Academic literature on the topic 'University of Namibia. Centre for External Studies'
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Journal articles on the topic "University of Namibia. Centre for External Studies"
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Dutta, Dipmala, and Polly Vauquline. "Institutionalisation of Women’s Studies Research Centre, Gauhati University: A Struggle for Space and Identity." Space and Culture, India 6, no. 1 (June 28, 2018): 16–28. http://dx.doi.org/10.20896/saci.v6i1.321.
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Institutionalisation of Women’s Studies (WS) in India although started in the 1970s, it took a decade further to cross the threshold of Northeastern States. The isolation which the Northeast of India has always faced in the social, economic and political spheres was also reflected in the case of establishment of the Women’s Studies Centres as the then Vice Chancellor Dr. Deba Prasad Barooah had to struggle against the University Grants Commission for establishing it in Gauhati University. Again, the narrative of WSRC, GU do not find mention in the book Narratives from Women's Studies Family: Recreating Knowledge where experiences of 17 centres from across the country are illustrated. This paper investigates all such structural difficulties, negligence and struggle faced by one of the first Women’s Studies Centre of Northeast India, established in Gauhati University (GU), since its conceptualisation to inception in 1989 till the present. It attempts in revealing the experiences of the Directors, yielding the efforts behind the setting up of the centre, the role played by different individuals both internal and external of the University towards the establishment of the Centre, the catalysts that prevented the premature decay of the Centre and most importantly the struggle for space, identity and recognition the constraints faced to obtain them. To achieve these goals oral history method was applied to explore the experiences of the previous directors and the author (2nd author) herself. The narratives illustrate the history of struggles, challenges and the subsequent development over a span of more than twenty five years. The paper documents the support the University provided despite being a patriarchal institution for fostering of the WSRC, which in gradual years took steps to produce the Department of Women’s Studies. It will also look into the progressive role Women’s Studies played not only in the varsity internally but also at the external front through research and advocacy by inducing new panoramic view towards and discussion of women’s issues in a multidimensional framework.
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Pinehas, Lusia N., Ester Mulenga, and Julia Amadhila. "Factors that hinder the academic performance of the nursing students who registered as first years in 2010 at the University of Namibia (UNAM), Oshakati Campus in Oshana, Namibia." Journal of Nursing Education and Practice 7, no. 8 (March 14, 2017): 63. http://dx.doi.org/10.5430/jnep.v7n8p63.
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The University of Namibia (UNAM) is the only national university in Namibia that was established in 1992. It offers diploma and degree courses. The Bachelor of Nursing Science (Clinical) (Honours) was introduced in 2008 after the Diploma in Comprehensive Nursing Science was phased out. This degree is offered over the period of four years full-time. Students are allocated to the clinical practice throughout the training to acquire the relevant nursing skills. At the time of research the course was offered at two campuses only namely Windhoek and Oshakati. The total number of students who were admitted in 2010 was 83, but at the time of the research when they were in their fourth year, there were only 59. The difference of 24 was the students who could not make it to the fourth year and finish in the prescribed time frame. The lecturers were concerned with the poor performance of the students, the increased number of students with some modules behind, and the overcrowding of some classes. The purpose of the study was to identify, explore and describe the factors that hinder the academic performance of the nursing students at the UNAM Oshakati campus. The study was conducted among nursing students who registered for the Bachelor of Nursing Science (Clinical) (Honours) in 2010. The study was qualitative, exploratory, descriptive and contextual in nature using non-probability purposive sampling. The findings revealed that the academic performance of student nurses at the University of Namibia Oshakati campus is influenced by both internal and external factors. However, external factors are many compared to internal factors. External related factors comprise of teaching and learning, insufficient resources, lack of university accommodation, curriculum related and socio-economic factors. Teaching and learning related factors include use of one teaching strategy, language barriers, inadequate support and labeling of students by lecturers. On the other hand, insufficient resources are unavailability of the bookshop on campus, insufficient prescribed textbooks, poor internet facility, lack of space and less equipped library. Curriculum related factors include overloaded examination time table, huge scope of test, study day system and module pre-requisites, while socio-economic factors are problems in relationships, peer influence, financial problems and pregnancy while studying. Internal factors comprise of students’ attitude and lack of self-discipline among some students. Those factors result in increased number of students with some modules behind, overcrowding of some classes, increased student-lecturer ratio and some students not completing their studies within the prescribed time frame.
