214 research outputs found
Living Communities
No full textWe want to open this issue with special recognition of Prof. Teboho Moja, our Editor-in-chief, who has been recognised and esteemed with a number of national and international awards. Prof. Moja is honoured with the NRF Lifetime Achievement Award, a Women in International Education Award as Teacher/Academic Director of the Year, and the Martin Luther King, Jr. Faculty Award
Living communities
No full textCITATION: Schreiber, B., Luescher, T. M. & Moja, T. 2019. Living communities. Journal of Student Affairs in Africa, 7(2):v-vii, doi:10.24085/jsaa.v7i2.3820.The original publication is available at https://www.journals.ac.za/index.php/jsaaWe want to open this issue with special recognition of Prof. Teboho Moja, our Editorin‑chief, who has been recognised and esteemed with a number of national and international awards. Prof. Moja is honoured with the NRF Lifetime Achievement Award, a Women in International Education Award as Teacher/Academic Director of the Year, and the Martin Luther King, Jr. Faculty Award.https://www.journals.ac.za/index.php/jsaa/article/view/3820Publisher's versio
Institutional challenges and implications for HEIS: transformation, mission and vision for the 21st century
No full textIn the 21st century, higher education institutions (HEIs), as well as the sector in general, face many challenges related to achieving a balance between responding to and initiating change. Their problems are further exacerbated by the necessity to serve national needs as well as to be world players who can meet global needs. Government initiatives to reform
higher education systems focus on transforming institutions to meet national needs and to make their nations competitive in a global world. In contrast, most institutions focus their transformation on survival and competition with other institutions in the sector as well as
outside the sector. Meeting national needs has been relatively easier to achieve because the institutions were set up with that requirement in mind. What remains a challenge is to redefine higher education and its role in a globalized world in which global challenges need global solutions. Institutional initiatives to address global problems, however limited, have been essential for linking institutions to the global development agenda, although their contribution to sustainable development at a global level has been inadequate. There is a need for new types of institutions that will tackle global issues and focus on an agenda for human and social development.Peer Reviewe
The Picture Letters: an "Illustrated Story-Telling" by Beatrix Potter
No full textA distinctive and noteworthy detail of Beatrix Potter’s literary production is her ability to coordinate text and illustrations, both created by herself. This feature is already evident in the picture letters that the author addressed to children and acquaintances, and that will inspire her most famous stories.
In my presentation, I focus primarily on Beatrix Potter’s artistic education. Then I dwell the characteristics of her picture letters, making particular reference to the evolution of the Tale of Peter Rabbit from letter to its first commercial edition. Finally, as illustrations are so important in Beatrix Potter’s picture letters as well as in her later books, I focus on their characteristics, emphasizing their innovations compared to other children’s illustrations of her age.Even as a child, Beatrix Potter (1866-1943) shows a strong propensity for the arts. Grown up studying scientific manuals, didactic tales, and picture books for children, and observing with curiosity the world around her, Beatrix Potter in her literary production combines the talent for prose with that for drawing. In fact, in the many tales for which she is remembered, many illustrations are used as a supplement to the written text.
The interesting relationship between text and images is particularly evident demonstrated in the series of picture letters – an expression coined by the author herself – letters that Beatrix Potter directs to the Moore children, and from which she will draw inspiration for her most famous characters, such as Peter Rabbit and Benjamin.
In my paper, I intend to study this series of letter, dwelling in particular on their format, based on the relationship between narration and pictures. This formal choice is a true artistic statement of the author, a choice that offers multiple interpretations to the story, and stimulates the attention of the children to whom the letters are addressed, realizing what Linda Lear defines as an “illustrated story-telling”.
Thanks to their unconventional format, the picture letters represent a focal point in Beatrix Potter’s literary production. Probably, just understanding how much her young readers appreciated these letters, the author reached to the idea of writing and illustrating books for children.
These letters are also an artistic experiment and a valid means to mediate between contrasting worlds: the imagination and the natural sciences, fantastic stories for children and the social considerations Beatrix Potter provides in her diary, the iconic impact of the visual set against the structural elements at the base of story-telling (Lear, 2008:132). Nor should it be forgotten that Beatrix Potter used her real life and pets as inspiration for her picture letters. Thus, the letters are capable of reconciling the author’s private experience and her public art.
