Relevant bibliographies by topics / Catholic University of Zimbabwe

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Catholic University of Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Catholic University of Zimbabwe"

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Mudyiwa, Mischeck. "SUPER ROMA AS A NEW RELIGIOUS MOVEMENT IN ZIMBABWE." Oral History Journal of South Africa 3, no. 2 (October 11, 2016): 1–20. http://dx.doi.org/10.25159/2309-5792/17.

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Ever  since the  publication  of  Shako's  (2006)  pioneering  study  on  Super Roma,  the movement has become a subject of serious sustained research at the University of Zimbabwe. This present article explores and examines the impact of Super Roma theology on traditional Christian theology and practice. It specifically investigates the extent to which Super Roma theology contradicts, corrects or clarifies traditional Christian theology and practice. The main argument developed in this article is that, whilst it may be true that Super Roma theology may have something new to offer theologians, it presents a number of areas of potential clash with traditional mainstream Christianity- particularly in its interpretation of concepts such as creation, original sin, reincarnation and exorcism, among others. The article also argues that as a movement that is backed by some Roman Catholic priests and nuns, the factors favouring the expansion of Super Roma are more significant than the factors that threaten its existence.
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Linden, Ian. "Nicholas M. Creary, Domesticating a Religious Import : The Jesuits and the Inculturation of the Catholic Church in Zimbabwe, 1879-1980, 2nd edition. New York: Fordham University Press, 2011, xv + 339 pp., ISBN 9780823233342." Social Sciences and Missions 25, no. 1-2 (2012): 193–94. http://dx.doi.org/10.1163/187489412x628091.

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PETERSON, DEREK R. "THE INSTITUTION OF INCULTURATION - Domesticating a Religious Import: The Jesuits and the Inculturation of the Catholic Church in Zimbabwe, 1879–1980. By Nicholas M. Creary. New York: Fordham University Press, 2011. Pp. xv+339. $45, hardback (ISBN 978-0-8232-3334-3)." Journal of African History 53, no. 2 (July 2012): 263–65. http://dx.doi.org/10.1017/s002185371200028x.

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Cherry, Michael. "University of Zimbabwe tumult." Nature 352, no. 6338 (August 1991): 749. http://dx.doi.org/10.1038/352749b0.

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Frederickson, D. E., E. S. Monyo, S. B. King, G. N. Odvody, and L. E. Claflin. "Department of Biological Sciences, University of Zimbabwe, Harare, Zimbabwe." Journal of Phytopathology 147, no. 11-12 (December 1999): 701–6. http://dx.doi.org/10.1046/j.1439-0434.1999.00446.x.

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Lothian, Judith. "The Catholic University Today." Chesterton Review 44, no. 3 (2018): 627–28. http://dx.doi.org/10.5840/chesterton2018443/4108.

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Creary, Nicholas M. "African Inculturation of the Catholic Church in Zimbabwe, 1958–1977." Historian 61, no. 4 (June 1, 1999): 765–82. http://dx.doi.org/10.1111/j.1540-6563.1999.tb01044.x.

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CHEATER, ANGELA P. "THE UNIVERSITY OF ZIMBABWE: UNIVERSITY, NATIONAL UNIVERSITY, STATE UNIVERSITY, OR PARTY UNIVERSITY?" African Affairs 90, no. 359 (April 1991): 189–205. http://dx.doi.org/10.1093/oxfordjournals.afraf.a098410.

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Maguire, Daniel C. "Can a University Be Catholic?" Academe 74, no. 1 (1988): 12. http://dx.doi.org/10.2307/40250046.

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Liddy, Richard M. "Lonergan and the Catholic University." Method 7, no. 2 (1989): 116–31. http://dx.doi.org/10.5840/method1989722.

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Dissertations / Theses on the topic "Catholic University of Zimbabwe"

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Taylor, Charles 1931, and Robert P. Imbelli. "Revitalizing the Catholic Intellectual Tradition on Catholic University Campuses: A Conversation with Charles Taylor." The Church in the 21st Century Center at Boston College, 2011. http://hdl.handle.net/2345/bc-ir:103728.

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Chitakure, John. "Domestic violence among the Shona of Zimbabwe the Roman Catholic Church's role in combating it /." Chicago, IL : Catholic Theological Union at Chicago, 2008. http://dx.doi.org/10.2986/tren.033-0835.

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Mahamba, Barbara. "The Roman Catholic Church and girls' and women's education in South-Western Zimbabwe, 1887-1965." Thesis, Oxford Centre for Mission Studies, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.732956.

