It can hardly be gainsaid that the splendour of African history has but received disproportionate attention in international scholarship on peoples and societies of Africa. A plethora of various scholarships on the African continent spilled so much ink on unfounded and academically feeble claims that the history of the Africa is shrouded in darkness. This misleadingly erroneous view about the African continent, though increasingly losing currency, has unfortunately influenced scholarship on the origin and philosophy of human rights. This explains therefore, the failure of eurocentric writers’ to consult or examine the rich tapestry of cultural values of African societies in their assertions about the origin and philosophy of the modern phenomenon of human rights. However, like its predecessor, this fallacious academic position has attracted scholarly responses from afro-centric scholars. Zeleza has noted that the: western appropriation of human rights does grave intellectual and political disservice to the global human right discourse and movement. Intellectually it homogenises and oversimplifies the human rights traditions of both the west and the rest of the world and undermines theoretical advances that can come from serious and sustained intra and inter-cultural comparisons and conversations. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2010. / A dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Prof. Babcar Kante of the Faculty of Law, University of Gaston Berger, Saint Louis, Senegal. 2010. / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM

The Online Journal of Nursing Informatics (OJNI) was cyberborn in December of 1996. It was one of the first free online journals of nursing. The original aims of OJNI were and remain to publish peer-reviewed, original, high quality scientific papers, review articles, practice-based articles, and databases related to nursing informatics. The philosophical underpinnings for the journal arose from the commitment and drive of the Editorial Board. OJNI is committed to enhancing nursing's knowledge of nursing informatics for nurses in any healthcare setting.

The purpose of this study is to examine student aid in Texas from the standpoint of history, types, sources, and administration in order to see whether the movement possibly represents any significant trend or tendencies in the privileges of secondary education in Texas.

Purpose: The authors examined Health Sciences students’ willingness to reflect on an academic failure at the students’ point-of-entrance into university in order to gauge how students’ willingness to engage in reflective tasks might be predictive of their subsequent academic success and, ultimately, of their potential to become health professionals. Methods: Following Health Sciences students’ failure on an English diagnostic test, the authors determined the proportion of 568 Health Sciences students who voluntarily reviewed or did not review (SR and SNR respectively) their failed tests before sitting a second-chance test 60 days later. The authors then compared the improvements between SR and SNR on the second-chance test and determined three relationships: 1) whether SR or SNR showed greater improvement on the second-chance test; 2) whether SR or SNR had higher mean marks in their four requisite Health Sciences courses; 3) if SR were more likely to be subsequently placed in a health professional programme. Results: 42% (N=237) of students chose not to review their test after failing it and being advised that they could review the test. Those same students were already performing at a lower level on this first test for their Reading Comprehension (F(1,566)= 5.608, p=0.18) and Listening Comprehension (F(1,566)=4.117, p = 0.043). While SR improved more than did SNR when they sat the second test, reviewing the failed test did not significantly correlate with improved success on the second test. However, SR achieved higher mean marks across their four requisite Health Sciences courses than did SNR (Wald’s Z = 8.015, p Wald’s Z = 3.108, p = 0.002) and were more likely to be offered a place in a professional programme (Wald’s Z = 3.108, p = 0.002). Conclusions: Choosing to engage in a relatively simple reflective task following an initial failure predicts subsequent academic success for our Health Sciences students and their potential of becoming health professionals.

Student success is one of the widely discussed topics in post-secondary institutions and is measured in terms of the graduation and retention rates of programs. The goal of an educational institution is to achieve maximum student success and, hence, high graduation and retention rates. There are multiple studies on factors affecting student success. One of the factors that contributes to student success is the "program curriculum." Unfortunately, the traditional program curricula at many higher education institutions were developed with a belief or assumption that all students possess equal expertise, skills, and follow a similar learning path. The traditional curricular development process neglects some specifics related to the characteristics of transfer and the First Time In College (FTIC) students and their time to graduation. The purpose of this research was to explore the relationship between the traditional program curricula and student degree mobility patterns to measure student success of transfer and FTIC students enrolled in Computer Science, Information Technology, and Computer Engineering undergraduate academic programs as well as how those relationships assist in the development and reform processes of curricula. This study was designed to understand the various aspects of program curricula, such as impacts of a program-specific factor, prerequisite, and post-requisite course requirements on time to graduation. This study leads to the development of Adaptive Curriculum Refinement, a novel approach based on institutional data analytics to assist higher education curriculum designers in the data-driven development of new curricula and data-driven revision of existing ones. The results of this study suggest a direct relationship between the curricular stringency and student time to graduation, whereas stringency was inversely related to the credit accumulation. The program-specific factor in the curriculum directly affects students' time to graduation. This study is significant because the results and the development of Adaptive Curriculum Refinement could inform higher education policymakers and assist curriculum designers about the need to reform program curricula based on a data-driven and evidence-based approach to improve student success.

