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Journal articles on the topic 'Television in education - Namibia'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Bankole, Akinrinola, Susheela Singh, Rubina Hussain, and Gabrielle Oestreicher. "Condom Use for Preventing STI/HIV and Unintended Pregnancy Among Young Men in Sub-Saharan Africa." American Journal of Men's Health 3, no. 1 (2008): 60–78. http://dx.doi.org/10.1177/1557988308322394.

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The condom is the only known method that provides simultaneous protection against unplanned pregnancy and some sexually transmitted infections (STIs), including HIV, among sexually active people. Using data from the Demographic and Health Surveys from 18 Sub-Saharan African countries, this study examined condom use and reasons for using the method at last intercourse among sexually active young men aged 15 to 29. Most young men were aware of the condom (73%-98%), but its use at last intercourse was quite variable, ranging from 6% in Madagascar to 74% in Namibia. In 10 countries, more young men

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2

Shaw, Padmaja. "Television in Education." Media Asia 35, no. 3 (2008): 198–204. http://dx.doi.org/10.1080/01296612.2008.11726884.

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3

Meyer, Helen. "Educational Partnerships and Democratic Education in Namibia." Africa Today 49, no. 4 (2002): 112–31. http://dx.doi.org/10.2979/aft.2002.49.4.112.

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4

Meyer, Helen. "Educational Partnerships and Democratic Education in Namibia." Africa Today 49, no. 4 (2002): 113–31. http://dx.doi.org/10.1353/at.2003.0046.

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5

Corcoran, Farrel. "Globalisation, Television and Education." Circa, no. 89 (1999): 30. http://dx.doi.org/10.2307/25563497.

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6

Pinto, Luiz Fernando. "Television and sexual education." Jornal de Pediatria 71, no. 5 (1995): 248–54. http://dx.doi.org/10.2223/jped.786.

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7

Peterson, Jane, and George Seielstad. "Environmental Education Television Episodes." Eos, Transactions American Geophysical Union 89, no. 4 (2008): 30. http://dx.doi.org/10.1029/2008eo040002.

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8

Bazilauskas, V. F., Bernard V. Dryer, and David S. Ruhe. "Medical Education and Television." Academic Medicine 76, no. 3 (2001): 255. http://dx.doi.org/10.1097/00001888-200103000-00013.

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9

Labrada-Rubio, Fernando. "Television Archives and Education." Educational Media International 22, no. 4 (1985): 24–27. http://dx.doi.org/10.1080/09523988508548827.

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10

Moss, Robin. "Health Education and Television." Journal of Educational Television 17, no. 2 (1991): 113–14. http://dx.doi.org/10.1080/1358165910170206.

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11

Lannucci, Amilcare A. "Dante, Television, and Education." Quaderni d'italianistica 10, no. 1-2 (1989): 1–33. http://dx.doi.org/10.33137/q.i..v10i1-2.10422.

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12

Lapping, Brian. "Television 2020." Journal of Education for Teaching 31, no. 4 (2005): 285–87. http://dx.doi.org/10.1080/02607470500280100.

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13

Chavez, Andres. "Rights in Education and Self-Identity: Education and Language of Instruction in Namibia." International Education Studies 9, no. 3 (2016): 189. http://dx.doi.org/10.5539/ies.v9n3p189.

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<p class="apa">In 1992, the Ministry of Education and Culture in Namibia created a new language policy for schools that presented the possibility of using English as the sole medium of instruction for students starting in Grade 1. The resulting increase in schools that offer only English instruction has been detrimental to education. In order to improve the quality of education available to students in Namibia, the implementation of the language policy must be revisited so that students have the opportunity to first learn in their mother tongues and develop the necessary skills that they

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14

Taukeni, Simon. "Mentoring Education Students at the University of Namibia." Procedia - Social and Behavioral Sciences 140 (August 2014): 619–22. http://dx.doi.org/10.1016/j.sbspro.2014.04.481.

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15

Coombe, Trevor. "The new system of higher education in Namibia." Journal of Southern African Studies 19, no. 1 (1993): 60–79. http://dx.doi.org/10.1080/03057079308708347.

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16

Moro-Rodríguez, Marta-Mª. "Values education through television advertising." Comunicar 14, no. 28 (2007): 183–90. http://dx.doi.org/10.3916/c28-2007-18.

