Relevant bibliographies by topics / Oshana

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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 'Oshana'

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

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Journal articles on the topic "Oshana"

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Meyers, Diana Tietjens. "Personal Autonomy in Societyby Marina Oshana." Hypatia: A Journal of Feminist Philosophy 23, no. 2 (April 2008): 202–6. http://dx.doi.org/10.2979/hyp.2008.23.2.202.

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Noggle, Robert. "Marina Oshana, Personal Autonomy in Society." Journal of Value Inquiry 45, no. 2 (May 2011): 233–38. http://dx.doi.org/10.1007/s10790-011-9267-z.

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Switankowsky, Irene Sonia. "Personal Autonomy in Society. By Marina Oshana." Heythrop Journal 51, no. 2 (March 2010): 351–52. http://dx.doi.org/10.1111/j.1468-2265.2009.00564_24.x.

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Mitonga, Kabwebwe Honore, Banza Françoise Mwikume, and Shilunga Anna Panduleni Kauko. "Community diagnosis in oshakati, oshana region -Namibia." International Journal of Medicine 5, no. 1 (February 25, 2017): 66. http://dx.doi.org/10.14419/ijm.v5i1.7257.

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This paper aimed to diagnose the community of Oshakati community in Oshana region in the northern part of the Republic of Namibia by providing an overall picture of the local community and the residents’ concerns, the health problems and challenges and suggest priority areas for health intervention and the feasible solutions.A survey was conducted using self-administered questionnaires, face to face interviews, focus groups.The main problems identified are: teenage pregnancies due to unprotected sex and early sexual behaviors, promiscuity by means of poverty, alcohol and drug abuse resulting in stab wounds, uncontrolled behaviors, domestic violence, assault and crime, high levels of unemployment, stress and depression, TB, HIV with growing number of orphans, diarrhea and respiratory infections.The survey conducted in Oshakati has shown that the assessment of the community is useful in identifying the important problems and needs for the community; the cultural, social, economic, environmental factors have to be considered for good health reform. The resources are available and should be utilized for active participation of the people and implication of the authorities in health promotion by identifying and prioritizing problems of the community they serve.
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Ishola, Anthony, and Kabwebwe Honore Mitonga. "School dropout among orphans in Oshana region - Namibia." International Journal of Health 5, no. 1 (December 7, 2016): 1. http://dx.doi.org/10.14419/ijh.v5i1.6893.

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This research seeks to investigate why some orphaned children drop out of school in Oshana region, Namibia, despite concerted efforts by the Government Republic of Namibia and other stake holders to keep them at school.The study aimed to identify the indicators preceding AIDS orphaned children dropping out of schools in the Oshana region-Namibia. A cross-sectional study, which adopted both quantitative and qualitative approaches, was used to gain a complete picture of the situation of orphans and school dropouts from the perspective of school teachers, learners, and orphans who have already dropped out of school. It was found that many orphans still face many challenges and to some, continuing with schooling is a luxury that is ill afforded. The total percentages of learners that dropped out of school are: 52.9% orphans in grades 7 and 8 in 2009 while 41.7% dropped out in 2010. Poor awareness of Government support initiatives, poor psychosocial support, leaving school to grieve the death of a parent and working to earn income, ranked amongst the highest reasons some orphans dropped out of school. Provision of material resources in addition to human torch as demonstrated by majority of life skill teachers towards the well-being of AIDS orphans have greatly ameliorated the self-worth and schooling of orphans.
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Shikulo, Peneyambeko Ipawa, Louise Pretorius, Ndapeua Shifiona, and Daniel Opotamutale Ashipala. "Knowledge on HIV Prevention Measures Among Male Learners in Secondary Schools in Oshana Region, Namibia." Global Journal of Health Science 11, no. 5 (March 29, 2019): 10. http://dx.doi.org/10.5539/gjhs.v11n5p10.

