Dissertations / Theses on the topic 'University of Yaoundé. Faculty of science'
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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
Full textTitle from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
Foster, Stephanie L. "Reflection as a Means to Teaching Improvement for Novice University Science Faculty." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-04282005-151254/.
Full textAffa'a, Félix-Marie. "Étude de trois facteurs du processus de planification des curricula du cycle de licence des facultés des sciences des universités Cheikh Anta Diop de Dakar (Sénégal) et de Yaoundé I (Cameroun)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ38732.pdf.
Full textFlynn, Natalie P. H. "The transformation of science and mathematics content knowledge into teaching content by university faculty." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/314629.
Full textPh.D.
University science and mathematics education today is no longer solely focused on training the small fraction of students who will become tomorrow's science and mathematics researchers, but is required to engage and create scientifically/mathematically literate American citizens (Ball, 2000; Dean, 2009; Kind, 2009a; Mooney & Kirshenbaum, 2009; Olsen, 2009). University professors are typically content experts not trained in pedagogy. This creates unique teaching issues in transforming complex content material. Expert content mastery of a subject can blind faculty to potential student difficulties (Ben-Peretz, 2011; Nathan, Koedinger, & Alibali, 2001). This, combined with limited pedagogical training and curricular constraints, can create teaching difficulties, contributing to high levels of student attrition (Bhattacharya, 2012; Feldon, Timmerman, Stowe, & Showman, 2010). Considerable research has been conducted on best teaching practices and the central role that content knowledge plays in teaching, yet little evidence is found to illuminate the processes by which subject matter content experts (faculty) unpack their expertise for use in teaching (Ball, 2000; Bouwma-Gearhart, 2012; French, 2005; Weiman, Perkins, & Gilbert, 2010). Much of the research literature defines deconstructing and unpacking content knowledge as the complex processes by which experts transform content knowledge into knowledge used for teaching (Abell, 2008; Ball & Bass, 2000; Hashweh, 2005; Shulman, 1986, 1987). According to the well accepted educational construct known as pedagogical content knowledge (PCK), teachers possess unique and distinct sets of knowledge domains that enable them to transform their content into teachable knowledge (Shulman, 1986, 1987). Much of the literature agrees that strong foundational content knowledge is required in order to develop PCK (Hill, Rowen, & Ball, 2005; Lowenberg-Ball, Hoover-Thames, & Phelps, 2008; Padilla, Ponce-de-Leon, Rembado, & Garritz, 2008). If limited content is a major restriction in the development of PCK, how does this process proceed when content is strong, as in the case of university faculty? This study looked at the processes that occur as content experts (faculty) focus on the deconstruction process in order to develop lessons and teach. The study focused on the components or paths of the transformation process in an attempt to identify the development of the knowledge base that content experts use in order to teach. This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their knowledge from an expert centered perspective to a student centric view. Follow-up interviews of twenty faculty yielded a wide variety of insights into the complicated method of deconstructing expert science and mathematics content. The interviews revealed a major disconnect between education research and researchers and the science and mathematics content experts who teach. There is a pervasive disregard for science and mathematics education and training. Faculty members find little to no support for teaching. Though 81% obtained their Ph.D. with the intent to enter an academic setting, pedagogical training was non-existent or limited, both prior to and after obtaining faculty positions. Experience alone did not account for confidence or ability to successfully teach. Faculty that were able to `think like a student' and view their material from a student's perspective' seemed to be the most confident and flexible in their teaching methods. Grading and having an open and interactive teaching style, being on the `side of the students' also seemed to allow faculty to connect more deeply with the students and learn about common misconceptions and difficulties. Though most faculty claimed to not teach as they were taught and not recall having specific content difficulties, this essential interaction with many students facilitated a shift in thinking about their content. This shift allowed for a reversal from teacher centered classrooms to student centered. Multiple issues arise when teaching at a traditional larger lecture style found in the majority of universities science and mathematics courses that constrain and provide unique teaching challenges. Many faculty have developed unique tools to incorporate successful teaching strategies, such as daily pre-quizzes and smart-phone questioning as well as small group work, computer posted guides, strategic class breaks, and limiting lecture style in favor of a more active engaged classroom.
Temple University--Theses
Van, Der Waag-Cowling Noelle Milto. "A study of research in the Faculty of Military Science, Stellenbosch University 1990-2009." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80157.