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Advertising sometimes transmits opposite values to the socially and educationally desirable ones. The attraction power of the television advertisements is so strong that it has become necessary to balance it in the classroom. This paper shows the creation process of pedagogical material in order to make values education in tutorial sessions or in other subjects easier. It has been assessed with a test-retest model in control and experimental groups.La publicidad transmite valores a veces contrarios a los deseables socialmente y a los perseguidos por el currículo. El poder de atracción de los a

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17

Gray, Robert H. "Youth, Culture, Art Education, Television." Design For Arts in Education 90, no. 4 (1989): 23–25. http://dx.doi.org/10.1080/07320973.1989.9935556.

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18

Crawford, Andrew, Paul Lajbcygier, and Pushkar Maitra. "Financial education via television comedy." Applied Economics Letters 25, no. 20 (2018): 1407–10. http://dx.doi.org/10.1080/13504851.2017.1422595.

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19

Bates, A. W. "Television, Learning and Distance Education." Journal of Educational Television 14, no. 3 (1988): 213–25. http://dx.doi.org/10.1080/0260741880140305.

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20

Devaney, Susan W. "Health Education via Interactive Television." Nurse Educator 21, no. 4 (1996): 15–16. http://dx.doi.org/10.1097/00006223-199607000-00009.

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21

Jordan, Anne D. "Letters: Reality Television." Academe 91, no. 3 (2005): 14. http://dx.doi.org/10.2307/40252776.

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22

Ostendorf, Virginia A. "Teaching by Television." New Directions for Teaching and Learning 1997, no. 71 (1997): 51–58. http://dx.doi.org/10.1002/tl.7107.

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23

Dodds, Linda S., and Ellen Hope Kearns. "A Review of Medical Laboratory Education in Namibia Pre and Post Independence and Recommendations to Strengthen Laboratory Education and Services in Namibia." American Journal of Clinical Pathology 138, suppl 1 (2012): A279. http://dx.doi.org/10.1093/ajcp/138.suppl1.258.

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24

Robertson, B. K., and W. P. Palmer. "Popularising science through television." Research in Science Education 21, no. 1 (1991): 352–54. http://dx.doi.org/10.1007/bf02360493.

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25

Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.

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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to

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26

Lahnsteiner, J., and G. Lempert. "Water management in Windhoek, Namibia." Water Science and Technology 55, no. 1-2 (2007): 441–48. http://dx.doi.org/10.2166/wst.2007.022.

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For decades, the city of Windhoek in Namibia succeeded in stretching their limited potable water resources through strict water management, latterly including wastewater reclamation and direct potable reuse. An integrated approach was followed and proper policies were put in place. This was followed up with appropriate legislation, education, policing and technical and financial measures with the result that extreme water shortages were overcome even in times of severe droughts.

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27

George, Evy, Daniël Louw, and Gerhard Badenhorst. "Job satisfaction among urban secondary-school teachers in Namibia." South African Journal of Education 28, no. 2 (2008): 135–54. http://dx.doi.org/10.15700/saje.v28n2a127.

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28

Scott, Aletta. "Teaching Practice at the University of Namibia: Quo Vadis?" Africa Education Review 10, sup1 (2013): S149—S158. http://dx.doi.org/10.1080/18146627.2013.855440.

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29

Hickling‐Hudson *, Anne. "South–South collaboration: Cuban teachers in Jamaica and Namibia." Comparative Education 40, no. 2 (2004): 289–311. http://dx.doi.org/10.1080/0305006042000231392.

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30

Baporikar, Neeta, and Adri Smith. "Talent Management in Higher Education Institution." International Journal of Applied Management Sciences and Engineering 6, no. 2 (2019): 36–57. http://dx.doi.org/10.4018/ijamse.2019070103.

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Institutions are losing talented and skilled personnel to competitors because employees opine that their abilities and skills are not valued. There are also no practices in place where shortcomings pertaining to skills and competencies are addressed in order for them to do their jobs effectively especially for administrative staff in higher educational institutions. Hence, the main problem for these institutions is having a workforce that is not motivated to perform optimally. The challenge currently facing Namibian higher education institutions is for them to implement talent management pract

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31

Hoffa, Harlan. "Television, Cultural History, and Arts Education." Design For Arts in Education 90, no. 4 (1989): 15–22. http://dx.doi.org/10.1080/07320973.1989.9935555.

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32

Watts, D. M., and Diana Bentley. "What Makes Good Science Education Television?" Journal of Educational Television 13, no. 3 (1987): 201–15. http://dx.doi.org/10.1080/0260741870130303.

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33

Huckle, John. "Using Television Critically in Environmental Education." Environmental Education Research 1, no. 3 (1995): 291–304. http://dx.doi.org/10.1080/1350462950010304.

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34

Takakuwa, Yasuo. "Cable Television and Education in Japan." Educational Media International 31, no. 2 (1994): 106–9. http://dx.doi.org/10.1080/0952398940310209.

