DOCSLIB.ORG

Interaction of Socio-Cultural Backgrounds and Beliefs With

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Interaction of Socio-Cultural Backgrounds and Beliefs With Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1994 Interaction of socio-cultural backgrounds and beliefs with conceptions of the nature of science, societal issues, and instructional ideology among secondary science teachers in Zimbabwe Overson Shumba Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Curriculum and Instruction Commons, Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons Recommended Citation Shumba, Overson, "Interaction of socio-cultural backgrounds and beliefs with conceptions of the nature of science, societal issues, and instructional ideology among secondary science teachers in Zimbabwe " (1994). Retrospective Theses and Dissertations. 11322. https://lib.dr.iastate.edu/rtd/11322 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely aSect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left>hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for aiqr photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 3l3.'761-4700 800/521-0600 Order Number 9518445 Interaction of socio-cultural backgrounds and beliefs with conceptions of the nature of science, societal issues, and instructional ideology among secondary science teachers in Zimbabwe Shumba, Overson, Ph.D. Iowa State University, 1994 UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 Interaction of socio-cultural backgrounds and beliefs with conceptions of the nature of science, societal issues, and instructional ideology among secondary science teachers in Zimbabwe by Overson Shumba A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Curriculum and Instruction Major: Education (Curriculum and Instructional Technology) Approvi Signature was redacted for privacy. In6Ch»ee of Major Work Signature was redacted for privacy. For the Major Department Signature was redacted for privacy. For the Graduate College Iowa State University Ames, Iowa 1994 ii TABLE OF CONTENTS CHAPTER L INTRODUCTION 1 Background to the problem 1 Statement of the problem 10 Research questions 11 Significance of the study 12 Assumptions of the study 17 Limitations of the study 18 Definition of terms and constructs 19 Explanation of the dissertation format 21 Explanation of conceptual linkage among dissertation papers 22 CHAPTER II. INTERACTION OF TRADITIONAL SOCIO-CULTURAL VARIABLES WITH INSTRUCTIONAL IDEOLOGY AND KNOWLEDGE OF THE NATURE OF SCIENCE: A REVIEW OF THE LITERATURE WITH IMPLICATIONS FOR ZIMBABWE 23 Abstract 23 Introduction 23 Some notions of the nature of science 24 Significance of societal expectations and socio-cultural context 29 Indigenous culture of Zimbabwe 31 Nature of science studies 37 Instructional ideology studies 39 Theoretical and practical significance of socio-cultural and world-view research 40 Implications for science education research 44 References 46 CHAPTER III. RESEARCH DESIGN AND METHODOLOGY 51 Introduction 51 Null hypotheses 51 Sample 53 The BEd program history and structure 54 Data collection procedures 56 Data analysis procedures 58 Reliability of scales 59 Sample demographics 62 Summary 74 Ill CHAPTER rV. SCIENCE TEACHERS' ASSESSMENT OF THE INTERACTION OF INDIGENOUS AFRICAN CULTURE WITH SCIENCE EDUCATION IN ZIMBABWE 75 Abstract 75 Background 75 Research questions and conceptual fran\ework 79 Methodology 81 Data analysis 82 Results 84 Discussion 96 Implications 109 Conclusion Ill References 112 CHAPTER V. RELATIONSHIP BETWEEN SECONDARY SCIENCE TEACHERS- ORIENTATION TO TRADITIONAL CULTURE IN ZIMBABWE AND BELIEFS CONCERNING SCIENCE INSTRUCTIONAL IDEOLOGY 116 Abstract 116 Background 116 Overview of indigenous culture of Zimbabwe 117 Significance of indigenous cultural variables to science education.. 120 Hypotheses 123 Sample 124 Instrumentation 126 Results 128 Discussion 139 Conclusion 144 References 145 CHAPTER VI. INDIGENOUS ZIMBABWEAN SCIENCE TEACHERS' UNDERSTANDING OF THE NATURE OF SCIENCE RELATIVE TO MODELS OF THE NATURE OF SCIENCE AND RELATIVE TO PROHLES OF TEACHERS IN TWO COUNTRIES 149 Abstract 149 Introduction 149 Statement of problem 152 Research questions 153 Methodology 154 Results 159 Summary, discussion, and conclusion 178 References 182 i V CHAPTER VII. ASSESSMENT OF SECONDARY SCIENCE TEACHERS* AWARENESS OF A SCIENCE-TECHNOLOGY-SOCIETAL ISSUE RELATIVE TO KNOWLEDGE OF THE NATURE OF SCIENCE, INSTRUCTIONAL IDEOLOGY, AND TO ORIENTATION TOWARDS TRADITIONAL CULTURE IN ZIMBABWE 185 Abstract 185 Background 185 Research questions 189 Sample 191 Data analysis 195 Results 197 Discussion 204 Conclusion 208 References 209 Appendix 211 CHAPTER VIII. SUMMARY, DISCUSSION, AND RECOMMENDATIONS 213 Introduction 213 Interpretation of results and conclusions 213 Summary and discussion 220 Conclusion 225 REFERENCES 227 