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Human Immunodeficiency virus (HIV) has continued to pose significant social, economic and developmental challenges worldwide.The purpose of the study was to assess the knowledge on HIV prevention among male learners in secondary schools in Oshana Region. The objectives of the study were to: assess and describe the knowledge of male learners in Secondary Schools in Oshana Region about HIV preventive measures. A quantitative, cross sectional design, based on the self-report of the participants, was utilized to achieve the aim of the study. Findings of this study showed that 95.4% had knowledge that HIV can be prevented by consistent and correct use of a condom during sexual intercourse. It has become evident that much still need to be done to make HIV prevention among youth more effective.It is hereby recommended that the Ministry of Education takes the lead to educate the learners on HIV preventive and control measures.
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David, Sabina A., Agnes Van Dyk, and Daniel Opotamutale Ashipala. "Experiences of young adolescent mothers regarding adolescent motherhood in Oshana region." Journal of Nursing Education and Practice 7, no. 12 (July 18, 2017): 39. http://dx.doi.org/10.5430/jnep.v7n12p39.

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Background and objective: Adolescence is generally understood as a period of growing to maturity, transition from childhood to adulthood with physical and mental maturity. Nowadays girls enter puberty as young as 9 years which pose a health risk to adolescent pregnancy and early motherhood. The purpose of this study was to explore and describe the experiences of adolescent mothers as regards motherhood in Oshana region.Methods: A qualitative, explorative, descriptive and contextual study was conducted among adolescent mothers in Oshana Region of Namibia regards their experiences on adolescent motherhood. Thematic analysis following Tesch’s analysis process was employed.Results: The findings of this study revealed that having a baby at a younger age have a negative effect on their future plans. It is an unfortunate fact that emerged from the study that many adolescent mothers lack the required form of support or social assistance both during pregnancy and in raising their children in the economically driven world of today. It is an unfortunate fact that emerged from the study that many adolescent mothers lack the required form of support or social assistance both during pregnancy and in raising their children in the economically driven world of today. It appeared that having a child gives an added impetus to their lives; and they felt that every decision or step they made would impact their babies’ lives in one way or another.Conclusions: It appeared that having a child gives an added impetus to their lives; and they felt that every decision or step they made would impact their babies’ lives in one way or another. They experienced distorted inter-personal relationships with families and friends related to motherhood as well as challenges on bringing up a baby and baby care. However adolescent mothers also had future ambitions on education, support, relationships and job attainment.
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Meyers, Diana Tietjens. "Personal Autonomy in Society. By Marina Oshana. Aldershot, England: Ashgate, 2006." Hypatia 23, no. 2 (June 2008): 202–6. http://dx.doi.org/10.1017/s0887536700018109.

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NANGULA, S., and G. OBA. "Effects of artificial water points on the Oshana ecosystem in Namibia." Environmental Conservation 31, no. 1 (March 2004): 47–54. http://dx.doi.org/10.1017/s0376892904001079.

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In the semi-arid rangelands of the Oshana ecosystem in Northern Namibia, there are general concerns that artificial water points for domestic use contribute to the processes that lead to desertification. The processes begin in piospheres of artificial water points. Among the processes suggested to correlate with radial distance and age of water points are loss of perennial grass species, an increase in annuals, and general loss of herbaceous species richness, herbaceous biomass and grass cover, as well as an increase in forb cover and in bare ground and litter cover. Radial distance and age of artificial water points impacts were compared using these indicators with benchmarks in saline grassland and mopane landscape at the end of the wet season. Radial distance influenced herbaceous species richness, grass cover and bare ground, while the variability of the perennial:annual grass ratio, herbaceous biomass, forb and litter cover were attributed to differences between landscape types. Age of water points influenced only herbaceous species richness, while forb cover was associated more with water points than benchmarks. Forb cover was sporadic in relation to age of water points. In the Oshana ecosystem, therefore, radial-grazing distance could not be used to explain changes in the perennial:annual grass ratio. Many of the changes were explained by differences between landscape types. The mopane landscape was more vulnerable to degradation induced by artificial water points than the grassland landscape. The implication is that, in the future, greater care should be taken to space water points in the mopane landscape.
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Sankombo, Marian, Linda Lukolo, and Charles Lukanga Kanga Kimera. "Congenital abnormalities: experiences of parents atoshakati intermediate hospital, oshana region, Namibia." International Journal of Medicine 5, no. 2 (August 24, 2017): 228. http://dx.doi.org/10.14419/ijm.v5i2.8106.