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Chikono, Albert Nhawo. "Knowledge sharing practices amongst academics at the Zimbabwe Open University." University of the Western Cape, 2018. http://hdl.handle.net/11394/6426.

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Magister Library and Information Studies - MLIS
This study investigated knowledge sharing (KS) practices at the Zimbabwe Open University (ZOU) in Zimbabwe. The study assessed the knowledge sharing practices in the ZOU regional campus faculty departments and identified gaps, with the aim to find out how knowledge is being managed, shared in an Open and distance learning institution and if knowledge management (KM) is playing a role. The quantitative study was undertaken at the 10 regional campuses of the Zimbabwe Open University. A questionnaire survey was carried out to collect data from a sample of 100 academic staff in the 10 Regional Centres. The underlying question was whether the university academic members were aware of the knowledge that exists, how this knowledge is created and, shared and flows in the organization. The study also sought to establish the views of academic staff, on the benefits that can be reaped from KM practices. The study confirmed that there is willingness to engage in knowledge sharing activities. However, the lack of a clear knowledge policy negatively impacts on the university’s ability to competitively position itself in the knowledge economy as a knowledge driven university and this impacts research productivity and distance learning course delivery at the ZOU. One of the key recommendations emanating from this research is that the university should have a Knowledge policy aligned to its strategic plan which will act as a guideline on the sharing of knowledge internally and externally as well as make it mandatory for academic staff to publish internally as well as to store their publications in the university repository.
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Sheridan, Sean O. "Canon 812 the role of the university in its implementation at Franciscan University of Steubenville /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p029-0696.

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Maringe, Felix. "Marketing university education : an investigation into the perceptions, practice and prospects of university marketing in Zimbabwe." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408980.

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Gukurume, Simbarashe. "New Pentecostal churches, politics and the everyday life of university students at the University of Zimbabwe." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29290.