ACKNOWLEDGEMENTS 232 APPENDIX: SUPPLEMENTARY DATA TABLES 234 1 CHAPTER I. INTRODUCTION This study measured secondary science teachers' conceptions and beliefs concerning the nature of science and scientific knowledge, science-related societal issues, instructional ideology, and traditional culture in Zimbabwe. The 63 teachers were enrolled in the Bachelor of Education (BEd) at the University of Zimbabwe in 1994. Although technically these teachers are students on the BEd program, they are referred to as "BEd science teachers" in the study. The study explored the science teachers' socio-cultural backgrounds as well as their level of commitment to indigenous cultural beliefs and values and how they interacted with science education. Relationships among teachers' socio-cultural backgrounds and orientation to indigenous culture and their perceptions on the nature of science and scientific knowledge, on a societal issue, and on instructional ideology were explored. Background to the problem Snow (1961) more than three decades ago described "the gulf of mutual incomprehension" between the scientifically literate and the non-scientifically literate. More recently, the National Commission on Educational Excellence (1983) in the USA reported that "there is a growing chasm between a small scientific and technological elite and a citizenry of ill-informed, indeed uninformed, on issues with a science component" (p. 10). In order to narrow this chasm it is essential to provide a general education in science for all so that a greater segment of society can attain scientific and technological literacy. The goal of scientific and technological literacy is featured also in non-western countries who are said to "have lost the freedom to exclude science as a culture from their own culture, because science and technology have become a widespread culture in the world (Ogawa, 1986; p. 117). However, as abundantly clear from predominandy western literature, defining scientific and technology literacy is neither easily done nor easily implemented. Several valid perspectives on science and technology literacy exist. For example, numerous researchers identify understanding the nature of science as perhaps its most important 2 dimension (Meichtry, 1993; Andersen, Samuel, & Harty, 1986; Lederman, 1992,1986 & 1987; Rubba & Andersen, 1978; Kimball, 1967). The widely acclaimed Project 2061: Science for all Americans sets one of the benchmarks for science literacy as understanding nature of science (American Association for the Advancement of Science, 1989) [AAAS]. The AAAS defines the nature of science in terms of three literacy goals, understanding the scientific world view, understanding scientific inquiry, and understanding the scientific enterprise. Almost underscoring the importance of nature of science, the National Association for Research in Science Teaching (NARST) (Good, 1992) committed issue 4 of volume 29 of the Journal of Research in Science Teaching to "teaching about the history and nature of science and technology". Others nominate understanding the interaction
Load more

Recommended publications
  • National Identity and Post-Colonial Development: Dictatorial Zimbabwe and Democratic Republic of South Africa Master's Thesis
    National Identity and Post-Colonial Development: Dictatorial Zimbabwe and Democratic Republic of South Africa Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Department of Global Studies Chandler Rosenberger, Advisor Jasmine Waddell, Advisor Richard Parmentier, Chairman In Partial Fulfillment of the Requirements for Master’s Degree By Andrea Cohen August, 2011 Copyright by Andrea Cohen © 2011 Dedication I would like to dedicate this piece of work to my parents, Fran and Les Cohen. Their hard work and endless support has allowed me to take up any opportunity that comes my way, including my desire to earn a Master’s degree. My Dad has shown me through example the importance of a strong work ethic. His quotes comparing hard work to sports always hang above my desk. Both my parent’s high regard for the needs of others has in part inspired me with a passion to better the lives of those who live in poverty, fear and oppression. I am eternally grateful for their enduring love, guidance, support. Acknowledgements I would like to thank my graduate advisers for their role in my education and for their guidance and support throughout the process. Professors Jasmine Waddell and Chandler Rosenberger’s intellect always inspired me to keep learning, think harder, and dig deeper. I cannot possibly thank Professor Waddell enough for her enduring support throughout the writing process. Each conversation with her left me feeling renewed, validated, and ready to tackle the challenge ahead. Professor Rosenberger always pushed me to achieve the perfection he knew I was capable of, and for that I am thankful to him.
