Global ETD Search

21	A practical-theological evaluation of the contextualization of theological education by extention in Southern Africa : a Wesleyan perspective Lo, James 11 1900 (has links) The aim of this research project was to explore whether or not the TEE programme of The Wesleyan Church in Southern Africa is effectively contextualized to help churches to experience numerical increases in church attendance and in new congregations being started. Three aspects of contextualization were examined in relationship to The Wesley'.3-n Church's TEE programme: ( 1) Content, focusing upon the theme of "liberation"; ( 2) Methodology, focusing upon the theme of "conscientization"; and (3) Structures, focusing upon the theme of "involvement in context". At the outset of this research project, I hypothesized that The Wesleyan Church's TEE programme in Mozambique was being effectively contextualized, while the TEE programme in South Africa, Swaziland, and Zimbabwe was not. Data was collected by means of four different questionnaires, interviews, and observations made as a participant observer in different TEE classes. A letter was initially sent to 175 individuals who had been, or still were, still involved in the TEE programme of The Wesleyan Church in Southern Africa. A.total of 132 individuals responded and stated that they would be willing to participate in my research project. The data analysis indicates that when TEE helps its students to adhere to the following three principles of contextualization, the church is able to experience numerical growth; (1) Both the clergy and the laity have a vital ministry; (2) It is important to minister to the spiritual needs of people, as well as to the social and political needs of the people; and (3) Christians must be helped to think and act critically and creatively about the contexts in which they live and work. The conclusion seems to be that the Mozambican TEE programme, because it is being contextualized, is helping its churches to grow. On the other hand, the TEE programme in South Africa, Swaziland, and Zimbabwe, because it has not been effectively contextualized, seems to be powerless in helping its churches to do the same. / Philosophy, Practical and Systematic Theology / Th. D. (Practical Theology) Theological education Theological education by extension Contextualization Indigenization Conscientization Programmed instruction Social-political involvement Discipleship Teaching methodology Church growth Theological Education Fund Pastoral ministry 230.0737168 Seminary extension -- Africa, Southern. Theology -- Study and teaching. Theological education by extension. Religious education. Wesleyan Methodist Church.
22	Leadership training for mission in the Anglican Church of Kenya Kagema, Dickson Nkonge 11 1900 (has links) Using the “four-selves” Mission Strategy of self-governance, self-support, self-propagation and self-theologizing as an analytical tool, this study assesses the theological training of church leaders (clergy and laity) in the Anglican Church of Kenya (ACK) with regard to context, relevance and viability. Though the ACK has been in Kenya since 1844, and has been involved in vigorous evangelization, it has not grown to be fully self-governing, self-supporting, self-propagating and self-theologizing. This is evidenced mainly by its flawed theological training system which is neither relevant nor viable. The study is in ten Chapters. The first Chapter contains the introductory material, while the second Chapter gives the general overview of the ACK focusing on its growth and training needs. The ACK is a rapidly growing Church experiencing a growth of about 6.7 per cent per annum, yet she is not necessarily happy as she is not able to produce sufficient and well-trained personnel to match this growth. The third Chapter traces the history of pastoral training in the ACK, while Chapter four assesses the curriculum used to prepare church leaders in the ACK. This curriculum is uncontextualised hence irrelevant to the current Kenyan society. Chapter five evaluates the six ACK Provincial Theological Colleges. These colleges are inadequate and economically under-utilized hence not viable. The sixth Chapter underscores the importance of training Lay Church Leaders in the ACK through Theological Education by Extension (TEE), an effective training model which has failed because the ACK leadership has failed to prioritize it. The seventh Chapter discusses the main challenges encountered by the ACK in her leadership training and shows that these challenges are vital measures for improving theological training in the ACK. Chapter Eight examines the relationship between Christian Mission and Theological Training and it comes out clearly that Mission and Theology are inseparable entities. In the ninth Chapter, the author basing his arguments on the various findings in this study suggests some possible ways through which the ACK can improve her training systems. Chapter Ten concludes that if the ACK has to succeed in her mission she has to prioritize the training of her leaders. / Church Spirituality, Church History & Missiology / D. Th. (Missiology) Leadership training Anglican Church of Kenya Four-Selves mission policy Training needs Provincial theological Colleges Curriculum assessment Theological education by Extension Mission and theology Christian Intellectual leadership 266.36762 Missions -- Kenya Leadership -- Religious aspects Anglican Church of Kenya -- Missions
