversity in the development of early childhood curriculum. The knowledge of how culture develops forms the foundation of cultural inclusion and appropriate practices in the early childhood setting. Cultural development encompasses the physical environment, the relationships built with people within the environment, and the expectations and roles placed on the child by the family, community and society. Culture is the context in which development occurs and directs the manner of development. The socio-cultural historical perspective, developed by Vygotsky (1978) and elaborated on by Rogoff, (2003) provides a framework for defining cultural development as participation and interactions among individuals as well as within the self. Research indicates recognizing and respecting cultural differences, however, remains a challenge for implementation of culturally appropriate practices. This paper reviews the connection between culture and development by applying the socio-cultural historical perspective to early childhood education classroom practices. Strategies for inclusion and culturally appropriate practice provide the focus for the discussion with illustrative examples from Hungary and the Midwestern United States. Implications for educators, administrators, and teacher training professionals are addressed.

Thesis (M.A.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Orientador: Terezinha de Jesus Machado Maher<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-15T17:56:38Z (GMT). No. of bitstreams: 1 Santos_MarciaAndreados_D.pdf: 1505589 bytes, checksum: c29a1ec89e18bfe3033080d55ce70293 (MD5) Previous issue date: 2010<br>Resumo: Este estudo tem por finalidade descrever e discutir as representações de educadores da rede pública de um município do sudoeste do Paraná acerca dos conceitos de língua, cultura e identidade, com vistas a compreender os sentidos que atribuem à diversidade linguística e sociocultural presente no contexto em que atuam. Embora tal contexto inclua uma variedade étnica considerável, optou-se por aqui focalizar as representações construídas acerca da negritude e da indianidade dada à relevância desses grupos étnicos localmente. O corpus de análise desta tese reúne dados gerados durante atividades escritas e interações em sala de aula ocorridas ao longo de oito encontros com professores e gestores municipais realizados em um curso de formação docente promovido pelo CEFIEL - Centro de Formação Continuada do Instituto de Estudos da Linguagem da UNICAMP. A pesquisa em questão é de cunho qualitativo/interpretativista e segue os preceitos epistemológicos advogados por Moita Lopes (2006) para estudos conduzidos no campo aplicado. O aparato teórico que deu sustentação ao trabalho orientou-se por contribuições advindas da Linguística Aplicada (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), dos Estudos Culturais (HALL, 1997; WOODWARD, 2002), da Educação (SKLIAR, 2003; SILVA, 2005), da Antropologia (THOMAZ, 1995) e da Sociologia (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Os resultados obtidos na análise dos dados sugerem que a) as concepções relativas aos três conceitos focalizados com as quais a maior parte dos sujeitos pesquisados opera contribuem para que atitudes etnocêntricas e pouco tolerantes para com o diferente sejam mantidas e/ou b) que eles desconhecem, ou preferem não reconhecer, a pluralidade linguística e sociocultural considerável do ambiente em que atuam profissionalmente. A expectativa é que este trabalho possa subsidiar a construção de currículos interculturais de formação de educadores que os torne capazes de trabalhar com a diferença de modo produtivo e respeitoso<br>Abstract: This study aims at describing and discussing the representations educators who work in public schools in a district of southeast Paraná have of concepts such as language, culture and identity in order to understand the meanings they attribute to local linguistic and socio-cultural diversity. Although the context these educators work in includes considerable ethnic variety, only representations of indigenous and afro-descendent people were examined considering the relevance of such ethnic groups in the area. The analyzed corpus include data collected during written activities and classroom interactions that occurred along eight encounters with teachers and school principals and assistants in a course sponsored by CEFIEL - Center for Continuing Education of the Institute of Language Studies of the State University of Campinas (UNICAMP). This study is qualitative and interpretative in nature and follows the epistemological principals suggested by Moita Lopes (2006) for applied research. The theoretical bases adopted was oriented by contributions from the fields of Applied Linguistics (COX e ASSIS-PETERSON, 2007; CESAR e CAVALCANTI, 2007; FABRÍCIO, 2006; MAHER, 2007), Cultural Studies (HALL, 1997; WOODWARD, 2002), Education (SKLIAR, 2003; SILVA, 2005), Anthropology (THOMAZ, 1995) and Sociology (ELIAS, 1994; BOURDIEU, 1998; FOUCAULT, 2002). Data analyses results suggest that most research subjects a) operate with theoretical conceptions in regard to the three focused concepts which contribute for the maintenance of ethnocentric beliefs and attitudes of disrespect for differences and /or b) do not know, or prefer not to acknowledge the considerable linguistic and socio-cultural plurality of the context in which the act professionally. The expectation is that the research here described can contribute to the elaboration of intercultural curricula for the education of school professionals thus enabling them to work with differences in school environments in more productive and respectful ways<br>Doutorado<br>Multiculturalismo, Plurilinguismo e Educação Bilingue<br>Doutor em Linguística Aplicada

This thesis studies how a non-white minority integrates into Swedish society in order to better understand the particularities of Sweden’s immigration model and to see if it is as suitable as it is made out to be in EU circles. It does so through an exhaustive review and cross-examination of existing literature on immigration in Sweden, and by collecting opinions from members of a long established immigrant community: the Eritreans in Sweden. It calls for a more nuanced approach in education and society to issues of race and ethnicity, so that the majority of the population realizes that using and discussing these categories should not be avoided, because they are useful to come to terms with diversity. By not focusing exclusively on economic insertion, but by also placing emphasis on the socio-cultural integration of minority identities, it will point out to the need for more comprehensive integration policies that equate opportunities and chances of non-white Swedes with those of natives and ensure equal access to the labor and housing markets. It contends that ‘top-down’ legislation and systemic implementation of such policies foster feelings of ‘belongingness’ among non-white Swedes, and contribute to the creation of social capital and to the overall peaceful coexistence of Swedes of different cultural backgrounds.

