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Adoption of artificial intelligence for improvement of metadata services in libraries at institutions of higher education in Namibia
Get PDFThe emergence of artificial intelligence and the potential it has, has caused changes in a number of industries by promising efficiency, precision, and creativity. Artificial intelligence has the potential to completely transform metadata services in library systems by providing more efficient methods for creation, extraction, and management. Metadata specialists have a critical opportunity to improve their processes and make library collections easier to access and manage by embracing artificial intelligence. The cooperation of artificial intelligence and metadata specialists is becoming more crucial as technology advances, leading libraries into a new phase of unparalleled information retrieval and efficiency. The purpose of this study is to investigate the adoption of artificial intelligence to improve metadata services in libraries at Institutions of Higher Education in Namibia. This study adopted the Technology Acceptance Model, Metadata Theory and Digital Transformation Model as the theories grounding this study. The researcher adopted pluralistic ontological and pragmatic epistemological worldviews as research paradigms in this study. The study deployed a mixed methods research approach as well as a convergent research design and opted for parallel sampling as the type of sampling method. The population of this study was made up of metadata specialists from the University of Namibia, Namibia University of Science and Technology, and International University of Management libraries, which are the largest Institutions of Higher Education in Namibia with metadata services. Data were collected through interviews, questionnaires and observation by the researcher. The findings were integrated to ensure the study's objectives were met. The findings of the study indicated that the Institutions of Higher Education in Namibia used manual and electronic means to manage metadata services, which produced inconsistencies, duplications, and errors. This study recommends a framework to adopt artificial intelligence to improve metadata services at Institutions of Higher Education in Namibia. The recommended artificial intelligence framework contributes significantly to the knowledge of metadata services in libraries. Furthermore, the study discusses the practical implications this study could have on IHEs in Namibia, such as library policies adopting AI for metadata services and theoretical implications, such as AI in metadata services being integrated in the education curriculum.M.A. (Information Science)Information Scienc
Inflation dynamics in post-independence Rwanda
Get PDFThis study examines the inflation dynamics in Rwanda from the 1970s to 2021, focusing on policies, trends, challenges, and opportunities in managing inflation. Secondary data sources were used for analysis. The findings show that Rwanda has adopted a multi-faceted approach to inflation control, including macroeconomic policies, economic diversification, and infrastructure investment. The study identifies three distinct episodes of high inflation in the 1970s, early 1990s, and 1994. Since the early 2000s, inflation trends have been erratic, with notable episodes in 2004, 2008-2009, 2012, and 2020. Challenges in managing inflation include import reliance, weak monetary policy transmission, and vulnerability of the agriculture sector. Opportunities for Rwanda lie in economic diversification, improved coordination between fiscal and monetary policy, and sound macroeconomic policies. The study emphasizes the need for a comprehensive approach to inflation management, considering Rwanda's unique circumstances, to achieve stability and inclusive growth through sound policies, diversification, and infrastructure investment.Economic
Impact of Artificial Intelligence on Teacher Training in Open Distance and Electronic Learning
No full textConventional methods of teacher training are now constrained
by series of barriers such as limited resources and distance-related
barriers. The emergence of new technologies that involve artificial
intelligence (AI) became a paradigm shift in teacher training.
Nevertheless, there are challenges attached to these new methods of
teacher training. The purpose of this paper was to assess the impact of AI
in Open Distance and Electronic Learning (ODeL) teacher training.
Through a process of data collection, the study employed a quantitative
approach. As a survey, copies of a questionnaire were provided
electronically to relevant respondents. A random sampling strategy was
employed using teachers and student teachers from various institutions.
A total of 115 respondents took part in this research by filling out a
questionnaire. In the process of reviewing relevant literature on teacher
training and AI were, more emphasis was placed on integration of AI as
a new technology in teacher training. Empirical data were descriptively
analysed through a Statistical Package for the Social Sciences (SPSS)
application. The results included multiple opportunities as well as
limitations attached to AI implementation in an ODeL teacher training.