The purpose of this phenomenological inquiry was to explore how international undergraduate students enrolled in a first-year seminar (FYS) course perceived and described their academic experiences in a large, public university in the southeastern region of the United States. Guided by Schlossberg's (1984) 4 S Transition Model, this qualitative investigation was conducted through in-depth interviews with 10 international undergraduate students representing different countries and academic majors. The participants' narratives revealed that the academic experiences of international first-year students enrolled in the FYS course can be described as challenging, especially in terms of a) understanding U.S. higher education, b) establishing relationships with American peers, c) navigating academic differences, and d) perceiving the lack of institutional understanding. At the same time, the stories of these 10 students demonstrated that participation in the FYS course had an overall positive impact on students' academic experiences during the first year, especially in terms of a) developing academic skills and competencies, b) developing transferable skills and competencies, c) increased use of campus resources, and d) overall adjustment within the first year. The findings are discussed in relation to the relevant literature and recommendations for practice and future research are provided.

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) often teach introductory lecture and laboratory sections in large, research intensive institutions. They are frequently left insufficiently supported inconsistent levels of professional development. Previous work using the TeachLivE mixed-reality teaching simulator showed that when GTAs rehearse teaching skills, they are able to transfer the practices to their own classes and continuously implement the new skills. International teaching assistants (ITAs), however, continued to report feeling under supported even with the simulator training. We then decided to interview ITAs about the skills that would be most impactful for them to practice, like asking and answering student questions and handling linguistic differences between themselves and their students. In this dissertation, I interview several ITAs to determine what teaching skills would be the most impactful for them to practice and then create mixed-reality simulator modules based on their requests. During individual interviews and use of newly created modules, a focus on anxiety emerged when ITAs reported anxiety when teaching. I adopted Anxiety-Uncertainty Management theory (AUM) to address anxiety related to communicating with students, and surveyed 191 GTAs. Statistically significant correlations between anxiety, uncertainty, and willingness to try various teaching techniques found in active learning were found. Using those correlations, I developed a five-week virtual community for teaching assistants who identify as having high teaching anxiety. During the community, we learned that discussing social and emotional needs allows for a more holistic approach to professional development. This work addresses needs of graduate students that are currently unsupported using traditional pedagogical trainings.

There remains limited research on the gap between the participation and persistence to graduation rates for American Indian students in higher education. It is pertinent to explore the experiences of these students who did not persist to graduation to be able to gain a better understanding of the factors involved in this gap. The primary purpose of this qualitative study was to gain a greater understanding of why twenty American Indian college students who were high-achieving and received the Gates Millennium scholarship (AIGMS) did not persist to graduation. To achieve this greater understanding from an Indigenous perspective, it was important to utilize existing theoretical frameworks developed by Native scholars that employed critical, culturally sensitive lenses for the analysis. Through the lenses of Tribal Critical Race Theory, Cultural Models of Education and the Family Education Model, the research questions were developed with a critical focus on the institutional influence of the participants' experiences. This study employed a phenomenological qualitative approach guided by an Indigenous research paradigm. The findings of this research inquiry were broken down into five main sections. The first section discussed the pre-collegiate experiences of AIGMS. This set of findings emerged throughout the interviews as participants shared their experiences in college, they often referred back to influential moments with their families and tribal communities leading up to college. The second section highlighted the conditions that impeded AIGMS' success in institutions of higher education. What emerged as the major factors of AIGMS' non persistence within higher education was GMSP's inflexible deferment policy and missing structures on campus to represent participants’ Native and Gates scholar identities, such as space for AIGMS to practice their cultural spirituality and direct support on campus for being a Gates scholar. The third section reveals the push-pull factors influential to AIGMS' experiences on campus and back home in their tribal communities. The main push factor from the institution was the lack of support they felt from key institutional agents, such as from a multicultural center director, financial aid officer or academic advisor. The fourth section describes the impact of the campus racial climate on AIGMS' experiences on their respective campuses. Some AIGMS assumed that being awarded this prestigious scholarship would be acknowledged either through their faculty or staff on campus. Instead they described examples of exclusion, lack of belonging, marginalization, isolation and invisibility on campus. The final section described the experiences of AIGMS who returned to higher education, including those who have found success in tribal colleges as well as those who have since completed their degrees without funding from GSMP. This finding is of particular importance because it demonstrates that the loss of financial aid affected the type of institution AIGMS' returned. Principally, AIGMS were thoughtful and rational about their decision to defer from higher education, taking into account the factors pulling them from outside the institution – such as family/medical/health issues. They were also impacted by their experiences within their institutions that pushed them out from within – such as experiences with invisibility and marginalization on campus. Faculty, institutional agents and their peers played into these experiences. The Gates Millennium Scholarship Program and institutions’ lack of cultural understanding of how to serve these AIGMS led to a disconnection with these students. These AIGMS’ experiences with push and pull factors places more responsibility on the institution and the scholarship program for their non-persistence.