In Norway research on immigrants and the labour market has to a large degree focused on immigrants’ shortcomings, be it their lacking knowledge, competence and skills (KCS) or their failures in being recruited to available jobs. This study seeks to refocus current academic interest and investigates the potential benefits of recruiting immigrant employees. It explores highly skilled immigrants and how their KCS is valued, shared and used in a Norwegian workplace. In this study seven immigrant employees in a State organisation (the Directorate) are interviewed about their experiences with having their KCS validated, shared and used. In addition they reflect on the Directorate’s framework conditions for sharing learning, and whether the organisation is able to expand the organisational culture to embrace immigrants’ values, opinions and practices. The study adopts a socio-cultural view on learning and operationalises this approach through the use of Lave and Wenger’s concept of communities of practice (CoPs). Employees in the Directorate are thus seen as members of CoPs and new immigrant employees as novices going through a participative process to gain access to the CoPs’ repertoire of accepted practices. Findings indicate that the negotiation of meaning taking place when new, immigrant KCS enters CoPs is a contested process in which both new employees and veteran members go through a process of identity formation. Findings also indicate that although an organisation may have an inclusive work environment regarding surface-level diversity, the inclusion of foreign values, opinions and practices and the development of a diverse learning environment is dependent on a conscious strategy on harvesting foreign KCS.

La diversité reflète le fait que les membres d’une communauté diffèrent selon certaines caractéristiques, liées à l'origine ethnique, au statut socio-économique ou à la culture. L’essor du commerce et l'intégration économique placent les sociétés modernes face à des niveaux de diversité croissants. Cette thèse évalue l’impact social et économique de la diversité locale. elle montre comment la diversité d’un quartier influe sur les conditions de vie et les perspectives d'emploi de ses habitants. Ce travail contribue à la littérature de trois façons: il examine des questions inexplorées à un niveau très local, révèle les mécanismes sous-jacents et fournit de nouvelles méthodes pour aborder la question de l'endogénéité. Le chapitre 1 montre que la diversité des origines a un effet négatif sur la qualité des biens publics locaux, du fait d’actes de vandalisme liés à un manque de pression des pairs, et du fait de l'échec de l'action collective qui permettrait une gestion efficace de la propriété. Aucun effet robuste sur la sécurité publique n’est à noter. Le chapitre 2 révèle que l'effet du chômage sur la criminalité a une dimension spatiale. Pour les crimes économiques, le taux de chômage des quartiers environnants a un effet plus fort que celui du voisinage immédiat, l'inverse étant vrai pour vandalisme. Le chapitre 3 montre que les personnes vivant dans un quartier plus diversifié ont des perspectives d'emploi inférieures, cet effet étant plus lié à la dimension culturelle qu’ethnique de la diversité. Le chapitre 4 développe un modèle rationalisant le recours des minorités ethniques à l'économie informelle en réponse à des conditions défavorables sur le marché du travail<br>Diversity reflects the extent to which members of a given community share different characteristics, usually pertaining to ethnicity, socio-economic status or even culture. As a result of trade development and economic integration, modern societies have to cope with increasing levels of diversity, both in terms of origins and social statuses. The purpose of this dissertation is to assess the social and economic impacts of local diversity. More precisely, this thesis shows how neighborhood level diversity affects individuals’ living conditions and employment prospects. This work contributes to the existing literature in three ways: it examines unexplored issues at a very local level, gives new insights about the underlying mechanisms and provides new methods to address the endogeneity issue. Chapter 1 shows that diversity in terms of origins has a negative effect on the quality of local public goods, due to vandalism, not deterred by social policing, and due to collective action failure to ensure effective property management. However, it has no robust effect on public safety. Chapter 2 reveals that the effect of unemployment on crime has a spatial dimension: for economic crimes the effect of unemployment rate in surrounding neighborhoods is stronger than that of the immediate neighborhood, while the reverse holds for vandalism. Chapter 3 shows that people living in a diverse neighborhood face lower employment prospects, but that this effect is more related to cultural (e.g. language) diversity than to ethnic diversity. Chapter 4 develops a model rationalizing the fact that ethnic minorities turn to the informal economy in response to adverse labor market conditions