Full textBibliography
ENGLISH ABSTRACT: The changing higher education environment in South Africa has led to a greater emphasis being placed on research production at universities. Currently Stellenbosch University is one of only a handful of strongly research intensive universities in South Africa. The Faculty of Military Science at the South African Military Academy functions (operates) within a partnership agreement between the Department of Defence and Stellenbosch University. The aim of officer education at SAMA is to imbue young officers with a knowledge framework and the attributes of a broad liberal education. As a full Faculty of the University it is incumbent upon personnel in the Faculty to engage in knowledge production and associated scholarly pursuits. This is critical for several reasons: Firstly, for the required intellectual development of each scholar, secondly so as to ensure high quality teaching, and thirdly for funding purposes which are essential for the effective functioning of all faculties. Research is furthermore absolutely indispensable with regards to its contribution to the international and national scientific reach and reputation of the Faculty. To date the Faculty of Military Science has been the lowest performing faculty of Stellenbosch University every year by some considerable margin. The main research question of this study seeks to identify and interpret the reasons for this. In so doing both a bibliometric study and a more qualitative study of the environmental factors between 1990 and 2009 have been conducted. In closing the predominant factors which either drive or inhibit research are identified and possible interventions are suggested.
AFRIKAANSE OPSOMMING: Die veranderende hoër onderwys omgewing in Suid-Afrika het tot 'n groter klem op navorsing produksie by universiteite gelei. Die Universiteit van Stellenbosch is tans een van slegs 'n handvol sterk navorsingsgeoriënteerde universiteite in Suid-Afrika. Die Fakulteit van Krygskunde by die Suid-Afrikaanse Militêre Akademie funksioneer binne die raamwerk van 'n vennootskapsooreenkoms tussen die Departement van Verdediging en die Universiteit van Stellenbosch. Die doel van offisiersopvoeding by die SAMA is om jong offisiere met 'n kennis raamwerk en die eienskappe van 'n breë liberale opvoeding toe te rus. As 'n volle Fakulteit van die Universiteit is dit die plig van die fakulteitspersoneel om betrokke te raak in kennisproduksie en verwante wetenskaplike aktiwiteite. Dit is vir 'n paar redes van kritieke belang. Eerstens, is dit nodig vir die intellektuele ontwikkeling van elke akademikus, tweedens verseker dit hoë gehalte-onderrig, en derdens word dit vereis vir befondsingsdoeleindes vir die effektiewe funksionering van alle fakulteite. Navorsing is ook absoluut onontbeerlik vir die nasionale en internasionale wetenskaplike omvang en reputasie van die Fakulteit. Die Fakulteit Krygskunde was tot op hede die laagspresterende fakulteit van die Universiteit Stellenbosch en die agterstand vergroot elke jaar met 'n aansienlike marge. Die sleutel navorsingsvraag van hierdie studie poog om te redes hiervoor vas te stel en te verduidelik. Gevolglik is beide ‘n bibliometriese en ’n kwalitatiewe studie van die faktore wat kennisproduksie in die Fakulteit tussen 1990 en 2009 beinvloed het, gedoen. Ter afsluiting is die oorheersende faktore wat navorsingsbestuur inhibeer geïdentifiseer en moontlike intervensies is voorgestel.
Al-Sarrani, Nauaf. "Concerns and professional development needs of science faculty at Taibah university in adopting blended learning." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3887.
Full textWalters, Adriaan Neethling. "The development of a balanced scorecard for the Faculty of Military Science." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/49708.
Full textENGLISH ABSTRACT: Managing any government institution has become increasingly complicated as the requirements for accountability, streamlined operations and greater flexibility have multiplied. Being a government institution but at the same time an institution of higher education, managing the Faculty of Military Science becomes a daunting task. It requires sophisticated approaches for implementing strategy and measuring performance. Employees are asked to change how they view their work and focus on results, not activities. While not asking the impossible, it is a challenging task. Formal accountability for outcomes down the line has simply not been a marker of the bureaucratic culture. As leadership looks for ways to support employees in this transition, it is vital that a comprehensive management system is deployed. For employees to focus on the outcomes of their individual performance, they must: • understand what the standards for organisational performance are; • participate in measuring how well those standards have been met; and • be responsible for finding ways to improve organisational performance. The Balanced Scorecard can help. This approach is one that is gaining currency as an easy to use and accessible process for measuring organisational effectiveness. It can be applied at any level and any type of organisation. The objectives and measures for the Balanced Scorecard are derived from the organisation's vision and strategy. These objectives and measures describe the progress of the organisation from four perspectives. These perspectives can vary from organisation to organisation and in the case of the Faculty of Military Science they include, the stakeholder perspective, the customer perspective, the internal processes perspective and the learning and growth perspective. It is a balanced model, because the measures represent an equilibrium between external measures for stakeholders and customers, and internal measures of business processes and learning and growth. The construction of the Balanced Scorecard is a systematic process, which ensures that the organisation's objectives and measures are made clear and that there is consensus in this regard. The success of the process depends on the participation of top management. The most important person in the process is the leader or "architect. A Balanced Scorecard can be constructed in 16 weeks, with high involvement of the leader in the beginning of the process. The Balanced Scorecard must be used as a strategic management system. It helps to clarify and to gain consensus about vision and strategy of the organisation, which should be communicated throughout the organisation. It is also useful in the establishment of objectives for each employee, the allocation of resources and the alignment of strategic initiatives, This study is directed towards the relevant literature on the Balanced Scorecard and the possible use thereof as a management system in an institution for higher education, specifically the Faculty of Military Science. To this end a thorough literature study was undertaken, focusing on the origins of the Balanced Scorecard, the developing and implementation thereof as well as the Balanced Scorecard as a strategic management system. The study further determined the applicability of the Balanced Scorecard to institutions for higher education, looking at the University of California, San Diego, as an example. In the final instance a Balanced Scorecard is proposed for the Faculty of Military Science, with certain recommendations.