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35

Ward, Frances Rieth, and Sandy Summers. "Ethics Education, Television, and Invisible Nurses." American Journal of Bioethics 8, no. 12 (2008): 15. http://dx.doi.org/10.1080/15265160802478586.

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36

Warner, K. E. "Television and health education: stay tuned." American Journal of Public Health 77, no. 2 (1987): 140–42. http://dx.doi.org/10.2105/ajph.77.2.140.

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37

Raffa, Jean Benedict. "Television and Values: Implications for Education." Educational Forum 49, no. 2 (1985): 189–98. http://dx.doi.org/10.1080/00131728509335834.

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38

Lopes, Alice Casimiro, and Elizabeth Macedo. "Education in Brazilian Television Soap Operas." Journal of Curriculum and Pedagogy 3, no. 2 (2006): 42–46. http://dx.doi.org/10.1080/15505170.2006.10411597.

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39

Nordkvelle, Yngve. "Teachers, culture, and politics: the struggle for a curriculum for the free Namibia. A case‐study of the Namibia Secondary Technical School." Journal of Education Policy 10, no. 4 (1995): 361–71. http://dx.doi.org/10.1080/0268093950100403.

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40

Stell, Gerald, and Marko Dragojevic. "Multilingual Accommodation in Namibia." Journal of Language and Social Psychology 36, no. 2 (2016): 167–87. http://dx.doi.org/10.1177/0261927x16650718.

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This study examined how six different ethnolinguistic groups in Windhoek, capital of Namibia, adjust their language use during intergroup encounters. Invoking communication accommodation theory, we predicted that relatively low-vitality groups (high-vitality groups) would be inclined towards linguistic convergence (maintenance), but that these general patterns would be moderated by prevailing sociocultural norms and each group’s language proficiency. These hypotheses were largely supported. Relatively low-vitality groups tended to linguistically converge (typically via lingua francas), whereas

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41

Chang, Yu‐li. "‘Glocalization’ of television: Programming strategies of global television broadcasters in Asia." Asian Journal of Communication 13, no. 1 (2003): 1–36. http://dx.doi.org/10.1080/01292980309364829.

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42

Work, William, and Don M. Boileau. "Television debates." Communication Education 34, no. 4 (1985): 369–75. http://dx.doi.org/10.1080/03634528509378631.

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43

Hart, Andrew. "Understanding Television Audiences." Journal of Educational Television 18, no. 1 (1992): 5–21. http://dx.doi.org/10.1080/0260741920180102.

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44

Moss, R., B. Gunter, and C. Jones. "Teachers Using Television." Journal of Educational Television 17, no. 2 (1991): 109–12. http://dx.doi.org/10.1080/1358165910170205.

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45

Jellenz, Moritz, Vito Bobek, and Tatjana Horvat. "Impact of Education on Sustainable Economic Development in Emerging Markets—The Case of Namibia’s Tertiary Education System and its Economy." Sustainability 12, no. 21 (2020): 8814. http://dx.doi.org/10.3390/su12218814.

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The research’s fundamental investigation elaborates on interactions between tertiary educational factors and Namibia’s sustainable economic development. Sequential mixed-research-method guides the investigation towards its results: A quantitative statistical data analysis enables the selection of interrelated educational and economic factors and monitors its development within Namibia’s last three decades. Subsequent qualitative interviews accumulate respondents’ subjective assessments that enable answering the fundamental interaction. Globally evident connections between a nation’s tertiary e

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46

of Monifieth, Thomson. "Schools Television." Education + Training 29, no. 3 (1987): 8. http://dx.doi.org/10.1108/eb017331.

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47

Mokopakgosi, Brian T., and Cynthia Cohen. "Administering Education in Namibia: The Colonial Period to the Present." International Journal of African Historical Studies 29, no. 2 (1996): 451. http://dx.doi.org/10.2307/220569.

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48

Davids, Laurentius. "San Language Development for Education in Namibia: Progress and Challenges." Diaspora, Indigenous, and Minority Education 5, no. 2 (2011): 126–34. http://dx.doi.org/10.1080/15595692.2011.559789.

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49

Olivier-Sampson, Laurinda. "Political Overview in Namibia: the effects on arts/drama education." Research in Drama Education: The Journal of Applied Theatre and Performance 2, no. 2 (1997): 217. http://dx.doi.org/10.1080/1356978970020208.

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50

Wessels, Quenton, Willie Vorster, and Christian Jacobson. "Anatomy education in Namibia: Balancing facility design and curriculum development." Anatomical Sciences Education 5, no. 1 (2011): 41–47. http://dx.doi.org/10.1002/ase.1250.

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