In this dissertation I address urban sustainability with a focus on loss of cultural heritage and ecological knowledge by expanding the concept “extinction of experience” (EoE). Conceptualized by conservationist Robert Michael Pyle, EoE is the loss of nature experiences leading to apathy towards biodiversity and degradation of the common habitat. I expand upon Pyle’s formulation of the concept by considering the EoE cycle as an indirect driver that amplifies biodiversity losses. Additionally, I introduce the analysis of interrelated losses of biological and cultural diversity in relation to EoE. With a biocultural approach I discuss that EoE is tied to the infrastructural inertia within the global urban economy. I propose that addressing the EoE cycle is critical in that as a complex and multi-faceted process, it cements threats to biological and cultural diversity as permanent fixtures within society by obscuring their significance in light of economic development. This cycle remains a hidden problematic in that it perpetuates the environmental crisis while making such losses invisible within day-to-day lifestyle habits, constructing an emerging urban culture within the global economy that is ignorant of ecological processes and sustainability requirements. I frame the implications of EoE with an analysis of the newly proposed revisions of the UN Sustainable Development Goals voted on in September 2015 to prioritize local ecological knowledge and biocultural heritage.

Increasingly unpredictable, extreme and erratic rainfall with higher temperatures threatens to undermine the adaptive capacity of food systems and ecological resilience of smallholder landscapes. Despite growing concern, land managers still lack quantitative techniques to collect empirical data about the potential impact of climatic variability and change. This thesis aims to assess how ecosystem services and function and how this links with biodiversity and human wellbeing in smallholder agro-ecosystems in a changing climate. To this end, rather than relying on scenarios or probabilistic modelling, space was used as a proxy for time to compare states in disparate climatic conditions. Furthermore, an integrated methodological framework to assess ecosystem services at the field and landscape level was developed and operationalised, the results of which can be modelled with measures of wellbeing. Various multidisciplinary analytical tools were utilised, including ecological and socio-economic surveys, biological assessments, participatory open enquiry, and documenting ethnobotanical knowledge. The study was located within monsoon rice farms in the Terai Plains of Nepal, and dry season vegetable farms in Northern Ghana. Sites were selected that are climatically and culturally diverse to enable comparative analysis, with application to broad areas of adaptive planning. The linkages that bring about biophysical and human changes are complex and operate through social, political, economic and demographic drivers, making attribution extremely challenging. Nevertheless, it was demonstrated that within hotter and drier conditions in Ghana long-tongued pollinators and granivores, important for decomposition processes and pollination services, are more abundant in farms. Results further indicated that in cooler and drier conditions in Nepal, the taxonomic diversity of indigenous and close relative plant species growing in and around farms, important for the provisioning of ecosystem services, decreases. All other things equal, in both Nepal and Ghana findings indicate that overall human wellbeing may be adversely effected in hotter conditions, with a potentially significantly lower yields, fewer months of the year in which food is available, higher exposure to natural hazards and crop loss, unemployment, and psychological anxiety. Yet, surveys indicate smallholders continue to maintain a fair diversity of species in and around farms, which may allow them to secure basic necessities from provisioning ecosystem services. Moreover, farmers may employ adaptive strategies such as pooling labour and food sharing more frequently, and may have greater access to communication, technology, and infrastructure. Novel methodological and empirical contributions of this research offer predictive insights that could inform innovations in climate-smart agricultural practice and planning.

