Ounongo Repository (Namibia Univ. of Science and Technology)
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25 years of land reform (ILMI Working paper No. 1).
No full textWorking paperThis Working Paper, the first in the series to be published by ILMI, will briefly review progress in both land reform sectors and raise a few issues that continue to pose challenges to the programme
Welcoming remarks by Prof. Tjama Tjivikua, Vice Chancellor, NUST, at PEESA stakeholders' dissemination workshop, NUST Hotel School, 10 September 2015, at 9h00.
No full textPEESA Stakeholders' Dissemination Workshop (2015 Sep. 10: Windhoek, Namibia
Welcome remarks by Prof. Tjama Tjivikua, Vice Chancellor, NUST, on the ocassion of the 20th NUST annual award ceremony, Wednesday 15th April, at the Auditorium, NUST.
No full textNUST Annual Award Ceremony (20th: 2015 Apr. 15: Windhoek
Thesis submitted in fulfilment of the requirements for the degree of Master of Informatics at the Namibia University of Science and Technology
No full textAs technology evolves, the once reliable traditional authentication and verification systems are now open to a number of security threats, some of which may not be combated by these old or traditional security measures. For instance, Personal Identification (PIN) Numbers and passwords that are normally used to authenticate system users are vulnerable to shoulder surfing and systematic trial-and-error attacks. Cases have since been reported in Namibia in which people have lost personal belongings worth thousands of dollars as a result of information security breaches. In response to these security breaches, different technologies have been proposed with the aim to authenticate users, verify and or detect any possible fraud activities. Among these are firewalls, encryption and biometrics. Biometrics offer reliable identification mechanisms compared to other technologies due to their uniqueness and difficulty to be emulated. Regardless of the tremendous advances in biometric technology, the recognition systems based on the measurement of single modality (mono-modal) cannot guarantee 100% accuracy. Accordingly, multimodal systems based on multiple uncorrelated biometric signatures or traits offer more robustness in terms of recognition accuracy and handling of poor quality biometric samples.
The research used a qualitative research approach. For data collection, questionnaires, interviews, observations and document analysis were employed. A multiple case study strategy was used for data collection to ensure validity through data triangulation. Three Namibia ministries were selected as case sites as they are among the security critical sectors of the nation where the use of biometrics is imperative.
Results have shown that a number of biometrics is used in government departments in Namibia. However, the usage is still a bit low and a lot is required for citizens to trust and use biometrics. The major challenges in biometrics usage have been identified as a lack of technical skills, a lack of appropriate budget, too dynamic, social challenges and a lack of supporting policies. This study argues that even if these challenges are addressed, one biometric may not be reliable and very secure. The purpose of this research is to share possible biometrics that can be combined and used concurrently to address the identified security challenges. This saw the designing of a multimodal biometrics framework for the Namibian government
An evaluation of the pragmatic competence of high school students of English in Ethiopia
No full textLecturer published articleThis article presents an evaluation of the pragmatic competence of high school students in the English as a foreign language context in Ethiopia. Learners in an EFL scenario often find the area of language use difficult. Teachers are advised to explicitly teach the pragmatic features of language and make use of authentic models of language to help learners practice using appropriate language in social contexts. In spite of this, data about the pragmatic aspect of language and pragmatic-focused instruction are lacking in an EFL (Ethiopian) context. Textbooks and teachers are integral part of language teaching generally in an EFL setting where there are no opportunities to learn the language informally outside the classroom. The textbooks seldom provide adequate pragmatic information for students to successfully develop their pragmatic competence as the findings of this research indicated. Most of the metalanguage explanations are simple and inadequate as well. The research followed entirely a qualitative design except that some simple statistical calculations were used to compute the frequency, mean and percentage of the numerical data. The data were drawn from the content analysis of two student textbooks (grade 11 and 12), responses of four teachers teaching grades 9-12 and self-perceived competence and pragmatic awareness test results of 183 students. The findings of this study also presented the implications for teaching pragmatics to EFL learners, the development of pragmatic-focused materials, future research and well-designed teacher training. The results of this study also showed that teachers seldom use pragmatic instruction in classrooms, and mostly students have to spend time by themselves developing pragmatic competence without explicit instruction. Overall, the pragmatics instruction was immature and needed to be developed, and teachers needed professional training to be aware of how to teach pragmatics effectively. Although the learners’ self-perceived competence mean score was high, their multiple choice discourse completion test (MDCT) result was low; and this confirmed that self-perceived competence and the actual performance never matched. This is why according to Dewaele (2007) higher levels of self-perceived competence are linked to lower levels of communication which in fact has to be further investigated in the Ethiopian context
Keynote address by Mrs Gerry Elsdon, at the official opening of the 19th NUST HIV/AIDS Awareness Campaign, 9 September 2015 at 9h00.
No full textNUST HIV/AIDS Awareness Campaign (19th: 2015 Sep. 9: Windhoek
Welcoming remarks by Prof. Tjama Tjivikua, Vice Chancellor, NUST, on the ocassion of the 20th NUST Career Fair 2015, on Wednesday 11 March 2015.
No full textNUST Career Fair (20th: 2015 Mar. 11: Windhoek, Namibia
The new flexible land tenure act: An update [ILMI Document No. 2/2015].
No full textILMI Brown Bag Meeting: New flexible Land Tenure Act (2015 Oct. 29: Windhoek, Namibia)ILMI Brown bag meeting on Thursday 29th October 2015, 12h30-14h00
Vote of Thanks by Ms. Meriam Kahitu, Council Member, at the 19th Graduation Ceremony of the NUST, 09h00, Friday 11 April 2014, Windhoek, Namibia
No full textGraduation Ceremony (19th: 2014 April 11: NUST, Windhoek
Local and international students' perception on service quality: A case study on a South African University. Paper presented at the 1st Namibia Customer Service Awards & Conference, 2014.
No full textNamibia Customer Service Awards & Conference (1st: 2014 Nov.: Windhoek)The quality question has now been thrust to the fore in the academic market because students and their sponsors more rigorously shop around for quality of programmes and of modes of delivery. Universities, especially those that thrive on intake of foreign students, must therefore accommodate this trend in their academic and support services. This paper conceptualises service quality within a university environment, teases out the economics of service quality, and determines if there are differences in the way local and international students at the University of Kwa-Zulu Natal perceive quality of academic and support services, using the SERVQUAL model for data collection and the Mann-Whitney test. Data was collected from a sample of 380 students drawn from all five campuses of the University. The Mann-Whitney test results indicate that there is no statistically significant difference in the Gap scores between local and international students on service quality at the 95% level; that expectations of foreign students on services provided by the international office were not met; and that students ranked the University’s services as “poor”. The management of the University of Kwa-Zulu Natal should therefore seriously consider the strategies recommended here for improvements in quality of academic and support services and in the institution’s ranking inside and outside South Africa