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Background: Congenital abnormality (CA) is one among eminent problems in the society that affects the livelihood of the individual, communities and the health sector. It creates uncertainty among family members as they strive to identify ways and means to assist one another in the upbringing of these children born with an anomaly. The ultimate purpose of this study was to describe and explore the experiences of parents of children with congenital abnormalities and to identify the source of support such as parents employs when dealing with the child born with congenital abnormalities. This study was conducted at Intermediate Hospital Oshakati (IHO) in Namibia‘s Oshana region.Methods: A qualitative, explorative and a contextual study design using a phenomenological approach was utilized throughout this study. In-depth interviews were conducted with twelve “purposefully” selected participants from the population of parents of children born with congenital abnormalities whose children were either admitted in hospital or brought for follow-up. Data analysis was done using a content analytical method.Results: Data were derived from 12 participants interviewed, comprised of parents of children with reversible and irreversible conditions, long hospitalization, more frequent follow ups and those waiting for surgery. The results were categorized in seven categories, including: 1) A child with congenital abnormalities: the impact of disability; 2) Family relationships; 3) Parenting expectations and practices; 4) Altering one’s family daily life- treading a new path; 5) Social support; 6) Formal services; 7) Societal and community acceptance.Conclusion: The expectations parents had for a normal child becomes a nightmare when the child they were expecting is born with the disability. Living with such a child can be stressful for parents and other family members. Therefore, exploring and describing the lived experiences of parents of children born with congenital abnormalities is an important in the process of finding ways to assist or support parents to provide proper care for their children.
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Dissertations / Theses on the topic "Oshana"

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Nashilongo, Onesmus. "An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003528.

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This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.
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Mwiikeni, Helena Twiihaleni, and Helena Twiihaleni Shimwafeni-Mwiikeni. "An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001876.

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The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
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Shifotoka, Simsolia Namene. "An investigation into teacher perspectives and experiences in integrating HIV and AIDS information across the curriculum at some selected Junior Secondary Schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004336.

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HIV and AIDS are still among the world's most significant public health challenges. Education is widely regarded as an effective response to the pandemic - a “social vaccine” that can increase young people’s awareness of the dangers of HIV infection and thus decrease their vulnerability to HIV and AIDS. Integrating HIV and AIDS awareness across the school curriculum is therefore one of the strategies being implemented to educate learners about the pandemic. There are challenges; however, related to the central goal of integrating HIV and AIDS education and also to the form – in particular, the pedagogical practices - that this might best take. This qualitative case study research investigated teachers’ perspectives, experiences, and levels of preparedness with regard to integrating HIV and AIDS information in the main carrier subjects, mathematics and geography, in some junior secondary schools in Namibia. The study situates debates on curriculum integration and draws on Fogarty’s (1999) models of curriculum integration as a conceptual and analytic tool to examine the nature, form and content of integration. It includes a questionnaire on curriculum integration completed by 53 teachers as well as a component consisting of observations and interviews with four teachers from two schools. The results reveal patterns that also emerge in earlier studies on curriculum integration. This approach is already widely recognized as challenging and problematic in the context of general education. However, this and other studies show that when HIV and AIDS are brought into the arena, additional factors come into play and further complicate the process, because of the sensitivity of this topic. In addition, the task of integrating HIV and AIDS education has been added to an already overcrowded curriculum. Teachers have not been provided with adequate (or any) training with concrete examples that might facilitate their efforts to integrate HIV and AIDS information into subjects like the ones under scrutiny in this study. The picture that emerges from examining the evidence on HIV and AIDS integration against Fogarty’s (1991) 10 models of curriculum integration is one in which teaching practices are ad hoc, opportunistic and haphazard right across the sample. The choice of integration models for implementation of the HIV and AIDS component in these subjects has been largely left to the opportunity, ability and personal inclinations of individual teachers. The results point to a range of responses, with many teachers not teaching HIV and AIDS at all or some hesitantly experimenting with different approaches; all to limited effect in realizing the intended national goals of this curriculum project. The overall pattern also reveals a degree of frustration among the teachers in the sample, who acknowledged and were concerned at the enormity of the HIV and AIDS challenge facing the country. They recognised the motive behind the policy to have the education system play an important role in response to the HIV challenge, but felt frustrated with the social, personal and practical difficulties of actually implementing the policy within the context of poor (or no) training, knowledge, and support.
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Helao, Tuhafeni. "The role of regional councillors in consultation and communication regarding rural service delivery in the Oshana region of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study examined the role of regional councilors in consultation and communication regarding rural service delivery in Namibia, with specific reference to the Oshana region. The research includes a case study that assessed the degree and the extent to which consultation and communication takes place between regional councilors and community members at constituency level in the region. It also examined the inevitability of consultation and communication concerning basic services provision such as water and electricity in the Oshana region.
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Andreas, Aili. "The effectiveness of financial decentralisation in Namibia: a case study of Oshana Regional Council." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/95656.