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In the past 15 years, there has been a concerted ‘Pentecostalisation’ of university spaces in Africa. Despite enormous growth in Pentecostal Charismatic Church membership and activities on African university campuses, and its attendant implications for academic and everyday life, there is hardly any study that explores this phenomenon. Thus, little is known about the complex entanglements between religion, politics and the dynamics of the everyday within the university campus and how this mediates students’ subjectivities. This thesis examines the lived experiences and everyday lives of university students at the University of Zimbabwe (UZ). The thesis is based on the narratives of students drawn through a qualitative methodology and more particularly, through participant observation, semi-structured and in-depth interviews over 15 months. Findings in this study revealed that university students convert and sign-up for new Pentecostal Charismatic Churches (PCCs) because they were imagined as spaces through which young people could forge supportive economic and social networks. PCCs’ gospel of prosperity and ‘spiritual warfare’ technologies were also deeply attractive to students who were caught in the hopelessness and uncertainty wrought by the country’s protracted socio-economic and political crisis. In this context, PCCs cultivate a sense of hope and optimism. However, although new PCCs reconfigure young people’s orientation to the future, many PCC promises remain elusive. The entrance of PCCs onto this university campus has also lead to institutional conflict as new churches struggle against the entrenched historical privilege of mainline churches- and the political influence of their followers in university management. New PCCs on the UZ campus have also become heavily involved in student and national politics, which further complicates their relationship with the university and the state. This thesis demonstrate the extent to which faith permeates every aspect of university experience for those who subscribe to its Pentecostal forms. I argue in this thesis that these complex linkages between faith and university life are mediated by the wider politics of the country, including linkages between the state and the university.
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Deshotels, Judy Marie. "Faculty member responses to multiple organizational identities Jesuit, Catholic, and university /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2163.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Afunugo, Emmanuel Oby. "Affirmative action, "economic justice for all" and the Catholic University of America a concrete analysis of Catholic social thought /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Chidzonga, Midion Mapfumo. "Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ perspectives. - Objectives : The objectives of this study were to determine the students’ perspectives with regards to various factors that are known to affect the transition from high school to university. - Design: An evaluative research study design was adopted using a mixed method research approach sequentially applying a quantitative and qualitative method. - Method: Four hundred and eighty six (486) self-administered survey questionnaires with 23 closeended questions were distributed to all first year students in the UZCHS. Only 16 questions were analysed for purposes of this research project. A total of 49 interviews were conducted for the in-depth structured questions interview on a randomly selected group of students from each of the programmes. - Results : The response rate was 51% (246/486) ; 81.4% of students were in the 19 to 20 years age group; 52% males and 48% females; 44.4% of the students were enrolled in the MBChB programme. The major challenges faced by the students were the heavy workload; poor counselling services; sticking to timetables; using the library; poor teacher-student relationships; poor sense of belonging; living with a diverse population Frustrations at the UZCHS were identified as arising from academic issues: examinations marks; poor facilities; inadequate high school preparation for university grades and poor feedback. Students’ financing at university was also of concern to the students. The students found the orientation week most useful. The motivation for joining the UZCHS was for career prospects, personal desires and parental influence. Preparatory information given by the UZCHS was considered adequate but not sufficiently detailed. Factors that helped students settle in were the initial reception, orientation week, and the relationships between students, staff and lecturers. The role of parents, peers and friends in settling in was also highlighted as important. - Conclusions : The students’ perspectives on transition are similar to those reported in the literature:need for pre-university information, better accommodation, improved library facilities, improved counselling services, lengthening the orientation week, more detailed information about UZCHS before admission, improve pre-university contact with students ,reduced workload in order to accommodate extra-curricular social life. Students’ preparation for life and learning at university should start during high school.
AFRIKAANSE OPSOMMING: Inleiding: Uit die literatuur is ditbaieduidelikdat die oorgang van studentevanaf die skoolnauniversiteitbaieuitdagend is. Daar is derhalwe ‘n behoeftedathierdieuitdagingsvanuit die perspektiewe van die studentebeskou word in ‘n poging om hulle op die meeseffektiewemanierteondersteunentebegelei. - Doelstelling: Die doel van hierdie studie is om die perspektiewe van eerstejaarstudente aan die Universiteit van Zimbabwe se Fakulteit Gesondheidswetenskappe (UZCHS) te ondersoek wat betref die oorgang van hoërskool na die UZCHS, en wyses voor te stel om die oorgangsfase te bestuur, gebaseer op die studente se perspektiewe. - Doelwit: Die doelwitte van hierdie studie was om te bepaal wat die studente se perspektiewe was oor die verskeie welbekende problematiese faktore teenwoordig in die oorgang van skool na universiteit. - Ontwerp: ʼn Evaluerende navorsingsontwerp is onderneem deur ʼn gemengde navorsingsmetode te volg. Dit is opeenvolgend deur ʼn kwantitatiewe en kwalitatiewe metode toegepas. - Metode: ʼn Self-administrerende vraelysopname met 23 geslote vrae is ewekansig toegepas en versprei aan vierhonderd ses- en tagtig (486) studente van die UZCHS. Slegs 16 vrae is vir die doeleindes van hierdie studie geanaliseer. ʼn Onderhoud met in-diepte gestruktureerde vrae is ook gevoer met ʼn ewekansig geselekteerde groep studente (49) van elk van die programme wat aangebied word by die UZCHS. - Resultate: Die responskoers was 51% (246/486); 81.4% van die studente was in die ouderdomsgroep 19 tot 20 jaar; 52% was manlik en 48% vroulik; 44.4% van die studente was geregistreer vir die MBChB program. Die uitdagings deur die studente ervaar was onder andere die swaar werklading, swak studente-ondersteuningsdienste, om by te bly by die rooster, die gebruik van die biblioteek, swak dosent-student verhouding, ʼn swak gevoel van behoort aan, en om deel te wees van ʼn diverse samelewing. Frustrasies by die UZCHS het hul oorsprong gehad by akademiese kwessies: eksamenpunte; uitslae en swak terugvoering. Studente-finansiering aan die universiteit was ook ʼn bron van kommer by studente. Studente het die oriëntasieweek die nuttigste gevind. Die motivering om aan te sluit by die UZCHS het verband gehou met loopbaanvooruitsigte, persoonlike behoeftes en ouer-invloed. Voorbereidende inligting verskaf deur die UZCHS is beskou is voldoende maar sonder genoeg besonderhede. Faktore wat studente gehelp het om tuis te voel was die aanvanklike ontvangs, oriëntasieweek, en die verhoudings tussen studente, personeel en lektore. Die rol van ouers, portuurgroep en vriende om hulle te laat tuis voel, is aangedui as belangrik. - Gevolgtrekkings: Die studente se perspektiewe op oorgang is soortgelyk aan dié wat in die literatuur gerapporteer word. Daar is ʼn behoefte aan beter studentebehuising en biblioteekfasiliteite en studente-ondersteuningsdienste, en meer gedetailleerde informasie oor die UZCHS voor toelating. Studente glo ook dat die oriëntasie week verleng moet word en dat die werklading verminder moet word om hul buitemuurse sosiale lewe te akkommodeer. Studente se voorbereiding vir die studentelewe en universiteitstudies behoort reeds op hoërskool te begin.
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Books on the topic "Catholic University of Zimbabwe"

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Manunga-Lukokisa, Godefroid. Catholic evangelization among the Ndebele of Zimbabwe. Nettetal: Steyler, 2004.

