Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Tom Anderson, Florida State University, College of Visual Arts, Theatre and Dance, Dept. of Art Education. Title and description from dissertation home page (viewed June 9, 2006). Document formatted into pages; contains xii, 252 pages. Includes bibliographical references.

A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Doctor of Philosophy in Library and Information Science in the Department of Information Studies at the University Of Zululand, South Africa, 2017 / The need to manage tacit indigenous knowledge (TIK) through Information and Communication Technology (ICT) tools is imperative because it is at risk of becoming extinct without proper recordable and management systems. Indigenous Knowledge (IK) is largely tacit in nature and is mainly preserved in the memories of elders which is a risk to its documentation and preservation. We argue that ICT can be used effectively for enabling documentation, access and use of IK in the modern society. The study mainly focused on the types of ICT tools used for capturing, storing and disseminating IK in South Africa’s KwaZulu-Natal province. Specifically, the study investigated the use and types of ICT tools, in the management of indigenous knowledge, in the province of KwaZulu-Natal. For the purpose of the study, five research objectives were used that guided the research questions. These research objectives included: discussing the nature of indigenous knowledge; evaluating the types of indigenous knowledge practices in South Africa’s KwaZulu-Natal province; discussing the types of ICT tools currently used in the management of indigenous knowledge; discussing problems encountered in the availability and use of ICT tools in managing IK; and discussing strategies for improving the use of ICT tools in the management of indigenous knowledge. The theoretical basis of the study was informed by the Knowledge Creation theory (KC) by Nonaka as discussed in detail in chapter two. The study adopted a post-positivist research paradigm to enable multiple perspectives from participants/target population rather than a single reality. Both quantitative and qualitative research approaches were simultaneously used during a single phase of data collection. Quantitative data was gathered by survey method involving self-administered questionnaires with ICT users/beneficiaries. The qualitative data was gathered by both survey and qualitative content analysis largely through open-ended questions, which were embedded in the semi-structured interviews with owners or custodians of IK. In depth literature review and document analysis formed part of qualitative content analysis. The sample for the study was drawn from ICT users/beneficiaries and owners or custodians of indigenous knowledge in the province of KwaZulu-Natal. Notably, the ICT users/beneficiaries consisted of researchers, information specialists and/or librarians, academic staff, students and/or trainees on IK, cultural officers, IK recorders, IK documentation centre managers, and journalists and artisans. Furthermore, respondents who were owners or custodians of IK consisted of traditional healers, diviners and herbalists, traditional farmers, traditional musicians, rural artisans, community elders, traditional midwifery, rainmakers, chiefs, and traditional food specialists and storytellers. The study employed probability and non-probability sampling where cluster, snowball and purposive sampling techniques were used at different stages to select the respondents. A total of 96 questionnaires were administered to ICT users/beneficiaries and 57 (59%) were returned. Additionally, interviews were conducted with the owners or custodians of IK. 224 owners or custodians of IK were sampled, however, 196 (88%) were interviewed. The quantitative data from the ICT users/beneficiaries was analyzed using Statistical Package for the Social Science (SPSS). The qualitative data from owners or custodians of IK was analyzed through the use of qualitative contents analysis. The study acknowledged the wealth, access and use of indigenous knowledge in the province and showed that indigenous knowledge is not only used by indigenous people, as it is also being used by professional people for their own benefit. Many categories of traditional roles of custodians of IK have brought about the sustainability of indigenous knowledge practices in KwaZulu-Natal as it is still vital in these modern times and highly relevant in the areas of medicine and agriculture. Although KwaZulu-Natal has proven to possess rich indigenous knowledge practices, the knowledge is not sufficiently recorded with relevant ICTs for future use. There is a growing use of multiple ICT tools by institutions, IK centres and individuals to record or capture, store and disseminate indigenous knowledge which is quite positive. It is observed that ICT users/beneficiaries and owners or custodians of IK require ICT literacy to improve access and use. The challenges facing IK access are not uniform between ICT users/beneficiaries and owners or custodians of IK. The most crucial challenges among ICT users/beneficiaries and owners or custodians of IK was related to access to relevant ICT infrastructure and resources and lack of digital skills. The existing IK policy should be revised to accommodate rapidly changing ICT requirements of the sector. This study contributes to current literature and discourses on IKS; interrogates the applicability of knowledge creation theory and models to IK research; adds fresh data, information, and knowledge on IK research, particularly in South Africa; and proposes practical solutions to ICT application for IK development. The full thesis is available in the University of Zululand Institutional Repository and other publications from the thesis.