Illustrations in the picture letters deserve particular attention. They are inspired by the pictures drawn by famous artists for children, such as Edward Lear (1812-1888), Walter Crane (1845-1915), and Rudolph Caldecott (1846-1886). At the same time, Beatrix Potter demonstrates an exceptional scientific accuracy and invaluable attention to detail in them. The self-apprenticeship and study Beatrix Potter had pursued at the Natural History Museum in South Kensington strongly influences the animals in the picture letters – even if they are anthropomorphized, as evidenced by the pretty clothes with which they are equipped – and the bucolic nature around them. The scientific attention demonstrated by Potter’s pictures testifies to a well-spread Victorian attention for the natural sciences, displayed especially by high-society women
Racism and corona : two viruses affecting higher education and the student experience
No full textCITATION: Schreiber, B., Moja, T. & Luescher, T. M. 2020. Racism and corona : two viruses affecting higher education and the student experience. Journal of Student Affairs in Africa, 8(1):v–ix, doi:10.24085/jsaa.v8i1.4178.The original publication is available at https://www.journals.ac.za/index.php/jsaaThis issue comes at a time when the world is in the grip of the Corona virus pandemic and on lockdown, and when there is a worldwide outrage over the continuous violation of black bodies and the injustice and inhumanity inherent in systems and practices steeped in racism. The corona virus and its impact on higher education, on students and Student Affairs and Services, and the devastating impact of racism in higher education and the student experience and the work it involves for Student Affairs and Services are the themes of this editorial.https://www.journals.ac.za/index.php/jsaa/article/view/vPublisher's versio
National and institutional responses – reimagined operations – pandemic disruptions and academic continuity for a global university
No full textThe 2019/2020 academic year started well with no anticipation of what was in store for the second semester and how the year would end. New students were welcomed on campus and included international students and international faculty members. It was business as usual, a beautiful and colorful fall semester that transitioned into a cold winter season. Spring arrived after a long winter season and it was off to a good start as well until the pandemic hit.
This paper reflects on how an institution with multiple sites responded to the pandemic and what the impact of those disruptions were on the core activities of a university. As a university with the largest number of international students and a footprint on every continent, the university had to coordinate its activities around the world to complete the academic year and start another one. The university is the largest private employer in the city with over 50,000 students and more than 19,000 employees. The main focus of this reflection paper is the New York city campus where the author is based and key areas of this reflections include the impact of the pandemic on international students, teaching, research and funding related issues. Activities were normalized through central command instructions and guidance that were sometimes helpful and at other times overwhelming, but the work continued and the academic year was completed. The new academic year started with minor variations on the start dates. For example, the portal campuses at Abu Dhabi started on Sunday 6th September and New York city campus started on Wednesday 2nd September, whilst the Shanghai campus started on Monday the 14th. Reflections include personal impact and experiences within the academic setting.https://www.tandfonline.com/loi/cshe20hj2022Centre for the Advancement of Scholarshi
Incidence of bullying and victimisation among adolescents in New Zealand
No full textBullying and victimisation are highly prevalent among young people, and both bullies and victims exhibit negative outcomes (Stassen Berger, 2007). Adolescents are greatly involved in bullying and experience particularly adverse outcomes in comparison with children (Kim & Leventhal, 2008; Simon-Davies, 2011). Furthermore bullying phenomena are under-researched in New Zealand samples. This paper aims to describe the nature of bullying and victimisation in a large sample of New Zealand adolescents and compare the findings to results from international samples. Four types of bullying will be assessed: traditional bullying inside the school, traditional bullying outside the school, cyber bullying via text message and cyber bullying via the internet. The same four types of victimisation will also be assessed
Desafíos institucionales y sus implicaciones en las IES: transformación, misión y visión para el siglo XXI
No full textEn el siglo XXI, las instituciones de educación superior, así como el sector en general, se enfrentan a muchos desafíos relacionados con alcanzar un equilibrio entre responder al cambio e iniciarlo. Sus problemas se ven agravados por su necesidad de cubrir necesidades nacionales, así como de ser actores mundiales que pueden satisfacer necesidades globales. Las iniciativas del gobierno para reformar los sistemas de educación superior se centran en transformar las instituciones para que cubran las necesidades nacionales y hagan que sus países sean competitivos en un mundo global. En cambio, la mayoría de las instituciones centra su transformación en la supervivencia y la competencia con otras instituciones tanto dentro como fuera del sector. Ha sido relativamente más fácil satisfacer las necesidades nacionales porque las instituciones fueron creadas con dichas necesidades en mente. La redefinición
de la educación superior y su rol en un mundo globalizado en el que los desafíos globales necesitan soluciones globales sigue siendo un reto. A pesar de sus limitaciones, las iniciativas institucionales para abordar los problemas globales han sido esenciales para vincular a las instituciones con la agenda de desarrollo global, aunque su contribución al desarrollo sostenible en un nivel global ha sido inadecuada. Son necesarios nuevos tipos de instituciones que aborden cuestiones globales y se centren en una agenda basada en el desarrollo humano y social.Peer Reviewe
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