The study recommended a proper evaluation of AI prior to
implementation to ensure that ethical issues and education assessment
integrity are not compromised
Educators’ experiences of teaching phonological awareness skills to English First Additional Language learners in Grade R
Get PDFAbstracts in English, Zulu and Northern SothoThis study conducted explored the educators’ experiences of teaching phonological awareness skills to English First Additional Language learners in Grade R and the importance of these skills in laying the foundation for future reading. The participants in this study were Grade R educators, principals, and student educators from two schools in Mpumalanga Emalahleni. Grade R learners were observed during lesson presentations on phonological awareness. A qualitative research approach was used together with a case study design. In total nine participants took part in the research study. Data were collected using observation, one-to-one interviews, and field notes. The findings that came into view from the study were that educators have an understanding of phonological awareness skills, and they included the teaching of phonological awareness skills across the curriculum. The emphasis was placed on building the learners' English vocabulary and hearing of sounds and syllables. The educators used a diversity of resources, including the Curriculum and Assessment Policy Statement documents as a guideline. The conclusion drawn was that teaching phonological awareness skills cannot be conducted in a void but can be realised through kinesthetic awareness as children learn through active participation. If phonological awareness skills are not taught in Grade R, the learners’ abilities will be compromised, especially when they move to higher grades. As educators, it is important to understand children’s development and growth continuum irrespective of their age. Phonological awareness skills can be seen as a ‘staircase to success’ laying a good foundation for the learners’ education.Lolu cwaningo lucwaninge lwaphinde lwahlola ulwazi lothisha lokufundisa amakhono okuqwashisa ngemisindo kubafundi boLimi LwesiNgisi LokuQala LokweNgeza eBangeni R kanye nokubaluleka kwala makhono ekubekeni isisekelo sokufunda esikhathini esizayo. Ababebambe iqhaza kulolu cwaningo ngothisha bakwaGrade R, othishanhloko, nothisha abasafunda basezikoleni ezimbili zaseMpumalanga Emalahleni. Abafundi beBanga R babhekwe ngesikhathi kwethulwa izifundo zokuqwashisa ngemisindo. Indlela yocwaningo yekhwalithethivu yenziwe kusetshenziswa indlela yocwaningo lwesigameko. Babe yisishiyagalolunye sebebonke abantu ababe yingxenye yalolu cwaningo. Ulwazi lwaqoqwa kusetshenziswa ukubuka, inhlolokhono yomuntu ngamunye, namanothi asenkundleni. Okutholakele okwavela kulolu cwaningo ukuthi othisha bayawaqonda amakhono okwazi ngemisindo, futhi bahlanganisa ukufundiswa kwamakhono okwazi ngemisindo kanye nohlelo lokufunda.Kwagcizelelwa ukwakha ulwazimagama lwesiNgisi lwabafundi kanye nokuzwa imisindo namalunga noma nezakhi zawo. Othisha basebenzise izinsiza ezahlukene, okuhlanganisa nemibhalo yeSitatimende Senqubomgomo Yohlelo Lwezifundo Nokuhlola njengomhlahlandlela. Isiphetho ekufinyelelwe kuso kwaba ukuthi ukufundisa amakhono okwazi ifonoloji angeke kuqhutshwe kungenalutho kodwa kungafezeka ngokuqwashisa ngezinzwa njengoba izingane zifunda ngokubamba iqhaza ezintweni ezibonakalayo. Uma amakhono okwazi ifonoloji engafundiswa eBangeni R, amakhono abafundi azoba sengozini, ikakhulukazi lapho bedlulela emabangeni aphezulu. Njengabafundisi, kubalulekile ukuqonda ukuthuthuka nokukhula kwezingane ngaphandle kokubheka iminyaka yazo. Amakhono okwazi imisindo angabonakala ‘njengezitebhisi eziya empumelelweni’ ebeka isisekelo esihle semfundo yabafundi.Thuto ye e dirile dinyakisiso ebile e utollotse maitemogelo a barutabana a go ruta temogo ya mabokgoni a fonolotsi go English Lelemetlaleletso La Pele go barutwana ba Mphato wa R le bohlokwa bja mabokgoni a go ala motheo go baleng lebakeng le le tlago. Bakgathatema mo dinyakisisong tse e be e le barutabana ba Mphato wa R, dihlogo tsa dikolo le baithutelaborutisi go tswa dikolong tse pedi Emalahleni, Mpumalanga. Barutwana ba Mphato wa R ba lekodisitswe nakong ya go ruta temogo ya fonolotsi. Dinyakisiso tsa mokgwa wa khwalitheitifi di dirilwe ka tshomiso ya tlhamo ya nyakisisotiisetso. Datha e kgobokeditswe ka go somisa tekodisiso, dipotsisotherisano tsa botee go botee le dinoutsenyakisisong. Dipoelo tseo di hwetsagalago ka go dinyakisiso ke gore barutabana ba kwesisa mabokgoni a temogo ya fonolotsi, ebile ba tsentshitse go rutwa ga mabokgoni a temogo ya fonolotsi kharikhulamong ka moka. Kgatelelo e beilwe go