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Thesis (MDF)--Stellenbosch University, 2013.
This study on the effective implementation of financial decentralisation in Namibia has explored how effective the development budget is utilised to address development challenges in Oshana Region. Namibia is faced with different development challenges of unemployment and unequal distribution of income, amongst other issues, and the government has introduced some initiatives to address these challenges. The implementation of the Enabling Decentralisation Policy (Decentralisation Act of 2000), which aims to transfer power, functions and resources to the regional government, can be regarded as a guideline to the effective utilisation of the development budget in Namibia. A qualitative methodology was used to explore the effectiveness of the development budget, since the findings of the research depended on the response of the participants. Financial decentralisation is a new concept in many countries, including Namibia. Purposive sampling was employed and the employees working with the development budget, especially those from the National Planning Commission at the Development Budget Sub-Division, Ministry of Regional, Local Government and Rural Development and the Oshana Regional Council – the custodians of the development budget - were the main sources to provide the required data. The results of the study indicate that there is a lack of proper monitoring mechanisms for the utilisation of development funds at both regional and central government level. Stakeholders from central and regional government do not have data and information of the total amount allocated and executed in Oshana region. The development budget in Namibia, despite the Decentralisation Policy, is highly centralised and institutions are working in isolation, which makes it challenging for the Regional Council of Oshana to effectively monitor utilisation of resources. Lack of capacity and highly complex institutional arrangements are perceived as the main possible challenges impeding the effective implementation of financial decentralisation and utilisation of the development budget in Oshana Region. It is recommended that Government address the challenges identified in this study.
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Shikoyeni, Hilya Ndeapo. "Exploring the psycho-social determinants of heavy alcohol drinking amongst women in Oshana, Namibia." University of the Western Cape, 2016. http://hdl.handle.net/11394/5621.

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Magister Artium (Social Work) - MA(SW)
Heavy alcohol drinking is a serious health concern in many African countries such as Namibia and South Africa. The heavy use of alcohol is mainly due to avoid coping with the realities of life. There is however, a paucity of research on heavy alcohol use amongst women, particularly in Oshana region of Namibia, where problem drinking is threatening the well-being of women and society. This study explored the psycho-social determinants of women who are heavy alcohol users in the Oshana region. The study design was explorative and descriptive within a qualitative approach. The social constructionist theory underpinned this study. Four participants were randomly selected from the Developmental Social Services caseload which led the researcher to snowball the other four participants for a total of eight participants in the study. Data was collected by means of semi-structured face-to-face interview with the aid of an interview guide. Interviews were transcribed verbatim and field notes were taken. Thematic analysis was used to analyse and interpret the data. The participants identified with coping with realities among women heavy drinking. They reported psychological and social factors affected the well- being of women drinking. These factors included poverty, unemployment, family pressure or influence, availability and accessibility of alcohol, expression, stress, low self-esteem, fear of loneliness and many others. Based on these results, some of the suggestions put forward by all the participants and the researcher concluded the study with a recommendation that an awareness can be created by service providers such as social workers working with women who are heavy drinkers to establish and improve alcohol programmes in Oshana Region and Namibia as a whole.
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Matheus, Hilya. "Investigating the implementation of continuous assessment by grade 7 Social Studies teachers in the Oshana education region." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003475.