AFRIKAANSE OPSOMMING: Toenemende druk op staatsinstellings om meer aanspreeklikheid te aanvaar, aktiwiteite meer vaartbelyn uit te voer en om meer buigsaam in hul optrede te wees, veroorsaak dat die bestuur van sulke instellings toenemend kompleks begin word. Die bestuur van die Fakulteit Krygskunde, 'n staatsinstelling, maar ook 'n instelling vir hoër onderwys, bied dus 'n geweldige uitdaging. Dit vereis daarom 'n gesofistikeerde benadering tot die implementering van 'n strategie en die meet van prestasie. Van werknemers word verwag om hul siening van werk te verander deur te fokus op resultate eerder as op aktiwiteite - 'n uitdaging op sy eie. Aanspreeklikheid vir die bereiking van resultate op lae vlakke in 'n staatsinstelling was nog nooit deel van 'n burokratiese kultuur nie. Vir leierskap om werknemers met hierdie aanpassing te ondersteun, is 'n omvattende bestuurstelsel nodig. Vir werknemers om te fokus op die uitkomste van hul individuele prestasies, moet hulle: • die prestasiestandaarde van die organisasie verstaan; • deelneem om te bepaal tot watter mate die standaarde bereik is; en • verantwoordelikheid neem om te bepaal hoe die prestasie van die organisasie verbeter kan word. Dit wat 'n organisasie meet en hoe die resultate daarvan gekommunikeer word lewer 'n sleutel bydrae t.o.v die voortdurende verbetering van prestasie deur die werknemers. Die "Balanced Scorecard" kan op hierdie gebied 'n groot bydrae lewer. Dit is 'n benadering wat wye veld wen as 'n eenvoudige en toeganklike proses om die effektiewiteit van 'n organisasie te meet. Die benadering kan op enige vlak en enige tipe organisasie toegepas word. Die doelwitte en maatstawwe vir die "Balanced Scorecard" word direk afgelei uit die organisasie se visie en strategie. Hierdie doelwitte en maatstawwe beskryf die organisasie se vordering uit vier perspektiewe. Hierdie perspektiewe kan wissel van organisasie tot organisasie en in die geval van die Fakutteit Krygskunde sluit dit in, die belanghebber perspektief, die kliente perspektief, die interne prosesse perspektief en die leer- en groeiperspektief. Die model word as gebalanseerd beskou omdat dit 'n ewewig tussen die eksterne maatstawwe (vir aandeelhouers, belanghebbers en kliente) en interne maatstawwe (besigheidsporosesse en leer- en groeifasette) handhaaf. Die bou van 'n "Balanced Scorecard" is 'n sistematiese proses, wat konsensus en duidelikheid met betrekking tot die organisasie se doelwitte en maatstawwe verseker. Die sukses van die hele proses berus egter op die ondersteuning en deelname van die topbestuur. Die belangrikste persoon in die hele proses is die leier of "argitek". 'n "Balanced Scorecard" kan binne 16 weke voltooi word, met die leier se betrokkenheid baie hoog aan die begin van die hele proses. Die "Balanced Scorecard" moet as 'n strategiese bestuurstelsel gebruik word. Dit kan help om die visie en strategie duidelik te stel en om konsensus daaroor te bereik. Dit moet aan die hele organisasie gekommunikeer word. Dit is verder nuttig in die opstel van doelwitte vir elke werknemer, die allokasie van hulpbronne en die rig van strategiese inisiatiewe. Hierdie studie is gerig tot die relevante literatuur t.o.v die "Balanced Scorecard" en die potensiele gebruik daarvan as 'n bestuurstelsel by 'n instelling van hoër onderwys, en spesifiek die Fakulteit Krygskunde. 'n Deeglike literatuurstudie is gedoen oor die oorsprong van die "Balanced Scorecard", die ontwikkeling en implementering daarvan, asook die aanwending van die "Balanced Scorecard" as 'n strategiese bestuurstelsel. Die studie het ook die toepaslikheid van die "Balanced Scorecard" ondersoek deur te verwys na die Universiteit van Kalifornie, San Diego as 'n voorbeeld. In die finale instansie word 'n "Balanced Scorecard" voorgestel vir die Fakulteit Krygskunde met sekere aanbevelings.
Ronda, Katarzyna. "Statistical investigation into academic performance in the Faculty of Science at the University of Cape Town in the period 1990-1997." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/16397.