23	Auditing the entrepreneurial university : a study of the role of quality assurance and online education in Australian Higher Education, 2002-2005 Reid, Ian C January 2007 (has links) At the beginning of the twenty-first century, the Australian Universities Quality Agency (AUQA) began to audit Australian universities. At the same time, universities were increasingly using online technologies for teaching and learning. Little is known about how these two significant changes in teaching and learning might be acting and interacting at a time of increasing focus by universities on the educational marketplace. This thesis investigates the AUQA audits carried out in 2002 of three Australian universities which had different locations in the Australian higher education marketplace and had different approaches to the use of online technologies. I use Critical Discourse Analysis (CDA) to analyse a range of artefacts produced between 2002 and 2005 by and about the universities. I analyse the first three editions of the AUQA manual, the universities' web sites before and after their audit, the submissions of those universities to AUQA, and the audit reports by AUQA on them. I explore the role that representations of the "online university" discourse play in constructions of a "quality university" discourse within these texts. I discovered a number of shifts in emphasis in the texts over time. Notions of the "online university", while prevalent in the texts produced early in the time frame of the study, were absent from later texts. Also, texts produced early in the study represented the three universities as very different institutions. However texts examined towards the end of the study represented the universities to be more similar in nature. Given the diverse nature of the institutions' market locations, I found that quality assurance processes work to reduce the representation of institutional diversity. There was evidence that the "online university" discourse came to be used more as a marketing tool and less as a marker of quality education over the time period of the study. I argue that AUQA's audits do not support institutions? various market positionings as described by Marginson and Considine (2000), but rather provide the imprimatur of "brand Australia" by producing representations of each institution that are safe and amenable to the audit process. The "online university" discourse speaks of new and borderless teaching strategies, while the "quality university" discourse speaks of containment and control of university activities. The bounding and limiting effect of the "quality university" discourse over the outward reaching "online university" discourse resulted in the three universities representing themselves in increasingly isomorphic ways. My analysis shows that over the time frame of the study, the surveillance of a national quality audit body, through self-audit by universities and the subsequent publication of reviews of universities by that body, produced more cautious representations of the universities and ironically, less direct influence by the audit body over universities? actions in the marketplace. The study suggests that the degree of influence which the ?online university? discourse and the "quality university" discourse have on the representations of universities is dependent largely on the degree to which they can impel universities within the market. / Thesis (PhD)--University of South Australia, 2007 Cultural Policy Studies Higher Education Quality Assurance Online Education Critical Discourse Analysis Education and Extension Educational Technology and Media Other Education Political Economy Quality Management Public Policy Discourse and Pragmatics
24	Leadership training for mission in the Anglican Church of Kenya Kagema, Dickson Nkonge 11 1900 (has links) Using the “four-selves” Mission Strategy of self-governance, self-support, self-propagation and self-theologizing as an analytical tool, this study assesses the theological training of church leaders (clergy and laity) in the Anglican Church of Kenya (ACK) with regard to context, relevance and viability. Though the ACK has been in Kenya since 1844, and has been involved in vigorous evangelization, it has not grown to be fully self-governing, self-supporting, self-propagating and self-theologizing. This is evidenced mainly by its flawed theological training system which is neither relevant nor viable. The study is in ten Chapters. The first Chapter contains the introductory material, while the second Chapter gives the general overview of the ACK focusing on its growth and training needs. The ACK is a rapidly growing Church experiencing a growth of about 6.7 per cent per annum, yet she is not necessarily happy as she is not able to produce sufficient and well-trained personnel to match this growth. The third Chapter traces the history of pastoral training in the ACK, while Chapter four assesses the curriculum used to prepare church leaders in the ACK. This curriculum is uncontextualised hence irrelevant to the current Kenyan society. Chapter five evaluates the six ACK Provincial Theological Colleges. These colleges are inadequate and economically under-utilized hence not viable. The sixth Chapter underscores the importance of training Lay Church Leaders in the ACK through Theological Education by Extension (TEE), an effective training model which has failed because the ACK leadership has failed to prioritize it. The seventh Chapter discusses the main challenges encountered by the ACK in her leadership training and shows that these challenges are vital measures for improving theological training in the ACK. Chapter Eight examines the relationship between Christian Mission and Theological Training and it comes out clearly that Mission and Theology are inseparable entities. In the ninth Chapter, the author basing his arguments on the various findings in this study suggests some possible ways through which the ACK can improve her training systems. Chapter Ten concludes that if the ACK has to succeed in her mission she has to prioritize the training of her leaders. / Church Spirituality, Church History and Missiology / D. Th. (Missiology) Leadership training Anglican Church of Kenya Four-Selves mission policy Training needs Provincial theological Colleges Curriculum assessment Theological education by Extension Mission and theology Christian Intellectual leadership 266.36762 Missions -- Kenya Leadership -- Religious aspects Anglican Church of Kenya -- Missions