No description available.

El presente proyecto de investigación tiene como finalidad presentar una solución a la problemática que se tiene en la Región Cusco, Provincia Cusco, Distrito de Santiago. Como se detalla el presente proyecto, existen diversos factores que determinan el tipo de problemática en el ámbito de seguridad que presenta el distrito de Santiago, por ejemplo, lugares de riñas frecuentes, puntos de mayor incidencia delictiva, lugares con nula o escasa iluminación, lugares de concentración de alcohólicos o drogadictos, todo esto a raíz de la falta de coordinación entre las instituciones a quienes les compete el ámbito de seguridad. Santiago es uno de los distritos principales de la ciudad del Cusco, por lo tanto, planteamos la propuesta de tener un sistema de seguridad integrado, el cual consiste en emplear cámaras de videovigilancia que estarán interconectadas mediante el uso de radio enlaces hacia un punto central o centro de control, desde dicho lugar se podrán monitorear las principales calles y avenidas con altos índices mayor incidencia. Se espera como resultado, disminuir los índices de inseguridad que actualmente presenta el distrito, con ayuda de la propuesta planteada.

The primary objective of this study is to explore the mainstreaming of Education for Sustainable Development (ESD) and Indigenous Knowledge (IK) into Initial Teacher Education (ITE) programs, with a specific focus on the beliefs and attitudes of teacher educators in selected ITE institutions in Indonesia. A comparative case study approach was employed, involving 11 participants who were interviewed using a semi-structured format. The data collected from the interviews were thematically analyzed and triangulated with information obtained from institutional websites and documents. Despite the fundamental differences between the two selected ITE institutions, the study's findings revealed several common patterns. First, it was observed that neither institution had a well-established mainstreaming framework in place. Instead, the integration of ESD primarily relied on a bottom-up approach driven by the efforts of individual educators or specific departments. The emphasis was predominantly on curriculum mainstreaming, with less attention given to other crucial integration elements, such as institution, policy, method, and content. Although some institutional initiatives attempted to address a broader range of integration elements, these efforts were often short-lived and lacked clear direction, resulting in limited communication at the grassroots level. Furthermore, the findings highlighted the significant potential of IK in the mainstreaming process of ESD, despite differing perspectives regarding its function and position. The enduring presence of IK within Indonesian culture and daily life suggests that individuals in society are exposed to IK to varying degrees. This aspect presents a valuable opportunity that can be harnessed in the mainstreaming process. Finally, the study demonstrated that eliciting the beliefs and attitudes of ITE stakeholders provides valuable insights for understanding the current situation and serves as a crucial component of the Reflect stage in Steele’s (2010) Action Research Approach. This approach enables a more comprehensive understanding of the existing context and informs subsequent actions in the mainstreaming process.