Full textUltimate academic success at any tertiary institution is affected and partially determined by many factors related to various aspects of individual's life. These factors could be separated into the following distinct categories, namely, educational, biographical, environmental and personal factors. Some of these determinants are used in the admission procedures adopted at tertiary institutions. In South Africa, the results of different final matriculation examinations (referred to as matric or matric exams) written in several educational departments throughout the country are employed to assess the individual's potential to succeed. However, effectiveness of matric results as predictors of successful academic performance has always been controversial. Expressing these concerns and desiring to explore them, the Faculty of Science at the University of Cape Town (UCT) accepted a proposal from the Department of Statistical Sciences to investigate several issues affecting students' performance in the Faculty. The proposal has led to developing this M.Sc. thesis. The major issue of concern in this study is to describe, on a retrospective basis, the extent to which the current selection criteria based on the matric results may have predicted various types of academic performance in the Faculty amongst those selected and admitted. The thesis also exhibits a coherent and fairly complete methodology that is applicable at general or at particular levels of student performance data analysis on a continuing year-to-year basis. The particular statistical methods and techniques in this study have been summarised and discussed in the three Appendices.
Cunin, Marina Lynn Lee. "Student views : Japanese students' perceptions of their first two years at a national university in a social science faculty." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250361.
Full textOltmann, Carmen. "A critical realist account of a mentoring programme in the Faculty of Pharmacy at Rhodes University." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1718/.
Full textMcManus, Margaret Louise. "Training the trainer knowledge of Knowles'; adult learning characteristics by computer science faculty and students at a Northwest Florida University /." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000124.
Full textDe, Deckker P. "Australian Quaternary studies : a compilation of papers and documents submitted for the degree of Doctor of Science in the Faculty of Science, University of Adelaide /." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09SD/09sdd299.pdf.
Full textO'Hair, Richard Alfred John. "Studies in gas phase ion chemistry : a thesis presented for the degree of Doctor of Science in the Faculty of Science of the University of Adelaide /." Title page, table of contents and summary only, 2004. http://web4.library.adelaide.edu.au/theses/09SD/09sdo362.pdf.
Full textTshetsha, Veliswa. "Community and health science Libguides: A case study on the use of Libguides to enhance library electronic resources and services at the University of the Western Cape Library." University of the Western Cape, 2019. http://hdl.handle.net/11394/6949.
Full textAcademic libraries worldwide are using the digital content management and information sharing LibGuides as a platform to provide and promote subject or course orientated information resources, to share knowledge, to provide information literacy education, utilize the Web 2.0 features to communicate with users to support teaching, learning and research. This study explored the use of LibGuides by four departments in the Community and Health Science (CHS) Faculty at the University of the Western Cape (UWC) among students, academics and the faculty librarian. A descriptive case study research design with a sequential explanatory mixed methods approach was adopted. As data gathering tools web based questionnaires, face to face interviews and system generated LibGuides page views were employed. Findings revealed that although the CHS librarian spent quality time to create LibGuides and to expose faculty members to them, only a few students and teaching staff actually used the LibGuides and that there was confusion between LibGuides and study or course guides. Those who used LibGuides, found the information resources they contained useful – especially course specific resources. Students and teaching staff being made aware of LibGuides demonstrated willingness to use them, thus librarians should deploy strategies to market, promote and educate users of LibGuides by amongst others, seeking collaboration. The impact of the study was revealed by a teaching staff embedding CHS LibGuides in e-learning courses, teaching staff introducing LibGuides during lectures and students approaching the CHS librarian for training. It is recommended that the CHS librarian incorporate suggested information resources into LibGuides, that LibGuides awareness should be raised, more training be done and that further research to explore the use and benefits of LibGuides at UWC be undertaken. It is recommended that library managers deploy strategies to reach out to faculties to enhance the use of library resources using LibGuides.
Cooper, Pete. "An Examination of Reported Motivation and Time Allocation across Five Teaching Tasks amongst Online and Onsite University Level Social Science Faculty." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842215.
Full textThe objective of this examination was to determine if there were significant differences in reported levels of motivation across five teaching tasks, as well as time allocated to each teaching task, among online and onsite university-level social science faculty. One hundred thirty-six social science faculty members were allocated into two groups that reported teaching in either online or onsite settings. Each participant completed the WTMST measuring various types of motivation across various types of teaching tasks. A measure of estimated time spent on each of the five teaching tasks was also obtained. The two groups showed several similarities in amount of motivation across teaching tasks and types of motivation with greater motivation for teaching, class preparation and evaluation of students than administrative and complementary tasks and greater motivation for teaching than class preparation. Both groups showed greater identified regulation than intrinsic motivation and greater intrinsic motivation and identified and external regulation than introjected regulation and amotivation. However, the onsite group reported greater motivation for teaching and class preparation than evaluation of students that was not shown for the online group and the onsite group reporting greater external regulation than intrinsic motivation and greater introjected regulation than amotivation that was not shown for the online group. The onsite group reported more time teaching than evaluation of students while the opposite finding was shown for the online group. The onsite group reported more time on class preparation than the other tasks except teaching while the online group reported less time, or no difference in time, spent on class preparation compared to other tasks. Reported time estimates and motivation scores were shown to be positively correlated across teaching tasks. The patterns of motivation scores across teaching tasks and types of motivation are described relative to self-determination theory. Differences within groups in motivation scores, and reported allocation of time, across teaching tasks, and corresponding positive correlation between motivation scores and reported time estimates suggests a relationship between the distribution of required duties of faculty and their motivational experiences. The findings are discussed relative to potential future qualitative and quantitative research of college faculty motivation and time allocated to various tasks, and relative to benefits to college level faculty, administrators and faculty services, and to students, toward facilitating quality of the academic experience.