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Dennis, Richard. "The Nineteenth-Century Canadian City: internal change and external links. At the Centre of Canadian Studies, University of Edinburgh, 4–7 May, 1989." Journal of Historical Geography 15, no. 4 (October 1989): 423–24. http://dx.doi.org/10.1016/0305-7488(89)90006-6.
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Garanian, N. G. "Approbation of measure for narcissism assessment on the sample of Russian university students." Консультативная психология и психотерапия 24, no. 4 (2016): 8–32. http://dx.doi.org/10.17759/cpp.2016240402.
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Many studies today mark significant increase in narcissistic personality traits among youth population of western countries. Highly destructive impact of narcissistic pattern on individual and society is making their timely recognition, assessment and treatment to be the task of great importance. Results of primary empirical approbation of Russian language version of measure for pathological narcissism assessment in the sample of 75 Moscow University level students are presented in article (grunt RSF № 14-18-03461). The seven-factor structure of the instrument was replicated in the data analysis accounting for 64 % of the variance. Measures of internal consis- tency and external validity were acceptable. The study was performed by a grant from the Russian Science Foundation (grant № 14- 18-03461) at the Federal Medical Research Centre of Psychiatry and Narcology under the Ministry of Public Health of the Russian Federation.
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Thondhlana, Gladman, and Thina N. Hlatshwayo. "Pro-Environmental Behaviour in Student Residences at Rhodes University, South Africa." Sustainability 10, no. 8 (August 3, 2018): 2746. http://dx.doi.org/10.3390/su10082746.
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Human behaviour is at the centre of most environmental problems; hence, the promotion of pro-environmental behaviour is considered to be a pathway towards sustainability. Despite the availability of insights gained from pro-environmental behaviour studies, mainly from household and workplace settings, a key question remains—can these insights be applied in university residence settings? Within university campuses, student residences are a major entity in sustainability debates because they are major consumers of resources including paper, water and energy with severe repercussions for university budgets and the environment. Using a questionnaire survey, this study explores reported pro-environmental behaviour and its determinants at Rhodes University, South Africa. Data were analysed using descriptive and inferential statistics where relevant. The findings show a high level of heterogeneity in reported pro-environmental behaviour, attributed to a suite of internal and external factors. Internal dispositional factors seemed to constrain students from acting pro-environmentally. This study highlights the need to encourage environmental behaviour in university residence settings by supporting the antecedents of and getting rid of barriers to pro-environmental actions.
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Ettinger, Andrew. "Benchmarking Information and Learning Resources." Business Information Review 12, no. 2 (October 1995): 33–41. http://dx.doi.org/10.1177/026638219501200203.
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Andrew Ettinger joined Ashridge in 1985 and is the Manager of Learning Resources. He is responsible for Ashridge's unique multi-media Learning Resource Centre. He also organises and lectures on courses for several professional bodies in the UK and abroad and is an external lecturer at library schools. He has also completed consultancy projects in India and Poland. After graduating from London University, he completed a post-graduate diploma in Information Studies and then worked at the North East London Polytechnic before moving to the London Business School. He is particularly interested in managers' use of information and how they learn and is currently researching quality information services.
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Zvonek, Alexandr. "Přístupnost tělesné výchovy pro studenty se specifickými nároky na Masarykově univerzitě." Studia sportiva 7, no. 3 (December 16, 2013): 337–48. http://dx.doi.org/10.5817/sts2013-3-29.