25	The Objective/Subjective Nature of Affordance Use in Digital Environments: Building a Tailored Climate Change Adaptation Website for the Colombian Coffee Sector Jessica Eise (8801109) 06 May 2020 (has links) <p>This dissertation extends our knowledge of digital affordances in communicating complex scientific information by building and testing a climate change adaptation website for the Colombian coffee sector, <a href="http://www.climaycafe.com/">www.climaycafe.com</a>. This project offers both a practical component (scholarship of engagement) and theoretical component (extension of our understanding of the objective/subjective nature of affordances). Practically, it seeks to create a collaborative and tailored science communication solution for improved information access to support climate change adaptation. Theoretically, it extends our understanding of affordances in a digital environment through a qualitative assessment, specifically how occupational identity influences the subjective nature of affordances. Data is gathered through an iterative qualitative assessment of users’ interpretation of the perceived affordances on the website. The results demonstrate that occupational identity has an influence on perceived digital affordances, particularly influenced by (1) Perceived Social Status of Occupation, (2) Perception of Value Based on Occupational Demands, (3) Occupational Influence on Perceived Reliability and (4) Usability Preferences Based on Occupation. We additionally found that as creators we can set general goals for digital tools and achieve general success in obtaining them, but ultimately the users will dictate their needs within this broader framework. Lastly, there is a self-identified need for more practical knowledge and information access for coffee farmers in these regions of Colombia around climate change adaptation.</p> Digital Humanities Environmental Humanities Environmental Education and Extension Communication Studies digital affordances science communication environmental communication media technology climate change adaptation coffee producers colombian coffee engaged scholarship climate change dimensionalization
26	Discursive constructions of internationalisation at an Australian University: implications for professional practice Leask, Betty January 2005 (has links) The portfolio explores the construction, representation and interpretation of internationalisation at the University of South Australia (UniSA) within the broader concept of internationalisation in higher education. The research is situated within a postmodern, postcolonial world and is influenced significantly by the work of Foucault ([1972] 2003), Fairclough (1989; 1992), Said (1995 [1978]) and Cherryholmes (1988). The portfolio consists of three related research reports and a meta-analysis which both connects these individual reports and conducts further analysis of the issues and themes arising from the research. The literature reviewed in Research Report 1 describes a range of approaches to internationalisation and issues associated with its definition and implementation in universities. It is concluded that internationalisation in higher education is part of a network of constantly developing and changing discourses all of which both influence and are influenced by political, social and economic contexts and agendas. The nature of the discourse of internationalisation at UniSA and the power/knowledge relations which are embedded within and support it are the focus of the second research report which consists of a critical discourse analysis of a corpus of documents related to internationalisation and Graduate Quality #7 at UniSA. Five discourses of internationalisation at UniSA are identified and the roles associated with the primary subjects of the discourse (academic staff, Australian students and international students) are described. Significant shifts in the discursive construction of internationalisation at UniSA over time are also identified, including the tendency for the economic discourse to be viewed as dominant and the associated ideology to be naturalised. The third research report consists of â€˜snapshotsâ€™ of the experience of internationalisation in different places and from different perspectives. It strives for a deeper understanding of the complexity of internationalisation at UniSA through exploration of the construction of Graduate Quality #7 (that students of UniSA will develop international perspectives as professionals and citizens) in two different cultural and educational contexts ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ Adelaide and Hong Kong. The research highlights the need to embed and integrate intercultural learning into the culture of UniSA â€“ to assist all staff and all students to move into uncomfortable intercultural spaces; to learn from and with each other within those spaces; to challenge their stereotypes and prejudices and to move on from them. The three reports are drawn together in the meta-analysis which concludes that although there are signs of ideological struggle within the discourse of internationalisation, the constructions of internationalisation and its subjects and actors at UniSA and beyond are consistent with a construction of internationalisation as a neo-colonialist activity. It suggests a modified approach to internationalisation â€“ one that challenges the stereotypes and hegemonies currently associated with it. This has implications for the focus of professional development and student services to support internationalisation at UniSA and other Australian universities. 309902 Education and Extension internationalisation professional development transnational teaching