Text in English with abstracts in English, Venda and Sepedi<br>Background: Suitable complementary feeding practices in young children can ensure optimal nutrition status and reduce under 5 mortality rates (Jones et al., 2014). Inadequate dietary diversity (DD) of the complementary diet both in quality and quantity is one of the major problems affecting infants and young children worldwide (Ntila et al., 2017). Adequate and appropriate nutrition during infancy and early childhood is vital for the growth and development of every child to reach full human potential (PAHO, 2003; WHO, 2008a; UNICEF, 2016). Nutritional vulnerability increases when other factors are also involved, such as poor breast and complementary feeding practices combined with high rates of infectious diseases (Solomons & Vossenaar, 2013; Ntila et al., 2017). There are pockets of information available on complementary feeding practices and its social determinants from specific areas in South Africa, regarding infant and young child feeding practices beyond six months of age and requires further investigation (Issaka et al., 2015; Seonandan & McKerrow, 2016). Aim: To explore the association between mothers’ socio-cultural environment and the dietary diversity of their children between the ages of 6 and 24 months, who attend the health care clinic in Olievenhoutbosch Township, Gauteng. Methodology: A quantitative cross-sectional explorative study was implemented. Data collection was conducted at Olievenhoutbosch clinic in Gauteng during February and March 2019. Mothers of children aged between 6 and 24 months were included and interviewed. Consecutive sampling was applied. The data collection instruments were a set of structured questions to obtain socio-demographic, nutritional knowledge, maternal attitude and feeding practices data. The infant and young child minimum dietary diversity (IYCMDD) questionnaire adapted from the WHO questionnaire was used to determine the DD of each child. Ethical clearance was obtained from the Ethics Committee of the College of Agriculture and Environmental Sciences (CAES) at the University of South Africa. Descriptive and inferential statistics was applied using SPSS version 25 (SPSS Inc, Chicago, IL, USA). Results: The sample of mothers (n=103) were educated (75% completed matric and 18% completed post-school education), unemployed (73%) and mostly single (53%) which are all factors playing a role in child nutrition. The majority (58%) of children were between the ages of 6 and 11 months while 42% were between the ages of 12 and 24 months. The milk feeding practices differed significantly between the younger and older groups of children with 35% of the younger children receiving breastmilk (in addition to complementary foods), compared to 21% of the older group. Almost half (44%) of the total group reported that maize meal porridge was the first food introduced to their children. Less than half of the mothers (45%) initiated the first foods at the recommended age of 6 months but started as early as one month of age (13%). All children (100%) consumed foods from the “grains, roots and tubers” food group the previous day. Significantly less children from the younger age group were reported to have consumed dairy (38% vs 77%, p<0.001) (other than breast or formula milk), animal flesh foods (31% vs 59%, p=0.014) and legumes (8% vs 24%, p=0.034), compared to the older age group. Significantly more children from the older group met the minimum dietary diversity (MDD) of four food groups compared to the younger group (67% vs 38%, p=0.019). No association was found between most socio-cultural factors (maternal age, marital status, education and employment status) and DD. However, there was an association between maternal