ABSTRACT In this study the question of how to address corruption in Tanzanian society is considered from the view point of learning positive values to contribute to reducing corruption now and in the future. It is argued that by strengthening the teaching of positive values to provide a foundation in values as alternatives for students to consider, may impact their decisions while still at school and later in life as adults and leaders for them to resist corruption when encountered. The study arises from Transparency International surveys consistently ranking Tanzania early in the new millennium amongst the 10 most corrupt countries internationally. Given the failure of national commissions in Tanzania, legal institutions such as the Prevention of Corruption Bureau, initiatives emanating from the office of the Presidency, amongst others, to stem corruption, here it is argued for the use of education as state institution to strengthen values teaching in 3 programmes in the state curriculum through evaluation to address the problem. Adopting an approach to evaluation which draws teachers into the process for them to drive it in part, developed by Fetterman and Wandersman, capacity can be built within schools to do so, an approach which is somewhat different to the norm where this capacity more frequently may be driven from outside, coercive, and be disempowering of agents of change within schools. Using the stepped procedure as well as the ‘facets’ of this participatory approach to evaluating the 3 positive values curricula, and with coaching by the evaluator, a measure of self-determination seemed experienced by teachers to teach values like honesty and self-respect, self-reliance and personal integrity, amongst others, to assist students resist corrupt practices when encountered. Multiple self-administered instruments developed with teachers helped gauge teachers progress towards goals they set themselves to achieve in one academic year and assisted to build confidence in addressing this issues through schooling, the sample of schools in the study being purposefully selected as they educate between them more than half the professional and political leaders in the nation. The study aimed to find what positive values are taught in 3 curricula [Civics, Islamic Knowledge, Bible Knowledge], and how these are taught, as well as to find out if this teaching was strengthened through using the tools of empowerment evaluation. The data indicates firstly, shared values across these curricula and values specific to each are taught, to provide alternatives for learners to consider prior to action. This foundational guide for students seemed strengthened if secular values are allied to religious values to provide value-informed choices for students, and that this foundation may be further strengthened with self-directed changes to the curriculum being made by teachers. Secondly, traditional pedagogical methods seem to be less effective where values teaching is not linked to exemplarily teacher behaviour, parables and storytelling, and moral actions of role models emulating how to act morally. Thirdly, teaching positive values was found to be strengthened through self-evaluation, as teachers seemed to experience a measure of empowerment or self-determination in the evaluation, and to aim at self-improving effective teaching of values. Finally, data indicates that where teachers are drawn into the evaluation process, trained in these techniques facilitated by an evaluator, that refinements to values teaching may be sustained in the short to medium term, following the withdrawal of the evaluator from the field. Findings were corroborated in part through triangulating the data, here with data from naturalistic observations and questionnaires particularly. Amongst recommendations made in the light of the study, one is the importance of the state employing religious teachers, as opposed to these being functionaries of the mosque and church as at present, a second being that positive values be made part of the compulsory core curriculum in all schools in the system.

<p>Årligen slutar 30 procent av eleverna gymnasieskolan utan betygsbehörighet. På individuella program (IV) är siffran 85 procent. För att kartlägga skolsituationen för en elevgrupp på IV-programmet intervjuades 24 elever. Utöver detta gjordes en kognitiv bedömning samt en självskattning av upplevd psykisk hälsa. Huvuddelen av eleverna presterade på en ojämn kognitiv nivå, inom normalvariationen. Arton elever bearbetade information långsamt. Eleverna skattade att de mådde psykiskt sämre än normgruppen. De rapporterade tidiga skolsvårigheter som i vissa fall uppmärksammats,men lämnats utan adekvat åtgärd. Elever med långvariga skolproblem,försvårande additiva faktorer kombinerat med ett begåvningsvärde i normalvariationens nedre spann samt långsamhet vid informationsbearbetning upplever negativa individuella konsekvenser. De negativa effekterna kan mildras med tidiga interventioner på en för eleverna adekvat nivå och beaktat elevernas relativa kognitiva styrkor.</p>

Årligen slutar 30 procent av eleverna gymnasieskolan utan betygsbehörighet. På individuella program (IV) är siffran 85 procent. För att kartlägga skolsituationen för en elevgrupp på IV-programmet intervjuades 24 elever. Utöver detta gjordes en kognitiv bedömning samt en självskattning av upplevd psykisk hälsa. Huvuddelen av eleverna presterade på en ojämn kognitiv nivå, inom normalvariationen. Arton elever bearbetade information långsamt. Eleverna skattade att de mådde psykiskt sämre än normgruppen. De rapporterade tidiga skolsvårigheter som i vissa fall uppmärksammats,men lämnats utan adekvat åtgärd. Elever med långvariga skolproblem,försvårande additiva faktorer kombinerat med ett begåvningsvärde i normalvariationens nedre spann samt långsamhet vid informationsbearbetning upplever negativa individuella konsekvenser. De negativa effekterna kan mildras med tidiga interventioner på en för eleverna adekvat nivå och beaktat elevernas relativa kognitiva styrkor.

Originally presented as the author's thesis (Ph. D.)--University of California, Berkeley, 1987. / Includes bibliographical references (p. 238-244).

Please read the abstract in the section, 07resume of this document / Thesis (PhD)--University of Pretoria, 2008. / Orthopaedic Surgery / unrestricted