川上, 正浩, and Masahiro KAWAKAMI. "カタカナ 3 ・ 4 文字表記語を構成するカタカナバイグラムの発音容易性評定調査." 名古屋大学大学院教育発達科学研究科, 2001. http://hdl.handle.net/2237/3094.
Full textVisser, Gideon Erasmus. "Die geskiedenis van die Suid-Afrikaanse Militêre Akademie, 1950-1990." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51701.
Full textENGLISH ABSTRACT: The South African Military Academy was established on 1 April 1950 with a view to placing candidate officer training in the Union Defence Force on par with standards abroad and at the same time to elevating it to the level of a university degree. In addition, the Minister of Defence, F.C. Erasmus, wanted to use the Academy as an instrument enabling Afrikaners to take up their rightful place alongside English-speaking citizens in the officer corps. In so doing, he hoped, eventually, to replace the predominant British character of the Union Defence Force with a unique South African, and more particularly an Afrikaner, character. Despite strong resistance to change from within the officer corps, motivated by political sentiment and more so by opposition to the novel idea of degree studies for officers, the Academy developed into a viable training institution. Broadly based on the training systems of Sandhurst and West Point, and following the example of the Indian National Defence Academy, the Military Academy became a joint training institution for all four arms of the service. Yet financial constraints, a lack of suitable candidates, as well as the conflicting sentiments and training needs of the arms of the service, prevented the formative training of all candidate officers from being assigned to the Academy. The absence of formative training, together with the admittance of junior officers, instead of solely candidate officers, resulted in the Academy gaining the character of a military university rather than a traditional military academy. The Academy was deprived of a distinct function in the overall officers' development system, which put its survival in the balance and triggered a series of investigations into its role and function. The opposing subcultures that developed between the Dean and the Faculty of Military Science on the one hand, and the Officer Commanding and the Military Training Branch on the other, formed part of the debate. Also in dispute, was the location of the Academy at Saldanha, rather than in the military heart-land in Pretoria. By interpreting the academic training needs of the Defence Force correctly and positioning itself accordingly, the Academy survived that crisis. Thereafter, the Academy time and again adapted to the changing military and socio-political environment and strove towards ever increasing relevance to the Defence Force. In this way female and non-European students were admitted to the Military Academy, whilst the way was also paved for the admittance of students from other African states. In anticipation of the new political dispensation in South Africa, a concerted effort was launched in 1990 to make the student body more representative of the South Africa population in terms of race and sex. The Military Academy has through the years established itself as a credible militaryacademic institution and has made a significant contribution towards military professionalism in South Africa. By 1990 it favourably positioned itself to continue that role in future. Though forming only a small percentage of the total officer corps, the Academy graduates have gradually been distributed at all levels of the officer corps and have dominated the top posts in the SA Defence Force since the early 1970's. They were consequently well placed in 1990 to playa significant role in preparing the Defence Force for the so-called "New South Africa".