ethnicity and DD (𝑥2=16.62, p=0.002). Also, maternal nutrition knowledge and the child’s DD had a significant, positive linear relationship (p=0.026). Lastly, maternal attitude towards feeling confident in not overfeeding the child were associated with meeting the MDD. Conclusion: The diets of young children residing in Olievenhoutbosch, do not meet the criteria for a minimally acceptable diet with only 50% meeting the MDD. Legumes and animal source foods are not consumed in sufficient quantities for complementary feeding. Maternal ethnicity and nutritional knowledge were associated with the child’s DD. More emphasis should be placed on DD for young children.<br>Vhubvo: Maitele o teaho a thikhedzo ya kuṋetshedzele kwa zwiḽiwa kha vhana vhaṱuku a nga khwaṱhisedza vhuimo ha gumofulu ha pfush na u fhungudza phimo ya dzimpfu dza vhana vha fhasi ha miṅwaha ya fhasi ha 5 (Jones na vhaṅwe, 2014). U sa lingana ha u fhambana ha kuḽele (DD) ha nndyo thikhedzi kha ndeme na tshivhalo ndi dziṅwe dza thaidzo khulwane dzi kwamaho dzitshetshe na vhana vhaṱuku u mona na shango (Ntila na vhaṅwe, 2017). Mufusho wo linganaho na wo teaho musi vhe dzitshetshe na kha vhuhana thangeli ndi dza ndeme kha nyaluwo na nyaluso ya ṅwana muṅwe na muṅwe uri a vhe na vhukoni hoṱhe (PAHO, 2003; WHO, 2008a; UNICEF, 2016). U vha khomboni ha mufusho zwi a ṋaṋa musi hu na zwiṅwe zwithu zwi dzhenelelaho, sa maitele a sa fushi a u mamisa na u tikedza zwo ṱangana na phimo ya nṱha ya malwadze a phirela (Solomons & Vossenaar, 2013; Ntila na vhaṅwe., 2017). Haya ndi mafhungo u ya nga zwipiḓa are hone kha maitele a u ḽisa ha thikhedzo na zwivhangi zwa matshilisano u bva kha vhuṅwe vhupo ha Afrika Tshipembe, maelana na u ḽisa dzitshetshe na vhana vho no fhirisaho miṅwedzi ya rathi, naho ṱhoho iyi i tshi ṱoḓa u senguluswa hafhu (Issaka na vhaṅwe, 2015; Seonandan & McKerrow, 2016). Ndivho: U itela u lavhelesa u elana ha vhupo ha zwa matshilisano na ikonomi ha mme na DD ya vhana vhavho vha vhukati ha miṅwedzi ya 6 na 24, vhane vha ya kiḽiniki ya ndondola mutakalo ngei kha Tshikolobulasi tsha Olievenhoutbosch, Gauteng. Ngona: Ngudo dza vhubuḓasia dza ndingedzo dzo shumiswa. Data yo kuvhanganywa ngei kha kiḽiniki ya Olievenhoutbosch kha ḽa Gauteng nga Luhuhi na Ṱhafamuhwe 2019. Vhomme a vhana vha miṅwedzi ya vhukati ha 6 na 24 vho dzheniswa vha vhudziswa. Vhukhethatsumbonanguludzwa ha thevhekano ho shumiswa. Sethe ya mbudziso dzo dzudzanywaho yo shumiswa u wana u phambano dza matshilisano, nḓivho ya mufusho, kusedzele kwa vhomme na data ya phatheni dza kuḽele. Mbudzisombekanywa ya phambano ya gumofulu ya kuḽele kwa dzitshetshe na vhana vhaṱuku (IYCMDD) u bva kha WHO yo shumiswa u vhona DD ya ṅwana muṅwe na muṅwe. Ṱhanziela dza vhuḓifari dzo wanala u bva kha Komiti ya zwa Vhuḓifari ya Khoḽidzhi ya zwa Vhulimi na Saintsi dza zwa Mupo (CAES) kha Yunivesithi ya Afrika Tshipembe. Mbalombalo dza ṱhalutshedzo na dza u sumbedzisa dzo shumiswa nga u shumisa vesheni ya SPSS 25. Mvelelo: Tsumbonanguludzwa dza vhomme (n = 103) vho funzwaho (75% vho fhedza maṱiriki na 18% yo bvelaphanḓa ya fhedza pfunzo ya nṱha ha tshikolo, vha sa shumi ndi (73%) nahone vhanzhi ndi vha tshilaho vhe vhoṱhe (53%), zwi re zwivhumbi zwoṱhe zwine zwa dzhenelela kha mufusho wa ṅwana. Vhunzhi (60%) ya vhana vho vha vhe vhukati ha miṅwedzi ya 6 u ya kha ya 11, 40% vhe vhukati ha ya 12 u ya kha 24. Kumamisele kwo fhambana vhukuma vhukati ha zwigwada zwa vhaswa na zwa vhahulwane, hune 35% ya vhana vhaṱuku vha vha vha khou wana mikando ya vhomme avho (nṱhani ha zwiḽiwa zwa u tikedza), hu tshi vhambedzwa na 21% ya tshigwada tsha vhahulwane. U ṱoḓa u swika kha hafu (44%) ya tshigwada tshoṱhe vho amba uri mukapu wa mugayo ndi zwone zwiḽiwa zwo thomaho u ḓivhadzwa vhana vhavho. Vhomme vha re fhasi ha