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Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done through a case study to gain insight into the implementation of CA in schools. Semi-structured interviews, observations and document analysis were the research methods used to collect the data. The findings indicate that these teachers have a theoretical understanding of what CA implies and what role it plays and are aware of assessment strategies. However these theoretical perspectives are not translated into practice. This implies a limited understanding of CA and reflects a gap between the teachers’ theoretical understanding of CA and its practical implementation. The study also identified various systemic factors that hamper the implementation of CA, which include overcrowded classrooms, increased teachers’ workload by CA, shortages of resources such as textbooks and lack of professional development. The nature of pre-service teacher education the participants went through, professional development programmes that are given to teachers as in-service training and a lack of guidelines in the syllabus on how to approach continuous assessment are clearly evident in the findings as factors that contribute to the teachers’ gap between theory and practice. The study concludes that even though a number of workshops on continuous assessment were conducted, the teachers still could not implement it as expected. The study findings inform my professional context as an Advisory Teacher and that of my colleagues. Therefore it made me realize what the teachers’ needs are and what kind of support they require.
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Kadhepa-Kandjengo, Selma Ndeyapo. "An exploration of leadership development in a learner representative structure in a secondary school, Oshana Region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62450.

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Before independence, Namibia inherited a system of Bantu education which was hierarchical, authoritarian and non-democratic. Upon independence, the educational sector went through numerous reforms which were meant to transform education and to make it more democratic, whereby all stakeholders can broadly participate. In spite of these reforms, leadership of schools has remained a hierarchical system, where a principal who, as an individual, runs the school without recognition of the potential leadership of others. Recent studies on leadership have called for shared leadership, whereby leadership is a practice, permeable to learner leaders and not associated with individuals. This research study aims to explore learner leadership development in the Learner Representative Council (LRC) structure at a secondary school in Namibia. The motivation of this research study was twofold - firstly, my personal interest in learner leadership was aroused by my teaching experience. The second reason was due to my realisation that the area was under-researched in Namibia, hence I wanted to fill the existing gap on learner leadership. The study critically engaged learners and teachers to help me get an understanding of learner leadership and the factors enabling learner leadership development. I also found that challenges which resulted in contradictions, hampered leadership development. The study took an interventionist approach and second generation Cultural Historical Activity Theory was used to surface tensions and contradictions affecting learner leadership development. Change Laboratory workshops enabled the expansive learning process with the 12 LRC members. Data was collected using semi-structured interviews, questionnaires, observation, document analysis and journaling. The study found that learner leadership was understood more in terms of traditional views of leadership, whereby a learner needed to possess certain qualities in order to lead. The findings further pointed out that the LRC members were mainly involved in managerial roles and not really leadership roles, as such, and they were not involved in decision-making at the school. Although provision for the LRC body is made in an Educational Act, historical and cultural forces account for teachers’ reluctance to support the LRC members, as well as for silence of learner voice. I hope that findings from this research study strengthen learner leadership structures in schools and contribute to the creation of knowledge on learner leadership in Namibia.
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Rolens, Da Silva. "Leadership development within a Learner Representative Council (LRC) in a rural secondary school in the Oshana region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62808.

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The Namibian Education Act (Namibia. Education Act No. 16 of 2001) mandates state secondary school learners to be included in school leadership through a body of learners known as the Learner Representative Council (LRC). The few studies carried out on the LRC in schools reveal that very little has been achieved in terms of learner leadership development. This study explored and provided insight into possible reasons for this, and recommendations. The research questions driving the study were: How is learner leadership currently understood and practised in the school? What are the enabling and constraining factors in the school as far as learner leadership development is concerned? And what can be done to promote learner leadership development? This study is an interpretive case study of learner leadership in the LRC in a Namibian state secondary school in the Oshana region. The conceptual framework used was distributed leadership. The Cultural Historical Activity Theory (CHAT) was used as an analytical tool. The research participants were the LRC members, school principal, Heads of Departments representing the school management members, the School Board Chairperson representing parents and the LRC liaison teacher and were all purposively selected. Data was collected through document analysis, open-ended questionnaires, interviews and non-participant observation. Data analysis took the form of inductively – identifying themes emerged from the data and deductively – using CHAT to surface the systemic contradictions within the learners’ activity system. The data revealed that learner leadership was mostly understood from a management perspective and equated with the formal authority of the LRC in the school. The data further revealed that the LRC performed more leadership roles stretched from inside the classroom, outside the classroom, on the School Board and outside the school. To capture this complexity, I developed a model which may prove useful for future studies of learner leadership. The data also indicated that much support was offered to the LRC members in the school; for example, support from the LRC liaison teacher, the School Management Team and generally from the school, through LRC leadership training. Using CHAT, the findings revealed that the historical context and cultural conventions contradicted the LRC leadership development in the school. In line with a distributed leadership theory, the study recommends that learner leadership should not be limited by position and authority but should be exercised by all learners, through the development and establishment of learner leader clubs in the school. The study also recommends that schools should embark on change initiatives which challenge their traditionally held beliefs and attitudes.
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Kambowe, Hannah. "A qualitative study into the advocacy and activism of carers of adolescents with Down Syndrome in Oshana, Namibia." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31463.