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse Militêre Akademie is op 1 April 1950 gestig met die doelom die militêrakademiese . opleiding van kandidaatoffisiere hier te lande op dieselfde peil as in die buiteland te bring en dit terselfdertyd tot universiteitsvlak te verhef. Die Minister van Verdediging, F.e. Erasmus, wou egter ook die Akademie gebruik as instrument om die Afrikaner sy regmatige plek, naas Engelssprekendes, in die offisierskorps te laat inneem en sodoende die oorwegend Britse karakter van die Unieverdedigingsmag met 'n eie, Suid- Afrikaanse karakter, en meer bepaald 'n Afrikaner-karakter, te vervang. Ondanks sterk weerstand teen verandering vanuit die offisierskorps, hetsy vanweë politieke sentimente, of, meer bepaald, teenkanting teen die idee van graadstudie vir offisiere, het die Akademie tot 'n lewensvatbare opleidingsinrigting ontwikkel. Breedweg geskoei op die opleidingsmodelle van Sand hurst en West Point, het die Militêre Akademie, na die voorbeeld van die Indiese National Defence Academy, 'n gesamentlike opleidingsinrigting vir al vier weermagsdele geword. Finansiële beperkings, 'n gebrek aan geskikte kandidate, asook die botsende opleidingsbehoeftes en sentimente van die onderskeie weermagsdele, het egter verhoed dat die vormingsopleiding van alle kandidaatoffisiere, met die uitsondering van die vroeë sewentigerjare, aan die Akademie toevertrou is. Die afwesigheid van vormingsopleiding, tesame met die toelating van junior offisiere, in stede van kandidaatoffisiere alleen, het daartoe gelei dat die Akademie mettertyd die karakter van 'n militêre universiteit, eerder as 'n tradisionele militêre akademie, aangeneem het. Die Akademie is in dié proses 'n duidelike rol in die totale offisiersontwikkelingsproses ontneem, wat sy voortbestaan ernstig in die weegskaal geplaas het en tot verskeie ondersoeke na sy rol en funksie gelei het. Deel van die debat, was die botsende subkulture wat deur die jare tussen die Dekaan en die Fakulteit Krygskunde aan die een kant, en die Bevelvoerder en die Tak Militêre Opleiding aan die ander kant, ontstaan het, asook die moontlike verskuiwing van die Akademie van Saldanha na die militêre hartland in Pretoria. Deur die akademiese opleidingsbehoeftes van die Weermag korrek te vertolk en hom dienooreenkomstig te posisioneer, het die Akademie egter dié krisis afgeweer. Hy het daarna telkens by die veranderende militêre en sosio-politieke omstandighede aangepas en immer groter diensbaarheid in die militêr-akademiese milieu nagestreef. Só het dames en anderskleuriges mettertyd hul pad na die Akademie gevind en is die weg ook vir die toelating van studente uit ander Afrikastate gebaan. In 1990, in afwagting van die nuwe politieke bedeling in Suid-Afrika, het die Akademie 'n doelgerigte poging van stapel gestuur om die studentekorps meer verteenwoordigend van die bevolkingsamestelling ten opsigte van ras en geslag te maak. Die Militêre Akademie het hom deur die jare as 'n geloofwaardige militêr-akademiese instelling gevestig en 'n betekenisvolle bydrae tot militêre professionalisme in Suid-Afrika gelewer. Teen 1990 was hy reeds besig om hom gunstig te posisioneer om ook in die toekoms dié rol te kon speel. Hoewel 'n klein persentasie van die totale offisiersterkte, het die Akademie-graduandi geleidelik alle vlakke van die offisierskorps deurspek en sedert die vroeg-sewentigerjare die topposte in die SA Weermag gedomineer. Teen 1990 was hulle dus goed geplaas om 'n betekenisvolle rol in die voorbereiding van die Weermag vir die sogenaamde "Nuwe Suid-Afrika" te speel.
Senate, University of Arizona Faculty. "Faculty Senate Minutes October 2, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626015.
Full textChawinga, Winner Dominic Katayira. "The use of web 2.0 by students and lecturers at Mzuzu University, Malawi: the case of the Faculty of Information Science and Communications." University of the Western Cape, 2014. http://hdl.handle.net/11394/4113.
Full textThe aim of the study was focused on investigating how Web 2.0 technologies are being utilised by students and lecturers to accomplish their learning and teaching activities in the Faculty of Information Science and Communications (ISC) at Mzuzu University in Malawi. The study answers the following specific research questions: • What is the current awareness of and familiarity with Web 2.0 technologies amongst students and lecturers in the Faculty of ISC? • For what educational purpose do students and lecturers in the Faculty of ISC use Web 2.0 technologies and which Web 2.0 technologies do they use most? • What do lecturers in the Faculty of ISC perceive as benefits of integrating Web 2.0 technologies in teaching and learning? • What are the factors that influence students and lecturers in the Faculty of ISC to adopt Web 2.0 technologies? The study adopted the Decomposed Theory of Planned Behaviour (DTPB) by Taylor and Todd (1995) which explains the rejection and acceptance of technological innovations such as Web 2.0. The researcher adopted a case study design in which both qualitative and quantitative data were collected to answer the research problem. The study was conducted in three phases; in phase one, a questionnaire was sent to 186 students and 19 lecturers, phase two involved analysing the curricula and phase three involved conducting follow-up interviews with seven lecturers to seek clarification on some concepts and elaboration on themes identified in phases one and two. The findings show that between 69 (50.7%) and 128 (94.1%) students use these Web 2.0 technologies to search for information, to communicate with lecturers, to submit assignments, to communicate with friends on academic work and to share content with fellow students. Most lecturers use these technologies in handing out assignments to students, receiving feedback from students, uploading lecture notes, searching for content, storing lecture notes and carrying out collaborative educational activities. Between 66 (45.8%) and 95 (69.9%) students use Wikipedia, WhatsApp, Google Apps and YouTube and similarly, between 10 (58.8%) and 13 (76.5%) lecturers use Wikipedia, YouTube, Blog, Google Apps and Twitter to accomplish various academic activities. The findings show further that attitude (perceived usefulness, ease of use and compatibility) and perceived behaviour control (self-efficacy, resource facilitating condition and technology facilitating condition) are strong DTPB factors that determine students’ and lecturers’ intention to integrate Web 2.0 technologies in their academic activities. On the other hand, lack of Internet access remains the recurrent key stumbling blocks towards a successful adoption of Web 2.0 technologies in learning and teaching at Mzuzu University (MZUNI). Generally, the study reveals that Web 2.0 and a compendium of Internet technologies have proliferated at Mzuzu University in the Faculty of ISC. Both students and lecturers are aware, to some extent, of the benefits of integrating Web 2.0 in teaching and learning. The researcher has made three main recommendations which include the need for the Faculty of ISC to introduce awareness and training programmes on the new technologies so that students and lecturers are kept up-to-date about the new developments about these technologies, the need for the newly established Directorate of ICT at MZUNI to promote the use of Web 2.0 technologies by conducting work workshops and sourcing funds for students and lecturers to participate in local and international conferences on Web 2.0 and finally, the need for Mzuzu University to install campus–wide Wi-Fi so that students and lecturers can seamlessly access the Internet on every point of the campus using mobile phones or laptops.