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As of January 31, 2013, there are 450 special needs students currently studying at Masaryk University. This is the largest number of students with special needs among all Czech universities. These are students with visual, hearing or mobility impairment or other disabilities. As well as others, these students have the right (though the use of the word in this context is disputable) to fully participate in all activities pertaining to their studies, which include Physical Education and sports activities. These rights are not only contained in the general legislature, but they are also embedded in Masaryk University’s internal documents (e. g. Rector’s Directive on the Studies of Persons with Special Needs – Rector’s Directive No. 04/03). A substantial part of the tasks connected with fulfilling these rights (and therefore ensuring accessibility of studies) is provided by Teiresias – the Support Centre for Students with Special Needs at Masaryk University. In the area of Physical Education and sports, this involves providing the conditions for accessibility of standard Physical Education and sports activities and creating alternative solutions if the former proves unsuitable for any reason (technical, methodological etc.). On the average, 37 special needs students a semester have been participating in sports activities (standard or alternative) in recent years; with some of them taking more than one Physical Education course in a semester. Providing accessibility encompasses a number of obstacles; there are personnel issues, issues of material and equipment, accessibility of university buildings or suitable didactic and study materials. Sometimes also intervention into the motivation of special needs students is necessary. The activities of Teiresias are based on internal cooperation with the University Sports Centre of the Faculty of Sports, Masaryk University, and external cooperation with both governmental and non-governmental institutions.
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Robson, Graham G., and Darrell J. Hardy. "Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University." International Education Studies 11, no. 4 (March 29, 2018): 1. http://dx.doi.org/10.5539/ies.v11n4p1.
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One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.
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Bakowicz, Julia, and Ilona Turowska-Tyrk. "Structural changes induced in crystals by the photocyclization and high pressure." Acta Crystallographica Section A Foundations and Advances 70, a1 (August 5, 2014): C770. http://dx.doi.org/10.1107/s2053273314092298.
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Photo-induced processes in crystals studied by means of X-ray structure analysis are the main subject of our interest. In particular, we monitor structural changes brought about by photochemical reactions. Nowadays, we have started to study influence of high pressure on them. In this poster, the results on monitoring structural changes in crystals of 2-tert-butylphenylphenylmethanone proceeding during the photocyclization reaction at ambient and high pressure will be presented. The studies demanded determination of structures of the pure reactant, pure product and many partly reacted crystals (Fig. 1) and were carried out at 0.1 MPa and 0.55, 1.27 and 1.50 GPa. Variations in the cell constants, geometry of the reaction centre and behavior of molecules during the phototransformation at various pressures will be presented. Several differences and similarities were observed. The studies provided knowledge on the path of the reaction in crystals and the influence of external factors, i.e. pressure, on it. Acknowledgments: The work was carried out within the grant 2011/01/D/ST5/02834 financed by the National Science Centre (Poland) and the fellowship co-financed by European Union within European Social Fund (Wroclaw University of Technology, Poland).
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Inguva, Meenalochana, Victoria Tuzlukova, and Pooja Sancheti. "Foundation Program English Language Learner Profile: A Case Study in Oman." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1251. http://dx.doi.org/10.17507/jltr.1006.13.
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This paper addresses the concept of the foundation program English language learner profile, its meaning and utility, and explores contextual variables that might have caused success or failure of the students enrolled in the foundation English language courses in tertiary education institutions in Oman. In more detail, it reports on the findings of the study that focuses on foundation English language program context-specific internal and external factors to highlight a variety of learner profile attributes shaping students’ personality and equip them with 21st century skills. A bilingual questionnaire in English and Arabic is used to provide detailed descriptions of the leaner profile, discuss experiences, achievements and challenges of the students of the foundation program exit level English language courses at the Centre for Preparatory Studies at Sultan Qaboos University. The results demonstrate that the analysis of the learner profile attributes can serve as a guide for informing future decisions about the foundation program English language curriculum design and implementation to enhance students’ academic success.