tswetseng pele ga tlotlontsu, go kwewa ga medumo le dinoko tsa English tsa barutwana. Barutabana ba dirisitse didiriswa tse di fapafapanego, go akaretswa ditokomane tsa Curriculum and Assessment Policy Statement bjalo ka tlhahli. Sephetho se se tserwego ke gore go ruta mabokgoni a temogo ya fonolotsi go ka se dirwe sekgobeng efela go ka lemogwa ka temogo ya kinesthetiki ka ge bana ba ithuta ka go kgathatema ka mafolofolo. Ge mabokgoni a temogo ya fonolotsi a sa rutwe ka go Mphato wa R, bokgoni bja barutwana bo tla bewa kotsing, kudu ge ba eya mephatong ya godimo. Bjalo ka barutabana, go bohlokwa go kwesisa tswelopele le kgolo ya bana go sa kgathalege mengwaga ya bona. Mabokgoni a temogo a fonolotsi a ka bonwa bjalo ka ‘bonamelelo go katlego’ go aleng motheo wo o mobotse go thuto ya barutwana.M. Ed. (Curriculum Studies (Early Childhood Education))Early Childhood Educatio
Climate Justice, Capitalism, and the Political Role of the Psychological Professions
No full textThe term Anthropocene (Age of Human) implies that the reduction of carbon emissions is a matter of changing human behaviour. This risks depoliticising the climate emergency. Everyone is not equally responsible for climate change, and the consequences of climate change are not distributed equally. Climate change is overwhelmingly the result of extractive and exploitative capitalist production. It is thus more useful to understand the climate crisis in terms of the Capitalocene (Age of Capital), with climate justice being a terrain of anti-capitalist struggle. Mainstream responses to climate change have largely neglected the Capitalocene, focusing instead on consumer behaviour. This individualistic approach has been taken up by several ecologically oriented psychological professions, where the emphasis has been on ‘responsible consumer behaviour’ and/or the psychological effects of climate uncertainty. There is, however, a growing critical tradition within the psychological professions that seeks to advance climate justice by taking seriously the capitalist political economy. Indeed, psychological practitioners are equipped with skills that may be useful for activists involved in psychopolitical efforts to consolidate climate justice movements and build political power. We posit three key areas for psychological practitioners working for climate justice movements: solidarity-making, affective mediation, and resource mobilisation.Institute for Social and Health Studies (ISHS
Exploring key performance indicators for selected township small, medium, and micro service enterprises in South Africa to evolve in the organisational life cycle
No full textTownship small, medium, and micro enterprises (“enterprises”) face challenges due to not utilising key lagging and leading performance indicators (“indicators”) to evolve in the organisational life cycle (“cycle”) and rarely progress in the “cycle”. This study aimed to explore which “indicators” within the Results and Determinants Framework (“framework”) may contribute to the selected “enterprises” in South Africa to evolve in the “cycle”. A tailored “framework” was identified, and suitable “indicators” were explored through semi-structured interviews. The findings demonstrated “indicators” such as, social media for competitiveness, maintaining records for financial performance, a customer-centric approach for improving quality of service, and new ideas to enhance innovation. A novel finding was that a few “enterprises” have progressed from the start-up stage to the growth stage. This study suggests that a tailored “framework” and collaboration with government institutions may assist “enterprises” to improve their performance.Management Accountin
An integrated Public-Private Collaboration (PPC) framework to enhance a country's resources: a case for Namibia
No full textDeveloping countries like Namibia are endowed with resources providing opportunities for
economic development. However, the public sector controlling those resources does not always
possess complementary assets needed for value-addition and wealth creation. The private sector
possessing the requisite skills extracts natural resources and exports them in raw form to one
processing centre where the cost of production is low. This misalignment of resources results in
countries with resources endowment losing out on their value. In Namibia, there is rising tension
as public and private sectors accuses each other of doing little to alleviate the socio-economic
challenges facing the populace. In the absence of a well-coordinated public-private dialogue, these
accusations and shunning of responsibilities continue while socio-economic challenges persist.