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Background: Down Syndrome (DS) is a chromosomal defect known to cause intellectual disability. Adolescents with DS may need to live with their families beyond the transition period into adulthood because they require lifelong care due to the disabling consequences of the genetic condition. Evidence is lacking about the actions that carers in remote rural communities are taking to enhance the rights of their adolescents with DS as enshrined in the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Aim: To describe the advocacy and activism actions of carers that promote the disability rights of adolescents with DS. Objectives: To describe carers’ understanding of 'activism’ in relation to the needs of adolescents with DS; to explore what actions carers are engaging with in order to promote participation and equal opportunities for social inclusion of adolescents with DS; to describe barriers encountered and strategies used and to describe carers’ advocacy priority list for social inclusion of adolescents with DS. Methodology: A descriptive qualitative approach was used where three carers told their stories of activism and advocacy actions through a semi-structured in-depth interview method. Their stories were audio-recorded, transcribed into textual form and an inductive data analysis followed a framework approach guided by the research aims. Findings: One overriding theme Puuyelele (bringing adolescents with DS into the open) emerged with four categories: namely, “Speaking for and acting on behalf of adolescents with DS”, “Enabling a continuous enlightening process”, “Ensuring ongoing care and services” and “Raising public awareness on human rights of adolescents with DS”. Discussion: Three concepts about DS advocacy and activism for adolescents with DS formed the discussion; first, it is a strategic process requiring togetherness, courage and perseverance; second, it proceeds from vigilant care-giving and service provision and, lastly, it requires rising of human rights awareness. Conclusion: A strategic and contextualised DS advocacy and activism process such as Puuyelele requires human rights awareness and emerges from vigilant care that enhances community participation and social inclusion of adolescents with DS. The process creates a possible and realistic conceptual framework for further strengthening of disability-inclusive development initiatives in Namibia.
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Books on the topic "Oshana"

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Pallett, John. Understanding the Oshana environment. Windhoek, Namibia: Gamsberg Macmillan Publishers (Pty) Ltd., 1994.

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An overview of the environmental situation in four northern regions: Ohangwena, Omusati, Oshana, and Oshikoto. [Swakopmund, Namibia]: Desert Research Foundation of Namibia, 1997.

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Pogue, Barry R. The church with a challenge: The story of Albert Street United Church which began as South Oshawa Methodist Church. [Ontario: s.n.], 1997.

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Morgan, Clayton M. Remembering the Oshawa Railway. Bowmanville, Ont: Bowmanville Museum, 1996.

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(Limited), Oshawa Co-operative Society. Constitution and by-laws of the Oshawa Co-operative Society (Limited). Oshawa [Ont.]: Printed for the Society at the Vindicator Office, 1986.

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Hargrave, W. J. Oshawa Water Treatment Plant: Study. [Toronto]: Ontario Environment, 1990.

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Canada, Statistics. Oshawa: Part 2, census tracts. S.l: s.n, 1989.

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Kikigatari Oshaka-sama no odeshitachi. Tōkyō: Ōkura Shuppan, 1987.

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Joan, Murray. Gary Greenwood: Oshawa close-up. Oshawa: Robert McLaughlin Gallery, 1992.

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Nakayama, Masakazu. Oshaka-sama no mondai kaiketsugaku. Toyama-shi: Toyama-ken Kyōiku Iinkai, 1985.

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Book chapters on the topic "Oshana"

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Sugimura, Ken. "Amami Oshima." In Wildlife, Landscape Use and Society, 32–66. 1 Edition. | New York: Routledge, 2020. | Series: Routledge contemporary Japan series: Routledge, 2021. http://dx.doi.org/10.4324/9780429319532-2.