Dissertations / Theses on the topic "University of Namibia. Centre for External Studies"
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Mbukusa, Nchindo Richardson. "Barriers to remote rural students access of distance education support services offered by the Centre for External Studies at the University of Namibia." Thesis, 2009. http://hdl.handle.net/10500/3465.
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This research studies and documents the barriers to remote rural students' access of distance
education support services offered by the centre for external studies at the University of Namibia
The intent of the researcher is to investigate the question: What barriers do remote rural students
face when accessing student support services offered by the CES-UNAM? The purpose of the
study is to promote the growth of open and distance learning in the area of student support for
students in the remote areas of Caprivi and Kavango regions in Namibia. The aim of the
research is to provide evidence that open and distance learning students in remote rural areas
face academic, administrative and logistics, personal and natural disasters as barriers as they
study through the Centre for External Studies, University of Namibia.
Six students were interviewed and studied over a period of two months. The students were
followed to their places where interviews were held. Several written documents from students
registering their grievances with CES-UNAM were requested from the office of the Director and
were reviewed and analysed. The results thereof were recorded in thick verbatim as students
personally engaged themselves in narrating the barriers that they face each day during their study
periods. The results showed that Open and Distance Learning institutions in the world should
practise and enhance sound academic, administration and logistics management systems to help
students in remote rural areas.
CES-UNAM has a challenge to ensure that students in remote rural areas are adequately
supported. The researcher recommends that studies in the area of student support in should focus
on their transactional, interactional and social contexts in order to enhance their opportunities to
continue with their studies.Educational Studies
D.Ed. (Distance Education)
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Uiseb, Ismael. "Assessment feedback in open and distance learning : a case study of key academic, strategic and operational requirements." Thesis, 2017. http://hdl.handle.net/10500/23241.
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Student assessment and feedback is not new to open and distance learning (ODL) but there is a paucity of empirical evidence as to its effectiveness in improving the performance of students and institutions. The objective of this study was to identify key aspects required to optimise feedback in ODL.
In various studies, feedback has been heralded for its key role in the improvement of student learning. However, there are on-going expressions of uncertainty about whether assessment feedback is indeed delivering this potential, particularly in ODL mode. Against this backdrop of uncertainty and circumspection, this study offers a critical reflection on assessment feedback with particular focus on ODL.
This case study was undertaken using semi-structured interviews with the students, which were conducted to explore and extrapolate their experiences and views on feedback. Focus group interviews with tutors were also conducted to provide an in-depth understanding of participants’ experiences and perceptions. Document analysis was used to make informed recommendations.
The study recommends that creating an effective assessment programme, developing criteria, guides, exemplars and models; discussing and refining them and communicating them to students and their staff — will have a positive impact on the workload for staff with coordinating responsibilities. It is recommended that a student charter be devised to lay out student expectations alongside the expectations of an ODL institution. Such a student charter will ensure that both tutors and students know what is expected of them during the feedback giving and receiving process.
My findings offer a deeper understanding of the assessment of code disciplines which require a specialist gaze for the judgement of student work, and the pressures experienced in this type of assessment in an ODL context. It is envisaged that the research findings will assist ODL practitioners with decisions related to assessment and feedback. There are clear implications for staff in ODL institutions to encourage changes in feedback culture.Curriculum and Instructional Studies
D. Ed. (Curriculum and Instructional Studies)
Books on the topic "University of Namibia. Centre for External Studies"
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Cloete, Nico, Tracy Bailey, and Peter Maassen. Universities and Economic Development in Africa. African Minds, 2011. http://dx.doi.org/10.47622/9781920355807.