This study researched Namibia's approach to PPC resulting in developing an integrated PPC
Framework to enhance the resources of the country. Although practised over centuries, PPC in a
formalised and governed practice is relatively new in comparison to the well-established PPP. The
objectives of this study were achieved using combined instruments based on MMR. These
instruments include gathering of primary data using a survey, review of secondary data on
companies and countries, and interviews. Primary data was collected from 389 participants
responding to an invitation sent to 1,000 out of a population of 3,000 senior leaders in the public
and private sector as well as other stakeholder groups. Furthermore, interviews were conducted
with 30 participants selected from the three groups. The outcomes of the quantitative and
qualitative methods were integrated using the sprinkling and mixing/stirring approach. The result
of the study indicates a misalignment between the ownership of resources and complementary
assets required to enhance value. The findings further point to insufficient investment in R&D for
building complementary asset capabilities by both the public and private sectors. Finally, the study
revealed that PPC would be a valuable avenue to assist in solving challenges faced by the country
and positively contribute to economic development. The proposed PPC framework, based on
Namibian circumstances, aims to be universally applicable and replicable. Allowing for slight
amendments, it can be applied to countries facing similar challenges.Business Managemen
The sources of IBN ʿAbidin’s Radd al-Muhtar: a descriptive and numerical study
No full textText in English with summaries in ArabicM. A. (Islamic Studies)Religious Studies and Arabi
The defamatory nature of memes through social media: a case of South African internet regulation
No full textWith the introduction of various social media platforms in the twenty-first century, social media grew at an exponential rate. Social media platforms have become an integral part of our everyday lives, playing an important role in our social environment by helping individuals to stay in touch with others and keeping us informed about global events.
However, with the advent of social media, content aggregation sites, and online discussion, the potential of defamatory content and false comments reaching a large audience has increased dramatically in recent years. Social media sites are designed to encourage and incentivise the dissemination of sensational material without any fact-checking or control.
Despite many of the advantages of social media platforms, they also provide opportunities for abuse and can bring out the worst in people, who are often unconcerned about the consequences of their actions. In today's digital age, it is easier and more rewarding than ever for social media users to spread false information about a person or business. The abuse and misuse are frequently done through memes, and while memes are now recognised as a form of practice and storytelling, they have a tendency to result in defamation.