    [Show full text]
  • IMAGES of POWER: AFRICAN ART and ARCHITECTURE (African Art from Before 1800) AFRICAN ART and ARCHITECTURE Before 1800
    IMAGES OF POWER: AFRICAN ART and ARCHITECTURE (African Art from before 1800) AFRICAN ART and ARCHITECTURE before 1800 Online Links: Great Zimbabwe – Unesco Great Zimbabwe – Wikipedia Great Kingdoms of Africa - Great Zimbabwe - YouTube Great Mosque of Djenné – Wikipedia Great Mosque of Djenne - New York Times Great Mosque of Djenne - Sacred Destinations Golden Stool - Asanteman Association of the USA Documentary - Asante Kingdom – YouTube Ndop Portrait - Brooklyn Museum of Art AFRICAN ART and ARCHITECTURE before 1800 Online Links: Mysteries of Great Zimbabwe - PBS Nova Ashanti Stool - University of Texas Hyder Collection at Tarleton Nok head, fired clay, c. 500 BCE- 200 CE The earliest ceramic sculpture was unearthed in the vicinity around Nok, a small village around Nok, a small village in the Jos plateau of central Nigeria. The great majority of the more than fifteen hundred pieces of recovered sculpture represent human heads and bodies. This head has a much more typical arching brow and an elaborate coiffure of five buns. Four of the buns have a hole on top, probably for the insertion of feathers or other decoration. Although the use of these terracotta sculptures is uncertain, they probably functioned in ancestral worship practices. Some scholars have suggested that woman may have been responsible for modeling some of the ancient ceramic figurative sculpture usually attributed to male artists. Conical Tower and Circular Wall of Great Zimbabwe. Southeastern Zimbabwe. Shona peoples, c. 1000-1400 C.E. Coursed granite blocks. The form of the Conical Tower, the most dramatic of all the symbols at Great Zimbabwe, suggests a grain bin. Traditionally, a Shona ruler receives tribute in grain and distributes this to guests, the needy, and in times of drought, making the grain bin a symbol of royal authority and generosity.
    [Show full text]
  • Understanding Conceptualizations and Structural Environment For
    University of South Carolina Scholar Commons Theses and Dissertations 6-30-2016 Understanding Conceptualizations and Structural Environment for Improving Pre-Pregnancy Planning for Adolescent Girls and Young Women in Harare, Zimbabwe Chiwoneso Beverley Tinago University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Health and Medical Administration Commons Recommended Citation Tinago, C. B.(2016). Understanding Conceptualizations and Structural Environment for Improving Pre-Pregnancy Planning for Adolescent Girls and Young Women in Harare, Zimbabwe. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/3515 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. UNDERSTANDING CONCEPTUALIZATIONS AND STRUCTURAL ENVIRONMENT FOR IMPROVING PRE-PREGNANCY PLANNING FOR ADOLESCENT GIRLS AND YOUNG WOMEN IN HARARE, ZIMBABWE by Chiwoneso Beverley Tinago Bachelor of Science William Carey University, 2009 Master of Public Health University of Southern Mississippi, 2010 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Health Promotion, Education, and Behavior The Norman J. Arnold School of Public Health University of South Carolina 2016 Accepted by: Lucy Annang Ingram, Major Professor Edward A. Frongillo, Committee Member Christine E. Blake, Committee Member David Simmons, Committee Member Barbara Engelsmann, Committee Member Lacy Ford, Senior Vice Provost and Dean of Graduate Studies © Copyright by Chiwoneso Beverley Tinago, 2016 All Rights Reserved. ii DEDICATION I dedicate this research to my family. To my dearest mother, Gloria Chiedza Tinago for being my rock throughout this process.