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Universities and economic development in Africa: Pact, academic core and coordination draws together evidence and synthesises the findings from eight African case studies. The three key findings presented in this report are as follows: 1. There is a lack of clarity and agreement (pact) about a development model and the role of higher education in development, at both national and institutional levels. There is, however, an increasing awareness, particularly at government level, of the importance of universities in the global context of the knowledge economy. 2. Research production at the eight African universities is not strong enough to enable them to build on their traditional undergraduate teaching roles and make a sustained contribution to development via new knowledge production. A number of universities have manageable student-staff ratios and adequately qualifi ed staff, but inadequate funds for staff to engage in research. In addition, the incentive regimes do not support knowledge production. 3. In none of the countries in the sample is there a coordinated effort between government, external stakeholders and the university to systematically strengthen the contribution that the university can make to development. While at each of the universities there are exemplary development projects that connect strongly to external stakeholders and strengthen the academic core, the challenge is how to increase the number of these projects. The project on which this report is based forms part of a larger study on Higher Education and Economic Development in Africa, undertaken by the Higher Education Research and Advocacy Network in Africa (HERANA). HERANA is coordinated by the Centre for Higher Education Transformation in South Africa.
Book chapters on the topic "University of Namibia. Centre for External Studies"
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Zhi, Liang, and Shen Zhihua. "The Research on China’s Foreign Policy in the Cold War Period." In Sinica venetiana. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-220-8/002.
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China was a very important regional power that influenced the fundamental pattern of confrontation and détente between the two blocs. With the emergence of new historical documents and the adoption of new methods, Chinese scholars have conducted a few discussions on China’s foreign policy during the Cold War period since 2001. Their research activity is important for at least three reasons: first, thanks to the analysis of new historical material Chinese scholars have opened up many new research questions; second, it has constantly enlarged the field of analysis focusing on high level external contacts and lower strata grassroots exchange; third, a research team characterised by a reasonable age distribution is being formed in China. Moreover, China has already created two major institutions for scientific research and documentary collection located in the south and the north of the country: the Centre for Cold War International History Studies at East China Normal University and the School of History at Capital Normal University. Certainly, there are still shortcomings in Chinese research on China’s foreign policy during the Cold War and Chinese scholars themselves are attempting to address the problems.
Conference papers on the topic "University of Namibia. Centre for External Studies"
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Albers, Albert, Jens Ottnad, Pascal Ha¨ußler, and Johannes Minx. "Structural Optimization of Components in Controlled Mechanical Systems." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34775.
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The importance of computer aided engineering in product development processes and research has been increasing rapidly throughout the past years. Today’s software can e.g. help to optimize complex components regarding different objectives or conditions. The capability of these tools has been proved in many industrial applications. They are used in order to improve the products on the one hand and to reduce the development time, and therefore, the costs of the product development on the other hand. New studies in the field of structural optimization concentrate on dynamically loaded parts in mechanical systems. In the state-of-the-art process and methods it is assumed that there exists a set of external loads or load functions acting on the part. The fact that due to geometric modifications caused by an optimization process, changes of the system’s dynamic properties and its overall behaviour may be neglected. In order to take into account the interaction between part and system with all its consequences for the optimization process, a simulation of the complete system is integrated into the optimization process within the research work presented in this paper. Dynamic systems today very often are controlled. The control has a major influence on the dynamic characteristics of the system. Therefore the target is to take into account the aspects of the control system as well during a topology optimization process of the mechanical part in a mechatronic system. Here, a hybrid multibody system simulation, that is, a MBS containing flexible bodies, in conjunction with a Co-Simulation of the control system is integrated into the optimization process. A humanoid robot is an example for such a complex mechatronic system. The goal of the collaborative research centre 588 “learning and cooperating multimodal robots” at the University of Karlsruhe (TH) is the development of robots that can help the human fulfilling everyday tasks in a human environment. The research work presented in this paper is a contribution towards the integration of existing isolated methods into a continuous process. The benefits will be illustrated by an example. The focus is set on the design of the mechanical parts in conjunction with an automatic parameter adaption (optimization) of the control system. Finite element analysis, multibody simulation, control design tools, parameter optimization and topology optimization are tied together into one process to allow an efficient optimization of structures “within” their surrounding mechatronic system.