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Sugimura, Ken. "Amami Oshima (2)." In Wildlife, Landscape Use and Society, 67–94. 1 Edition. | New York: Routledge, 2020. | Series: Routledge contemporary Japan series: Routledge, 2021. http://dx.doi.org/10.4324/9780429319532-3.

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Gooch, Jan W. "OSHA." In Encyclopedic Dictionary of Polymers, 507. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-6247-8_8266.

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VanderHeiden, Todd F., Philip F. Stahel, Stuart L. Goldstein, Aditya Uppalapati, John A. Kellum, Aditya Uppalapati, John A. Kellum, et al. "OSHA." In Encyclopedia of Intensive Care Medicine, 1634. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-00418-6_3230.

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Schneid, Thomas D. "OSHA Enforcement." In Legal Liabilities in Safety and Loss Prevention, 19–44. Third edition. | Boca Raton, FL : CRC Press, an imprint of Taylor & Francis Group, 2019. | Series: Occupational safety and health guide series: CRC Press, 2019. http://dx.doi.org/10.1201/9781315144504-2.

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Schneid, Thomas D. "OSHA Requirements." In Legal Liabilities in Safety and Loss Prevention, 45–56. Third edition. | Boca Raton, FL : CRC Press, an imprint of Taylor & Francis Group, 2019. | Series: Occupational safety and health guide series: CRC Press, 2019. http://dx.doi.org/10.1201/9781315144504-3.

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Ali, Rifath, and Troy Rawlins. "Investigations: OSHA." In Encyclopedia of Security and Emergency Management, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69891-5_211-1.

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Ali, Rifath, and Troy Rawlins. "Investigations: OSHA." In Encyclopedia of Security and Emergency Management, 582–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-70488-3_211.

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Jones, Scott C. "Takayoshi Oshima, Babylonian Prayers To Marduk." In Perspectives on Hebrew Scriptures IX, edited by Ehud Ben Zvi and Christophe Nihan, 581–87. Piscataway, NJ, USA: Gorgias Press, 2014. http://dx.doi.org/10.31826/9781463235635-037.

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Yates, W. David. "Noise and OSHA’s Hearing Conservation Program." In Safety Professional’s Reference and Study Guide, 279–96. Third edition. | Boca Raton : CRC Press, 2020.: CRC Press, 2020. http://dx.doi.org/10.1201/9780429293054-8.

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Conference papers on the topic "Oshana"

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Martonik, J., E. Grossman, and E. Nash. "81. The History of OSHA‘s Asbestos Rulemakings and Their Impact on Subsequent OSHA Health Standards." In AIHce 2000. AIHA, 2000. http://dx.doi.org/10.3320/1.2763842.

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Martonik, J. "21. Measuring the Effectiveness of Osha'S Asbestos Rulemaking Efforts Using Osha'S Enforcement Database." In AIHce 1999. AIHA, 1999. http://dx.doi.org/10.3320/1.2763061.

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White, James R. "Changes to OSHA's 29CFR1926 regulations." In 2012 IEEE IAS Electrical Safety Workshop (ESW). IEEE, 2012. http://dx.doi.org/10.1109/esw.2012.6165546.

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Beemster, J., and T. Avendano. "114. Living with OSHA's Lead Standard." In AIHce 2000. AIHA, 2000. http://dx.doi.org/10.3320/1.2763437.

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Esposito, P. "60. Hazard Analysis Using OSHA's Management System Approach." In AIHce 2004. AIHA, 2004. http://dx.doi.org/10.3320/1.2758271.

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Shah, Jayesh, Mehdi Narimani, and Gerry Moschopoulos. "Solar power plant installation and integration: Case study for Oshawa Power and Utilities Corporation." In 2013 26th IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2013. http://dx.doi.org/10.1109/ccece.2013.6567683.

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Ira, Martha Mead. "2010 Regulatory Update for Anhydrous Ammonia Refrigeration Processes." In ASME 2010 Citrus Engineering Conference. American Society of Mechanical Engineers, 2010. http://dx.doi.org/10.1115/cec2010-5601.