    [Show full text]
  • Shona Culture of Zimbabwe's Views of Giftedness
    High Ability Studies, Vol. 15, No. 2, December 2004 Shona culture of Zimbabwe’s views of giftedness Constantine Ngara* and Marion Porath University of British Columbia TaylorCHAS15211.sgm10.1080/1359813042000314772High1359-8139Original2004European152000000DecemberConstantineNgaracnga@interchange.ubc.ca Ability and Article Council (print)/1469-834XFrancis Studies 2004for Ltd High Ability (online) In an exploratory study designed to investigate Shona culture of Zimbabwe’s views of giftedness, data were collected from sixteen Zimbabwean academics of Shona cultural background. Using questionnaire narratives, the study established that Shona culture views giftedness as an unusual ability blessed in an individual through ancestry which enables him/her to perform with unparalleled expertise even in challenging domains. The hallmarks of Shona culture’s views of giftedness are abil- ity to succeed, solve problems, creativity, interpersonal relationships and spirituality. When values are held constant, Shona culture’s views of giftedness do not differ from views in contemporary psychology. The study recommends fusing together cultural and modern views of giftedness in the school curriculum in order to develop a diversity of talents in students. Despite consensus that giftedness manifests in all racial and cultural groups (e.g., Florey & Tafoya, 1988; Kokot, 1992; Stone, 2003), its definition and tools for identi- fying gifted children have of late aroused more debate and controversy than consen- sus, let alone unanimity. The central issue has been and still is defining the relationship between giftedness and intelligence. As observed by Baldwin (2004), positions held in the twentieth century varied, but shifting from the IQ paradigm of viewing intelligence to define giftedness more broadly has been quite difficult.
    [Show full text]
  • Intergovernmental Conference on Language Policies in Africa
    LANGUAGE POLICIES IN AFRICA INTERGOVERNMENTAL CONFERENCE ON LANGUAGE POLICIES IN AFRICA Harare, Zimbabwe 17-21 March 1997 FINAL REPORT (revised) by Herbert Chimhundu (Rapporteur General / University of Zimbabwe) Unesco Web version edited by Karsten Legère INTERGOVERNMENTAL CONFERENCE ON LANGUAGE POLICIES IN AFRICA Harare, Zimbabwe, 17-21 March 1998 FINAL REPORT by Herbert Chimhundu (Rapporteur General / University of Zimbabwe) ©UNESCO 2002 Preliminary remarks The material enclosed in this web version of the forthcoming publication “Language Policies in Africa” was originally compiled by Herbert Chimhundu after the Harare conference in March 1997. At that time, Prof. Chimhundu was commissioned by UNESCO to write a report on the meeting and to compile the speeches and other documents. The manuscript that he subsequently submitted to UNESCO was left unattended until Director Noriko Aikawa (Intangible Heritage Unit of UNESCO) approached me in a letter dated February 6, 2001, where she expressed UNESCO’s wish to have the manuscript published as soon as possible. She suggested that both a publisher and funds for subsidising the publication be found. The latter was a rather difficult issue, since a number of potential donors who were contacted while I was in Namibia were not able to support the publication. Finally, some Norwegian colleagues from Oslo University responded positively. They were prepared to fund publication of the document in Namibia within the framework of the trilateral cooperation between Universities of Oslo, Zimbabwe and Gothenburg. In the meantime, the manuscript returned by UNESCO was thoroughly checked to make sure that the version to be submitted to potential donors and publishers was in a proper shape.