27	Workers for the harvest : producing and training the leaders the church needs to fulfil its missionary task Kriel, Pieter Frederik 25 September 2009 (has links) In order to fulfil its missionary task the church needs good leaders. However, there is a huge shortage of leaders and many of the people who step forward to fill the gap, are not trained. This study looks at what is needed in a training system to produce enough of the right kind of leaders to lead the church in fulfilling its missionary task. However, training people has little value if they are not going to be given the opportunity to take part in the ministry. This leads to the conclusion that the church does not only need the right training system, it also has to break with the Professional Church Model, so that the priesthood of all believers will not continue to be a theological assertion only, but become an experiential reality. In this light the study then evaluates the two major models used by the church to prepare its leaders, namely the Traditional Residential Academic Model and Theological Education by Extension. The evaluation shows that the Traditional Residential Academic Model has serious weaknesses. Theological Education by Extension introduced a new paradigm, namely in-service training. It overcomes many of the weaknesses of the Traditional Residential Academic Model, but it also has its share of problems. The Daystar Training Model is then introduced and evaluated. It takes the in-service paradigm further and overcomes some of the problems that Theological Education by Extension could not solve. The evaluation shows that Daystar has the potential to provide the leaders the church needs to fulfil its missionary task. / Thesis (PhD)--University of Pretoria, 2009. / Science of Religion and Missiology / unrestricted Spiritual formation Daystart training model Training in context Theological education by extension Traditional residential academic model Priesthood of all believers Church leadership Leadership training paradigms Leadership training models Leadership selection KwaZulu-Natal (KZN) South Africa (SA) Contextualization of the church Training in context UCTD
28	Soundscape dynamics in the social-ecological systems of Tierra del Fuego Dante P Francomano (9738650) 14 December 2020 (has links) <p>Human society is presently beset by an array of anthropogenic social-ecological crises that threaten the sustainability of the social-ecological systems that sustain our livelihoods. While research alone will not rectify these issues, it can help to answer key questions that must be addressed to develop effective solutions. To address such questions in a cohesive, compelling manner, social-ecological research can be bounded, structured, and distilled through innumerable organizing principles or theoretical frameworks. For this dissertation, I focused on the geographic region of Tierra del Fuego and sought to draw from the array of disciplines and methods that use sound as a lens for biological, ecological, and/or social inquiry. I also endeavored to consider various temporal, spatial, and organizational scales while investigating a selection of topics with a) specific importance in the social-ecological systems of Tierra del Fuego and b) general relevance to global social-ecological challenges. Chapter 1 provides an introduction to the dissertation, and Chapter 6 serves as a conclusion.</p><p><br></p><p> </p><p>The objective of Chapter 2, “Biogeographical and analytical implications of temporal variability in geographically diverse soundscapes”, was to provide some guidance to passive acoustic monitoring (PAM) practitioners on how to design appropriate temporal sampling schemes based on the temporal variability of the sounds one wishes to measure and the power and storage limitations of acoustic recorders. We first quantified the temporal variability of several soundscape measurements and compared that variability across sites and times of day. We also simulated a wide range of temporal sampling schemes in order to model their representativeness relative to continuous sampling.</p><p><br></p><p> </p><p>For Chapter 3, “Sentinels for sentinels: passive acoustic and camera trap monitoring of sensitive penguin populations”, we tested the utility of PAM to monitor behavior and abundance of Magellanic (<i>Spheniscus magellanicus</i>) and southern rockhopper penguins (<i>Eudyptes chrysocome</i>) at different spatial and temporal scales. We conducted <i>in situ</i> observations of the acoustic behavior of each species, and we compared acoustic metrics with penguin counts from narrowly focused camera traps and larger-extent observations of colony density. </p><p><br></p><p> </p><p>Chapter 4, “Acoustic monitoring shows invasive beavers (<i>Castor canadensis</i>) increase avian diversity in Tierra del Fuego”, is focused on impacts of the invasive North American beaver (<i>Castor canadensis</i>) on Fuegian bird communities. We sought to determine how bird communities might differ between intact riparian forests, beaver ponds, and beaver meadows created by pond drainage. We conducted PAM and classic avian point counts under each of these conditions across seasons to test for differences between impact conditions and to compare the two methodologies.</p><p><br></p><p> </p>For Chapter 5, “Human-nature connection and soundscape perception: insights from Tierra del Fuego, Argentina”, we evaluated the relationship between soundscape perception and nature relatedness by conducting surveys and soliciting responses to soundscape audio prompts. We also examined the potential for any demographic influences on nature relatedness or soundscape perception in the context of local social tensions. Environmental Science Ecology Ecosystem Function Invasive Species Ecology Conservation and Biodiversity Environmental Education and Extension Environmental Management Environmental Monitoring Natural Resource Management Wildlife and Habitat Management Psychology not elsewhere classified Behavioural Ecology Population Ecology Terrestrial Ecology Animal Behaviour Global Change Biology soundscape soundscape ecology ecoacoustics Tierra del Fuego Argentina Patagonia penguin beaver bird community species diversity functional diversity passive acoustic monitoring acoustic metrics acoustic indices soundscape perception nature relatedness connection to nature temporal variability survey exotic species camera trap study design temporal dynamics Spheniscus magellanicus Eudyptes chrysocome Castor canadensis biological invasion Ushuaia

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