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Abstract:
Refrigeration processes that contain more than 10,000 lb of anhydrous ammonia refrigerant are subject to a number of environmental and safety regulations, including the following: ▪ Occupational Safety and Health Administration’s (OSHA’s) Process Safety Management of Highly Hazardous Chemicals (the PSM Standard), 29 CFR 1910.119 ▪ Environmental Protection Agency’s (EPA’s) Risk Management Plan (RMP) Rule, 40 CFR, Part 68 ▪ EPA’s Emergency Planning and Community Right to Know Act (EPCRA), 40 CFR parts 350 to 372, ▪ Department of Homeland Security’s (DHS’s) Chemical Facility Anti-Terrorism Standard, 6 CFR Part 27. These regulations require periodic reporting and other actions, such as employee training and the implementation of hazard prevention programs and emergency response plans. This paper provides a brief summary of the listed rules, as they apply to ammonia refrigeration processes, and describes the following regulatory changes and trends: ▪ OSHA 2009 PSM Covered Chemical Facilities National Emphasis Program, which will include a focus on ammonia refrigeration facilities ▪ EPA’s recently implemented RMP e*Submit procedure ▪ Recent changes to the Tier II reporting for Florida facilities ▪ Rulemaking related to the DHS chemical facility antiterrorism standard. This paper should be helpful to ammonia refrigeration facility owners and operators who are struggling to stay in compliance with the many regulations applicable to their process. Additionally, the references and website links listed on the bibliography of this paper will serve as resources to further assist such owners and operators in the future, as regulations continue to change. All website addresses were checked on February 16, 2010. Paper published with permission.
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McCully, R., and M. Connors. "216. Charting New Territory Through OSHA's New Strategic Plan." In AIHce 2003. AIHA, 2003. http://dx.doi.org/10.3320/1.2757893.

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Oshima, Marie, and Kengo Katagiri. "SBC2012 CFD Challenge: Simulation Using a FVM Program Developed by the Oshima Laboratory at the University of Tokyo." In ASME 2012 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/sbc2012-80510.

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Storoshchuk, Orest L., and Dauid Daly. "The Map Solution In The General Motors Oshawa, Ontario Car Body Assembly Plant Spie, September 8,1989." In OE/FIBERS '89, edited by Joseph Garodnick, Lynn D. Hutcheson, and David A. Kahn. SPIE, 1990. http://dx.doi.org/10.1117/12.963448.

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Reports on the topic "Oshana"

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Brennand, T. A. Preliminary surficial geology site attributes, Oshawa area, Ontario. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/194144.

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Brennand, T., M. Hinton, and D. Sharpe. Terrestrial Quaternary geologic and hydrogeologic framework - Port Hope region (Oshawa-Cobourg). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1995. http://dx.doi.org/10.4095/205055.

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Brennand, T. A. Surficial geology of the Oshawa area, NTS 30M/15, southern Ontario. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1997. http://dx.doi.org/10.4095/209013.

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ARMY SAFETY CENTER FORT RUCKER AL. Leader's Guide to OSHA. Fort Belvoir, VA: Defense Technical Information Center, November 1993. http://dx.doi.org/10.21236/ada382343.

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Parsons, Brendon. Review of OSHA Chemical Incident Data. Office of Scientific and Technical Information (OSTI), February 2021. http://dx.doi.org/10.2172/1764888.

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BENDIXSEN, R. B. Design Compliance Matrices to ANSI and OSHA. Office of Scientific and Technical Information (OSTI), April 2000. http://dx.doi.org/10.2172/803031.

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Gray, Wayne, and John Scholz. Do OSHA Inspections Reduce Injuries? A Panel Analysis. Cambridge, MA: National Bureau of Economic Research, July 1991. http://dx.doi.org/10.3386/w3774.

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Gray, Wayne, and John Scholz. A Behavioral Approach to Compliance: OSHA Enforcement's Impact on Workplace Accidents. Cambridge, MA: National Bureau of Economic Research, January 1989. http://dx.doi.org/10.3386/w2813.

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Bartel, Ann, and Lacy Glenn Thomas. Predation through Regulation: The Wage and Profit Impacts of OSHA and EPA. Cambridge, MA: National Bureau of Economic Research, July 1985. http://dx.doi.org/10.3386/w1660.

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Gray, Wayne, and John Mendeloff. The Declining Effects of OSHA Inspections on Manufacturing Injuries: 1979 to 1998. Cambridge, MA: National Bureau of Economic Research, August 2002. http://dx.doi.org/10.3386/w9119.

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