hafu (45%) vho them zwiḽiwa zwa u thoma kha miṅwedzi yo themendelwaho ya 6 fhedzi vhaṅwe vha thoma u ṱavhanya vhe kha ṅwedzi muthihi (13%). Vhana vhoṱhe (100%) vho vha vho no ḽa ḽiwa zwi fanaho na thoro, midzi na khufhi sa zwigwada zwa zwiḽiwa ḓuvha ḽo fhiraho. Vha si gathi vhukuma kha vhana vha tshigwada tsha vhaṱuku vho pfi vho ḽa zwiḽiwa zwa mafhi (38% i tshi vhambedzwa na 77%, p < 0.001) (zwi si mafhi a mikando kana a boḓelo), zwiḽiwa zwa ṋama ya phukha (31% i tshi vhambedzwa na 59%, p = 0.014) ḽingaṋawa (8% vha tshi vhambedzwa na 24%, p = 0.034), vha tshi vhambedzwa na zwigwada zwa vhahulwane. Vhunzhi ha vhana vha bvaho kha tshigwada tsha vhahulwane vho swikelela phambano ya gumoṱuku ya nndyo (MDD) ya zwigwada zwiṋa zwi tshi vhambedzwa na tshigwada tsha vhaṱuku (67% i tshi vhambedzwa na 38%, p = 0.019). Ahuna u elana ho wanalaho vhukati ha zwivhumbi zwa mvelele na matshilisano (vhukale ha vhomme, vhuimo ha mbingano, pfunzo na vhuimo ha mushumo) na DD. Fhedzi, ho vha na u elana vhukati ha murafho wa vhomme na DD (𝑥2 = 16.62, p = 0.002). Zwiṅwe hafhu, nḓivho ya mufusho ya vhomme na DD ya ṅwana zwo vha na vhushaka, ha ndeme hu elanaho huvhuya (p = 0.026). Tsha u fhedzisela, kusedzele kwa vhomme kha u ḓipfa vhe na vhuḓifulufheli na u sa ḽisa ṅwana u fhira tshikalo zwo elana na u swikelela MDD. Khunyeledzo: Nndyo ya vhana vhaṱuku vha dzulaho ngei Olievenhoutbosch a i swikeleli maga a gumoṱuku a ṱanganedzwaho a nndyo; ho swikelelwa fhedzi 50% ye ya swikelela MDD. Ḽingaṋawa na tshiko tsha zwiḽiwa zwa zwipuka a zwi khou ḽiwa lwo linganaho kha thikhedzo ya kuḽele. Murafho wa vhomme na nḓivho ya mufusho zwo elana na DD ya ṅwana. Ho vha na khwaṱhisedzo hafhu kha DD ya vhana vhaṱuku.<br>Tšweletšo ya taba: ditiro tša maleba tša phepo ya tlaleletšo mo go bana ba bannyane di ka netefatša maemo a godimo a phepo le go fokotša kelo ya mahu mo go bana ba ka fase ga mengwaga ye 5 (Jones et al., 2014). Go fapafapana ga dijo fao go sa lekanago (DD) ga dijo tša tlaleletšo go bobedi boleng le bontši ke ye nngwe ya mathata a magolo ao a amago masea le bana ba bannyane lefase ka bophara (Ntila et al., 2017). Phepo ye e lekanego gape ya maleba nako ya bosea le bonnyane e bohlokwa go kgolo le tlhabollo ya ngwana yo mongwe le yo mongwe go fihlelela bogolo bjo bo feletšego (PAHO, 2003; WHO, 2008a; UNICEF, 2016). Kgolo ya hlaelela ya dijo ge dintlha tše dingwe le tšona di amega, go swana le ditshepedišo tša go fokola le phepo ya tlaleletšo go hlakanywa le malwetši a mantši a go fetela (Solomons & Vossenaar, 2013; Ntila et al., 2017). Go na le dipotla tša tshedimošo tšeo di lego gona go ditiro tša phepo ya tlaleletšo le dikelo tša leago go tšwa mafelong a go ikgetha mo Afrika Borwa, mabapi le masea le bana ba bannyane ka morago ga dikgwedi tše tshela, mme hlogo ye e nyaka dinyakišišo (Issaka et al., 2015; Seonandan & McKerrow, 2016). Nepo: go nyakišiša dikamano gare ga bomme le tikologo ya leago le setšo le DD ya bana ba gare ga dikgwedi tše 6 le tše 24, bao ba tsenetšego kliniki ya tša maphelo ya Olievenhoutbosch Township, Gauteng. Mekgwatshepetšo: thuto ya diphatišišo tša go hlakanela ga dikgao e phethagaditšwe. Kgoboketšo ya tshedimošo e dirilwe kliniking ya Olievenhoutbosch mo Gauteng nakong ya Febereware le Matšhe 2019. Bommago bana ba dikgwedi tša gare ga tše 6 le 24 di akareditšwe le go botšišwa. Sehlopha sa go latelana se šomišitšwe. Sete ya dipotšišo tšeo di hlamilwego di šomišitšwe go hwetša tsebo ya dimokrafi ya leago, dijo, maikemišetšo a bomme le tshedimošo ka ga mekgwa ya go fepa. Masea le mehuta ya go fapana ya dijo tša bana (IYCMDD) letlakalapotšišo go tšwa go WHO le šomišitšwe go ela DD ya ngwana yo mongwe le yo mongwe. Hlakišo ya maitshwaro e hweditšwe go Komiti ya Maitshwaro ya Kholetšhe ya Temo le Disaense tša Tikologo (CAES) mo Yunibesithing ya Afrika Borwa. Dipalopalo tša tlhaloso le taetšo di šomišitšwe ge go diragatšwa mohuta wa SPSS 25. Dipoelo: Sekgao sa bomme (n = 103) ba be go ba rutegile (75% ba phethile mphato wa marematlou le 18% ba tšwetšepele go phetha dithuto tša ka morago ga mphato wa marematlou), ga ba šome (73%) le bontši ga se ba nyalwe (53%), tšeo ka moka e lego dintlha tša go raloka karolo ye kgolo go phepo ya bana. Bontši (60%) bja bana ba magareng ga mengwaga ye 6 le ye 11, le 40% e be e le magareng a dikgwedi tše 12 le tše 24. Ditiro tša go nyantšha di fapana kudu gare ga bana ba bannyane le dihlopha tša bana ba bagolwane, ka 35% tša bana ba bannyane bao ba amogelago maswi a letswele (go tlaleletša dijo tša tlaleletšo), ge go bapetšwa le 21% tša batho ba bagolwane. Go nyaka go ba seripagare (44%) sa palomoka seo se begilego gore bogobe bja mabele ke dijo tša mathomo tšeo di tšweleditšwego go bana ba bona. Ka fase ga seripagare sa bomma (45%) ba thomile dijo tša bona tša mathomo ka mengwaga ye e digetšwego ya dikgwedi tše 6 efela di thomile ka kgwedi ya mathomo (13%). Bana ka moka (100%) ba jele dijo go tšwa go dithoro, medu le sehlopha sa dijo tša digwere mo letšatšing le le fetilego. Palo ye ntši ya bana ba bannyane go tšwa go mengwaga ye mennyane ba begilwe ba jele dijo tša maswi (38% vs 77%, p < 0.001) (ntle le maswi a letswele goba a go rekwa), dijo tša nama ya phoofolo (31% vs 59%, p = 0.014) le dinawa (8% vs 24%, p = 0.034), ge go bapetšwa le batho ba mengwaga ya bagolo. Bontši bja bana go tšwa go sehlopha sa ba bagolo ba kgotsofaditše dinyakwa tša go fapana tša dijo (MDD) ya dihlopha tše nne ge go bapetšwa le dihlopha tše dinnyane (67% vs 38%, p = 0.019). Ga go dikamano tšeo di humanwego gare ga dintlha tše dintši tša leago le setšo (mengwaga ya tswalo, maemo a lenyalo, thuto le maemo a mošomo DD. Le ge go le bjalo, go bile le dikamano gare setšo le DD (𝑥2 = 16.62, p = 0.002). Le, tsebo ya dijo le DD ya bana, tswalano ya maleba ya tatelano (p = 0.026). Sa mafelelo, mmono wa bomme go ikwa ba na le boitshepo ka go se fepe ngwana go feta tekanyo tšeo di amanago le go kopana le MDD. Thumo: Dijo tša bana ba bannyane ba go dula Olievenhoutbosch ga ba kgotsofatše dinyakwa tša dijo tše di amogelegago; fela 50% e kopane le MDD. Dinawa le dijo tša mothopo ya diphoofolo ga di lewe ka bontši bja go lekana go dira dijo tša tlaleletšo. Mohlobo le tsebo ya dijo di be di amane le DD ya ngwana. Kgatelelo ye kgolo e swanetše go bewa go DD go bana ba bannyane.<br>Department of Life and Consumer Science<br>M.A. (Consumer Science)

Diploma thesis responds to the current topic of education of pupils-foreigners at the Czech primary schools. It mainly focuses on the problem of pupils-foreigners' integration into regular learning process and identification of effective ways of learning support in teaching of these pupils. The theoretical part summarizes knowledge related to the mentioned problems. Emphasis is placed on defining the main communication barrier in pupils-foreigners' learning. Further are presented methodological recommendations and inspiration available from expert literature, which relate to the pupils-foreigners' inclusion into regular lessons. The practical part is aimed at helping teachers-beginners. It is based on qualitative research constisting of research methods of interview, expert questionnaire and reflective analysis of its own experience. Therefore, it brings and evaluates the way in which the communication between teachers and pupils-foreigners takes place in the common practice of several Prague's primary schools. The outcomes include examples of good teaching experience, methodological strategies and other recommendations that help pupils-foreigners to overcome the communication barrier.