The study analyses the defamatory nature of memes on social media. Nonetheless, the Internet has made meme spreading a very public behaviour, and the phrase has become an intrinsic part of netizen vocabulary. Memes are among the several kinds of communication used by social media users. Memes, defined as cultural units that spread from person to person were disputed long before the Internet era. Furthermore, the study will consider the following aspects of memes: their global and regional characteristics; their role in Internet communication; and their societal connotation. The study will also look at the impact of Internet memes on one's personality and constitutional rights such as the right to a good name, freedom of expression, and privacy. Finally, the study will include a comparative component that will examine Australian law on the regulation of memes.L.L.M. (Criminal law and Criminal Procedure)Criminal and Procedural La
Operational risk control measures for the Lesotho banking industry to manage a crisis event : a case study of covid-19
Get PDFAbstract in English and TswanaBanks are essential to any economy because they play an important role in ensuring financial stability. Thus, it is critical that banks always remain functional to be profitable and ensure the country's economic progress. The COVID-19 pandemic has had an impact on the economies of many countries, especially on the banking industry of those countries. Thus, the pandemic had the potential to trigger economic crises. It is therefore important that banks plan to prepare for crisis events that could disrupt normal operations and expose them to operational risks. The pandemic revealed many shortcomings in risk control measures for banks to continue to function as critical entities in an economy. This study aims to identify operational risk control measures that may be applicable for preparing banks to address crisis events. These risk control measures were identified from the literature review in a quest to investigate the impact of the COVID-19 pandemic on operational risks faced by banks. The objective was to identify operational risk control measures for the Lesotho banking industry to prepare for future crisis events. The study identified a list of operational risk control measures relevant to a potential crisis event. These control measures were subjected to an empirical analysis to determine their importance and current applicability. Using a closed-ended questionnaire, the study collected the data for statistical analysis. The descriptive and inferential results confirmed that all the identified operational risk control measures are important for ensuring a bank’s preparedness for a potential crisis event. However, although the control measures were rated as currently applicable by the banks, not all of them were adequately implemented. The study recommends that banks develop and implement the risk control measures to adequately prepare for potential crisis events.Libanka li bohlokoa moruong ofe kapa ofe mme li bapala karolo ea bohlokoa ho netefatsa botsitso ba lichelete. Ka lebaka leo, ho bohlokoa hore libanka li lule li sebetsa molemong oa ho boloka phaello le ho netefatsa tsoelo-pele ea moruo oa naha. Leha ho le joalo, seoa sa covid-19 se bile le tšusumetso moruong oa linaha tse ngata mme se bile le monyetla oa ho baka mathata a moruo a ka amang lekala la libanka. Ka lebaka leo, ho bohlokoa hore libanka li rera esale pele ho itokisetsa liketsahalo tsa tlokotsi. Liketsahalo tsa likoluoa li ka 'na tsa senya ts'ebetso e tloaelehileng ea banka, ho pepesa libanka kotsing ea ts'ebetso. Lingoliloeng li ile tsa hlahlojoa e le hore ho khethoe mabaka a kotsi a ts'ebetsong ao libanka li ka 'nang tsa pepeseha ho tsona le ho hlalosa mehato e nepahetseng ea ho laola kotsi. Boithuto bo tsoetse pele ho hlahloba phello ea seoa sa covid-19 kotsing ea ts'ebetso ea banka. Sepheo e ne e le ho hloaea mekhoa ea taolo ea kotsi eo indasteri ea libanka ea Lesotho e ka e sebelisang molemong oa ho itukisetsa likoluoa tse tlang, tse entseng tlhahlobo e matla ea boithuto bona. Libanka tse tharo ho tse hlano tsa Lesotho li kenyelelitsoe datha tsa mohlala. Ts'ebetso ea banka e bohareng ke e 'ngoe ea tsona. Palo ea baahi e kenyelelitse ba arabetseng ba 41 ho tsoa libankeng tse tharo. Lintlha tse fumanoeng li ile tsa bapisoa ho sebelisoa phuputso, 'me mofuputsi o ile a leka ho koala lekhalo pakeng tsa bohlokoa ba libanka ho kenya ts'ebetsong litsamaiso tse bontšitsoeng tsa kotsi le ts'ebetsong ea hona joale ea litsamaiso ho bonts'a liphello tse hlalosang le tse fokolang. Mehato eohle e tiisitsoeng ea taolo ea kotsi e bohlokoa ebile e sebelisitsoe libankeng; leha ho le joalo, ho bonahala ho na le lekhalo ts'ebelisong ea litsamaiso. Tlhahlobo e bonts'a taolo ea bohlokoa ea ts'ebetso ea likotsi tseo libanka li ka li sebelisang ho itokisetsa mathata le ho netefatsa tsoelo-pele ea khoebo ha ho ka ba le mathata.M. Com. (Business Management)Business Managemen