據稿本複印 / 論文(博士)--香港中文大學,1993. / 參考文獻: leaves 150-159 / 馮樹勳. / 序 --- p.I / Chapter 第一章： --- 引言 --- p.1 / Chapter 一、 --- 課題範圍 --- p.1 / Chapter 二、 --- 典型選取標準 --- p.2 / Chapter 三、 --- 方法討論 --- p.4 / Chapter 第二章： --- 整全人文世界的要求一一明末 清初的儒學進向與清儒的背景性典範 --- p.6 / Chapter 甲、 --- 引言 --- p.6 / Chapter 乙、 --- 明末清初思想突變之解釋一一觀念史進路 --- p.7 / Chapter 丙、 --- 明末清初思想突變之解釋´ؤ一思想史進路 --- p.20 / Chapter 丁、 --- 整全人文世界觀（一）一´ؤ儒家爲本的進 路（闢佛） --- p.26 / Chapter 戊、 --- 整全人文世界觀（二）´ؤ一儒家爲本的進 路（經世致用） --- p.33 / Chapter 第三章： --- 整全人文世界觀的面貌與實踐 --- p.45 / Chapter 甲、 --- 《易》學爲體 --- p.45 / Chapter 乙、 --- 史學爲用 --- p.51 / Chapter 丙、 --- 整全人文世界藍圖的開展 --- p.68 / Chapter 第四章： --- 清初學界向心力之瓦解與學風 丕變 --- p.78 / Chapter 甲、 --- 引論 --- p.78 / Chapter 乙、 --- 士族與清初政治 --- p.78 / Chapter 丙、 --- 學校與科舉 --- p.79 / Chapter 丁、 --- 晚明士人在清初的出路 --- p.82 / Chapter 戊、 --- 時文與古文 --- p.85 / Chapter 己、 --- 知識技術與人文態度 --- p.87 / Chapter 庚、 --- 從技術到「超技術」？ --- p.92 / Chapter 第五章： --- 樸學典型與「儒家知識主義」 --- p.97 / Chapter 甲、 --- 儒家知識主義？ --- p.97 / Chapter 乙、 --- 清代經學與實學 --- p.99 / Chapter 丙、 --- 吳派的漢學理論 --- p.104 / Chapter 丁、 --- 吳派「論學之言」與「爲學之實」 --- p.107 / Chapter 戊、 --- 皖派的掙扎 --- p.111 / Chapter 己、 --- 皖派經學與儒家本旨 --- p.118 / Chapter 第六章： --- 從阮元看樸學典範的轉型 --- p.126 / Chapter 甲、 --- 引言 --- p.126 / Chapter 乙、 --- 個案研究一一公羊學 --- p.128 / Chapter 丙、 --- 宏觀檢討（一）一一理論層面 --- p.135 / Chapter 丁、 --- 法觀檢討（二）一一事業部分 --- p.139 / Chapter 戊、 --- 結語 --- p.143 / Chapter 第七章： --- 反省與展望 --- p.146 / 參考書目 --- p.150

Thèse : hist. : München : 1978. / Revision of thesis (doctoral)--Munich, 1978. Includes index. Bibliogr.: p. 444-497.