Malenfant, Kara Josephine. "Understanding Faculty Perceptions of the Future: Action Research for Academic Librarians." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1317308285.
Full textSenate, University of Arizona Faculty. "Faculty Senate Minutes February 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/622775.
Full textRankins, Falcon. "An Investigation of How Black STEM Faculty at Historically Black Colleges and Universities Approach the National Science Foundation Merit Review Process." VCU Scholars Compass, 2017. https://scholarscompass.vcu.edu/etd/5149.
Full textSenate, University of Arizona Faculty. "Faculty Senate Minutes April 3, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623515.
Full textValladares, Siomara Evelin. "Challenges in the tenure process the experiences of faculty of color who conduct social science, race-based academic work /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1320974511&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textMayat, Nafisa. "The attitudes of academics to accomodating physically disabled students into the undergraduate civil engineering programme in the Faculty of Engineering and Science, University of KwaZulu-Natal." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7478.
Full textDisabled students face a number of challenges in accessing equitable education within higher education institutions. The University of Kwa-Zulu Natal, as stated in the Policy on Students and Staff with Disabilities, is committed to making tertiary education accessible and inclusive for all students. However, it has been observed that physically disabled students are under-represented in the science and engineering fields, as there is a misconception that disabled students cannot fulfil all the criteria required to complete these programs. Therefore, the aim of this study was to explore the attitudes of academics to the possibility of admitting physically disabled students with the Undergraduate Civil Engineering Programme at the University of Kwa-Zulu Natal. A qualitative approach was adopted where data was collected by carrying out in-depth interviews with five permanent full - time academics within the Civil Engineering Programme. The participants included 2 professors, 2 senior lecturers and one lecturer who have been teaching courses in Civil Engineering at the University of KwaZulu-Natal for periods between 3 and 20 years. The results of the study revealed that the academics interviewed all displayed a positive attitude in accommodating physically disabled students within their program. However, some challenges were identified, which included site / field work in the curriculum. All the participants indicated that these challenges can be met and are willing to provide the support that may be required by physically disabled students. Recommendations were made, that it implemented, will result in changes being made not only to the physical environment, but also as to how curricula can be planned and delivered.
Mbele, Zuko. "Organisational culture and structure as mechanisms for the reduction of human behavioural variability at the Merged Faculty of Education of the University of Kwazulu Natal (UKZN)." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/2009.
Full textThe merger of organisations has been extensively utilised in many industries. This has occurred globally and locally. Some mergers have become successful while others have failed to achieve their goals. The failure of mergers could be attributed to insufficient attention to certain organisational elements. When institutions merged, they become vulnerable to diversity and conflict. They also experience human variability. Organisational mergers present challenges that could be associated with humanity. This could be precipitated by various beliefs, values and norms. Conflict and diversity could be reduced by implementing certain organisational elements. This study is based on the developments of structure and culture as remedial organisational elements to reduce instability in merged institutions. These elements serve as mechanisms in dealing with the repercussions of the merger. The special focus of this study is higher education mergers. The primary objective is to gain an insight into the ramification and the impact of the merger. This includes the effectiveness of the newly designed internal processes. In accomplishing this, the study has applied a cultural and structural model to merged institutions. It has also examined various types of culture and structural literature theory extensively. From this it has discovered that these elements play a crucial role in reducing organisational conflict in mergers. It has also been found that merger consequences are less severe in organisations with similar backgrounds.
Schmitz, Ralf. "Advanced transport protocols for wireless and mobile ad hoc networks dissertation in co-operation between Faculty of Computer Science IV, University of Mannheim, Germany and NEC Europe Ltd., Network Laboratories Heidelberg, Germany /." [S.l. : s.n.], 2006. http://madoc.bib.uni-mannheim.de/madoc/volltexte/2007/1410/.