South Africa is a water-scarce country (Otieno and Ochieng, 2004; Wassung, 2010). The current sanitation system mostly used in South African urban areas depends on extensive use of water in a form of flush toilets. The housing sector in major cities is continuously growing and this is putting a strain on water services. The government has explored a range of sanitation technologies including waterborne, the Ventilated Improved (VIP) toilet and ecological sanitation (widely known as ecosan) in a form of a urine diversion dry (UDD) toilet. The latter provides a reasonable solution to the current sanitation challenge. This study explores the perceptions of the users of the UDD toilets installed in the medium density mixed housing development of Hull Street in Kimberley. Understanding the users’ socio-cultural perceptions of the UDD toilet will contribute to future policy making, as the information can be used to improve the future roll-out of the technology in order to make it more acceptable. The study was qualitative in nature and used a phenomenological research design. The sample size comprised 16 participants, 13 of whom were residents of the Hull Street housing project and three were employees of the Sol Plaatje Housing Company (SPHC). The sample was selected by a purposive sampling method. Semi-structured interviews were conducted to collect data for the study. The data was analysed by means of content analysis, which enabled the researcher to identify important themes for the study. The findings of the study revealed dissatisfaction regarding the use of the UDD toilet, which emanates from poor design of the toilet facility. The research was successful in identifying, inter alia, odour, uncomfortable sitting position on the toilet mainly by female users and high cost of operating and maintaining the sanitation system. Recommendations emphasise the importance of involving users in future UDD sanitation projects and educating the public at large about sustainability aspects of this sanitation technology (UDD). One of the key lessons drawn from the study is that challenges experienced by the users should be used to improve future UDD toilets.

This study describes various aspects of socio-economic diversity in the Australian early childhood education and care (ECEC) workforce, and considers their implications for educators’ practice. Its main hypothesis is that educators’ qualifications are likely to be associated with other aspects of social advantage, and that this association may contribute to the relationship between educators’ qualifications and quality of practice that underpins ECEC workforce development policy in Australia. Drawing on the work of Pierre Bourdieu, the study conceptualises social advantage as comprising different levels of cultural, economic and social capital, which influence practice through the mechanism of habitus. The study uses existing data from three large-scale surveys to identify indicators that relate to capital and its effects for the Australian ECEC workforce, and describe their relationship with educators’ qualifications. The Australian Bureau of Statistics Census of Population and Housing is used to describe educators’ position in Australian society; the National ECEC Workforce Census to describe educators’ subjective experience of their work; and the Longitudinal Surveys of Australian Youth to describe educators’ school and family backgrounds, and transitions. The results indicate that the effects of cultural capital (especially achievement at school) are associated with educators’ qualifications as Bourdieu’s theory predicts, as is educators’ access to economic capital. The study also identifies various strengths and challenges associated with social advantage for educators with different qualifications, which may have bearing on the quality of their practice. The study concludes with discussion of how these findings might inform support for educators’ professional growth, including by informing educators’ own collaborative professional reflection. The study aims to guide more inclusive approaches to ECEC workforce development, by looking beyond qualifications to the dynamics of social advantage that complicate ECEC workforce reform.

Text in Afrikaans<br>In hierdie verhandeling word skoolname as onderafdeling van die Onomastiek behandel. Die gee van skoolname is 'n amptelike aangeleentheid en daarom is die beleid onderliggend aan die handeling onder die loep geneem. Beleid bepaal die ortografiese aard van skoolname en die manifestasie daarvan is sosiolinguisties van belang. Skoolname, wat onder eiename ressorteer, is hoofsaaklik oor 'n semantiese en sosiolinguistiese boeg gegooi, daarom word terme soos verwysing, konvensie en agtergrondbeskrywing aan die hand van veral die teoriee van Devitt, Strawson en Kripke beskryf. Van Langendonck le veral klem op die pragmatiese aard van die eienaam en daarom vorm sy teorie, die hetekenisparadoks van die eienaam, 'n belangrike uitgangspunt by die konsepsuele en pragmatiese aard van skoolname. Die gee van name is In suiwer menslike handeling wat selde ooit ongemotiveer geskied. Die ontstaansmotiewe wat skoolnaamgewing ten grondslag le, word bespreek aan die hand van die verskillende kategoriee. Botsende sosiale faktore soos veral teweeggebring deur kulturele diversiteit beinvloed naamgewing en daarom verander name. Die faktore onderliggend aan naamsverandering word uitgelig en bespreek. Die moontlikheid om ten spyte van 'n multikulturele en multilinguistiese samelewing tog 'n nasionale identiteit te vertoon, word ten slotte ondersoek en bespreek.<br>In this dissertation, names of schools as a subdivision of Onomastics are dealt with. School names are researched mainly under the cloak of Semantics and Socio-linguistics. Therefore, terms like reference, convention and a backing of descriptions are referred to according to the theories of Devitt, Strawson and Kripke. Van Langendonck specifically emphasises the pragmatic nature of proper nouns in his theory the paradox of the meaning of proper nouns which is an important point of departure in the conceptual and pragmatic nature of the names of schools. The underlying motives in respect of school naming are categorized and discussed according to the motives of origin. Conflicting social factors play an important role in the naming of schools and therefore names also change. These changes are accentuated and discussed. The possibility for a country to reflect a national identity in spite of a multicultural and multilingual society, is explored and discussed.<br>Afrikaans & Theory of Literature<br>M.A. (Afrikaans)