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University of Zimbabwe. University of Zimbabwe: Five-year strategic plan, 2003-2007. Harare]: University of Zimbabwe, 2003.

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Gaidzanwa, Rudo B. Livelihoods situational analysis of University of Zimbabwe female students. Harare?]: Students Solidarity Trust, 2010.

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Academia and the dynamics of transformative leadership: The experience of the University of Zimbabwe in the first decade after Zimbabwe's independence (1981-1992). Mt. Pleasant, Harare, Zimbabwe: University of Zimbabwe Publications, 2010.

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The Catholic University of America. Charleston, SC: Arcadia Pub., 2010.

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Nyatsanza, Walter. The Zimbabwe Catholic Bishops on the land issue, 1959-2002. Harare, Zimbabwe: Zimbabwe Pub. House, 2002.

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Dorsey, Betty Jo. Factors affecting academic careers for women at the University of Zimbabwe. [Harare]: human Resources Research Centre, 1989.

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Campus voices echoed: Lesotho and Zimbabwe imagined : an anthology of short stories from the National University of Lesotho, Maseru and the Midlands State University, Gweru, Zimbabwe. Gweru, Zimbabwe: Midlands State University, 2014.

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The catholic observer: Election observation report for 2013 harmonised elections Zimbabwe. Harare, Zimbabwe: Catholic Commission for Justice and Peace Zimbabwe, 2013.

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University of Zimbabwe. Handbook of research publications, 2000 to 2010. Mount Pleasant, Harare, Zimbabwe: University of Zimbabwe Publications, 2010.

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Book chapters on the topic "Catholic University of Zimbabwe"

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Manyonganise, Molly. "Together for Development? The Zimbabwe Council of Churches, The Zimbabwe Catholic Bishops Conference and the Evangelical Fellowship of Zimbabwe." In The Zimbabwe Council of Churches and Development in Zimbabwe, 37–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41603-4_3.

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Giacchetti, Aldo. "Person and Communion in a Catholic University." In Catholic Education in Latin America, 135–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75059-6_10.

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Mwandayi, Canisius, and Theresa Mugwidi. "Quo vadis the Catholic Church and the Zimbabwe Council of Churches? Exploring the ‘Mine Is Right’ Dilemmas in the Path to Christian Unity in Zimbabwe." In The Zimbabwe Council of Churches and Development in Zimbabwe, 51–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41603-4_4.

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Kwaramba, Joachim. "Pentecostalism and Charismatism in the Roman Catholic Church’s Archdiocese of Harare in Zimbabwe: A Critical Analysis." In Aspects of Pentecostal Christianity in Zimbabwe, 63–70. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78565-3_5.

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Brewer, William Dean, and Alfredo Tiomno Tolmasquim. "PUC—The Catholic University of Rio de Janeiro." In Jayme Tiomno, 263–80. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41011-7_14.

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Garcia, Kenneth. "The Current State of Catholic Higher Education." In Academic Freedom and the Telos of the Catholic University, 1–20. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137031921_1.

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Garcia, Kenneth. "Berlin: The Prototype of the Modern University." In Academic Freedom and the Telos of the Catholic University, 35–54. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137031921_3.

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Heft S.M., James L. "The Open Circle: The Catholic University and Academic Freedom." In Reexamining Academic Freedom in Religiously Affiliated Universities, 45–60. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39787-0_3.

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Baranzini, Mauro L., and Amalia Mirante. "Back to the Catholic University of Milan (1976 Onwards)." In Luigi L. Pasinetti: An Intellectual Biography, 95–111. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71072-3_4.

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Garvey, George. "International Financial Aid, Catholic Social Doctrine and Sustainable Integral Human Development." In Kobe University Monograph Series in Social Science Research, 51–73. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9423-2_4.