Full text李炳坤. "中國報業的發展趨向." Thesis, University of Macau, 1989. http://umaclib3.umac.mo/record=b1636951.
Full text陳昌成. "論資訊對移徙決策之影響." Thesis, University of Macau, 1989. http://umaclib3.umac.mo/record=b1636942.
Full text陳翔年. "醫療與中國醫學法的發展 : 台灣醫學法規之個案研究." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636943.
Full text陳瑞芹. "社會心理輔導與兒童成長." Thesis, University of Macau, 1987. http://umaclib3.umac.mo/record=b1636944.
Full textCheung, Kwan Fong. "Sha Tau Kok villages : past, present and future." Thesis, University of Macau, 1992. http://umaclib3.umac.mo/record=b1636945.
Full text鍾景怡. "香港老人的退休問題與休閒活動之研究." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636947.
Full textKam, Shing Pak. "Indon-Malaysia relations : a case study of regional conflict and resolution." Thesis, University of Macau, 1989. http://umaclib3.umac.mo/record=b1636948.
Full text劉依道. "關於新加坡華族青少年吸毒行為與社會、家庭關係的探討." Thesis, University of Macau, 1990. http://umaclib3.umac.mo/record=b1636949.
Full text羅學德. "香港代議政制的發展." Thesis, University of Macau, 1987. http://umaclib3.umac.mo/record=b1636950.
Full text李澤恩. "香港中學生的自殺傾向性的研究." Thesis, University of Macau, 1987. http://umaclib3.umac.mo/record=b1636952.
Full textLee, Kwan Tat. "Training by objectives in a disciplined service (police)." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636953.
Full textLiew, Yoo Kiang. "Contemporary sociology of knowledge and social research." Thesis, University of Macau, 1990. http://umaclib3.umac.mo/record=b1636954.
Full textNg, Y. W. "Individual modernity and value system among upper form students in Macau." Thesis, University of Macau, 1987. http://umaclib3.umac.mo/record=b1636955.
Full text譚錦標. "從對抗到和解毛澤東後中台關係." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636956.
Full textTam, Sing Fai. "A correlational study on the self concept and employment status among physically disabled in Hong Kong." Thesis, University of Macau, 1987. http://umaclib3.umac.mo/record=b1636957.
Full text黃錦雄. "香港政府醫院護士管理的研究." Thesis, University of Macau, 1988. http://umaclib3.umac.mo/record=b1636958.
Full textWong, Hon Lung. "Population and economic development in Singapore." Thesis, University of Macau, 1991. http://umaclib3.umac.mo/record=b1636959.
Full textWong, Pak Kwan. "Public housing management in Hong Kong." Thesis, University of Macau, 1987. http://umaclib3.umac.mo/record=b1636960.
Full textJacobs, Noel Mkhululi. "An organisational culture approach to improve military-civilian relations at The South African Military Academy." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/95564.
Full textThe primary focus of this study is to look at the interplay of the military and academic cultures at the South African Military Academy (SAMA). The question was raised about the nature of these two conflicting subcultures within the SAMA faculty, some avoidable damage that is being done, and ways to overcome the conflict for the future. Research data obtained from interviewing a sample of the SAMA members was used to investigate whether the two subcultures, which appear each to have a different ethos, can complement one another and how they define and shape the organisational culture of the institution. Findings from this study confirmed the existence of conflict between the academic and military culture and showed that this conflict has historical origins. It was further shown that part of the conflict arises from the tendency of the military culture to impose itself over the academic culture. The study revealed that this conflict also affects the civilian-military relations amongst the staff members, which impacts on the staff morale and organisational performance. It was found that ineffective organisational communication of the Academy was partly the source of this organisational culture and that the strengthening of an effective organisational communication particularly on the part of senior management of the Academy could go a long way towards creating an inclusive organisational culture that accommodates and encourages the coexistence of both the academic and military subcultures. The study concluded that peaceful coexistence of both these subcultures will lead to healthier relations between the civilian and uniformed members and to the SAMA as a whole. Recommendations for further consideration and action by the Military Academy were given.
Director, Dana L. "The Impacts of Change in Governance on Faculty and Staff at Higher Education Institutions: A Case Study of OHSU." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1490.
Full textZhang, Shi Xue. "Study of progressive LOD techniques on static and dynamic models in digital geometry processing." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2120098.
Full textWood, Matthew R. "Effects of altitude exposure combined with sea level training on sea level performance a thesis submitted to Auckland University of Technology for the degree of Master of Health Science, Faculty of Health Sciences, September 2003." Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/WoodM.pdf.
Full textAdebonojo, Leslie, and Kathy Campbell. "Libguides to the Rescue: The Cure for the Same Old Boring Papers." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/376.
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