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Conference papers on the topic "Catholic University of Zimbabwe"

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Palasthy, Hedviga, and Milan Lehotsky. "Electronic courses for programming languages at Catholic University in Ruzomberok." In 2013 Second International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2013. http://dx.doi.org/10.1109/icelete.2013.6644398.

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Córdova Eguívar, Hector Reynaldo. "Teaching Operations research, the experience of the Catholic University in Bolivia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9397.

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The Catholic University of Bolivia undertook an experience to develop profesional competencies in students of Operations research and to position the tools of this specialty to help improve the management of private companies. The paper presents the implementation of a new methodology (Project Based Learning) for teaching the subject of Operations Research to a group of students from different fields at a national context during a period of 5 years. Students must perform a project on small companies in order to gain the competences related to the course of Operational Research. The paper analyzes the change of methods (from traditional ones based on the passive role of students to a participative model where student applies their knowledge to their daily activity) teaching mathematics in Bolivia. The company representatives play an active role monitoring and assessing the implementation process. The evaluation of the students shows that the competency has been developed to the expected level and Operations research has now a place in the management of small companies.
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Ghifary, M., and G. Karya. "Modelling web services interface for the existing information system in Catholic Parahyangan University." In 2012 International Conference on Cloud Computing and Social Networking (ICCCSN). IEEE, 2012. http://dx.doi.org/10.1109/icccsn.2012.6215723.

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Martins, Luis Gustavo, and Alvaro Barbosa. "NIME Education at the School of Arts of the Portuguese Catholic University/CITAR." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.50.

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Castro, Rafael, Andres Mejia, Daniel Rojas, Andres Segovia, and Cesar Garcia. "Music experiment to measure Colombian sense of belonging at catholic university of Colombia." In 2017 Congreso Internacional de Innovacion y Tendencias en Ingenieria (CONIITI) [2017 International Congress of Innovation and Trends in Engineering (CONIITI)]. IEEE, 2017. http://dx.doi.org/10.1109/coniiti.2017.8273331.

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Kasayira, Joseph M., Kudzai S. Chipandambira, and Chipo Hungwe. "Stressors faced by university students and their coping strategies: A case study of midlands state university students in Zimbabwe." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417807.

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Paladino, Rosaura, Jose Miguel Campos, and Wilmer Pereira. "Study of the graduates from Computer Science department of the Catholic University Andres Bello in Caracas." In 2014 XL Latin American Computing Conference (CLEI). IEEE, 2014. http://dx.doi.org/10.1109/clei.2014.6965107.

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Levano, Marcos A. "Effects of Cycle Evaluation on Peer Learning: Competency Assessment, Case Study, Catholic University of Temuco, Chile." In 2020 11th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2020. http://dx.doi.org/10.1109/iisa50023.2020.9284369.

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Mellado, A. M., and M. A. Levano. "Integration of IP telephony with SIP standards and connectivity peering: Case study of Catholic University of Temuco." In 2015 CHILEAN Conference on Electrical, Electronics Engineering, Information and Communication Technologies (CHILECON). IEEE, 2015. http://dx.doi.org/10.1109/chilecon.2015.7400388.

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Sedarmayanti, Sedarmayanti, Teni Listiani, Edah Jubaedah, and Veronica A. Khristiningrum. "The Influence of Competency and Compensation on Performance of Full-Time Employees in Parahyangan Catholic University Bandung." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.129.

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Reports on the topic "Catholic University of Zimbabwe"

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Beran, Mark J. Progress Report on Grant N00014-94-1-0201 (The Catholic University of America). Fort Belvoir, VA: Defense Technical Information Center, November 1994. http://dx.doi.org/10.21236/ada298821.

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Beran, M. J. Progress Report for The Catholic University of America Grant N0OO14-94-1-02O1. Fort Belvoir, VA: Defense Technical Information Center, December 1995. http://dx.doi.org/10.21236/ada307862.

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KRUGER AA and MATLACK KS. GLASS FORMULATION TESTING TO INCREASE SULFATE INCORPORATION - Final Report VSL-04R4960-1, Rev 0, 2/28/05, Vitreous State Laboratory, The Catholic University of American, Washington, D.C. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1035193.

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KRUGER AA and MATLACK KS. SMALL-SCALE MELTER TESTING WITH LAW SIMULANTS TO ASSESS THE IMPACT OF HIGHER TEMPERATURE MELTER OPERATIONS - Final Report, VSL-04R49801-1, Rev. 0, 2/13/03, Vitreous State Laboratory, The Catholic University of America, Washington, D.C. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1035194.

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Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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Abstract:
In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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