    [Show full text]
  • Zimbabwean Culture Contents Page
    Zimbabwean Culture Contents Page General Information 3 Core Concepts 5 Greetings 9 Religion 9 Family 10 Naming 12 Dates of Significance 12 Etiquette 13 Do's and Do Not's 14 Communication 15 Other Considerations 16 Business Culture 17 Zimbabweans in Australia 18 Glossary 19 References 24 Cultural Atlas SBS, Copyright 2018 Last accessed October, 2018 2 General Information Zimbabwe Unspecified (0.2%) [2012 est.] Population 14,546,961 Australians with Zimbabwean Ancestry [July 2016 est.] 16,937 [2016 census] Languages Shona (official) Nbebele (official) English (official) Minority languages: Chewa, Tonga, Chibarwe, Kalanga, Koisan, Nambya, Ndau, Shangani, sign language, Sotho, Tonga, Tswana, Venda and Xhosa Note: All minority languages listed are officially recognised. Religions Protestant Christianity (75.9%) Roman Catholic Christianity (8.4%) Other Christianity (8.4%) No Religion (6.1%) Other (1.2%) [2011 est.] Ethnicities African (99.4%) [predominantly Shona, Nbebele is second largest ethnic group] Other (0.4%) Cultural Atlas SBS, Copyright 2018 Last accessed October, 2018 3 Zimbabweans in Australia English (67.0%) Shona (23.9%) Population Ndebele (3.2%) 34,787 Afrikaans (1.6%) [2016 census] Other (4.2%) This figure refers to the number of Australian Of those who speak a language other than residents that were born in Zimbabwe. English at home, 96.8% speak English Average Age fluently. 38 Diaspora Gender Western Australia (32.5%) Male (49.3%) Queensland (27.6%) Female (50.7%) New South Wales (18.6%) Religion Victoria (12.5%) Anglican Christianity (19.6%) Arrival to Australia Catholic Christianity (18.1%) Prior to 2001 (33.4%) No Religion (11.3%) 2001-2006 (34.1%) Christianity ndf.
    [Show full text]
  • Culture, Risk and HIV: the Case of Black African Migrants and Refugees in Christchurch, New Zealand
    Culture, Risk and HIV: The Case of Black African Migrants and Refugees in Christchurch, New Zealand Gerida Joseph Birukila A thesis submitted for the degree of Doctor of Philosophy University of Otago, Dunedin, New Zealand July 2012 Abstract Black African migrants and refugees are disproportionately affected by heterosexually acquired HIV in New Zealand. Despite this, there are no data on their HIV related sexual attitudes, beliefs and behaviours. This sequential mixed methods study aimed to address this gap. The study had four phases: community consultation, social mapping, a survey, and focus group discussions. Ten community researchers were nominated during consultation and received training in research methods. The community researchers used social mapping techniques to identify social venues and events (such as churches, mosques, soccer games, drums of Africa, Miss Africa Christchurch, baby showers, hair salons, universities, colleges and formal and informal community organisations) from which to recruit participants for the survey phase. The questionnaire from the Mayisha I study in the UK was adapted for use in this study. The survey used a self-administered questionnaire on HIV-related sexual behaviours, attitudes and practices. A sub-sample of survey participants was purposively selected and invited to attend the focus group discussions to explore the issues identified in the survey findings in more depth. In total, 250 participants completed the survey questionnaire and five focus groups were conducted. Participants came from 13 different countries in Africa (Tanzania, Kenya, Ghana, Nigeria, Somalia, Ethiopia, Eritrea, Sudan, South Africa, Zimbabwe, Zambia, Malawi and Botswana). Risk factors identified in this study included low condom use, low HIV risk perception, having more than one sexual partner (including concurrently) and previous sexually transmitted disease (STD) diagnosis.
    [Show full text]
  • Revue Des Contenus De L'histoire Générale De L'afrique
    REVIEW OF THE CONTENTS OF THE GENERAL HISTORY OF AFRICA (Recommendations) Pedagogical use of the General History of Africa UNESCO Culture Sector 2010 Professor Doulaye KONATE 1 Volume I: Methodology and Prehistory of Africa Pedagogical recommendations The themes to be retained should take account of general issues which concern Africa as a whole. Accordingly, textbooks should integrate the contribution made by archaeology to understanding Africa's past. 1) A presentation of human fossils (Chapter 18) will indicate the palaeontological origins of man up to the advent of modern man; 2) Data should be taken from Chapter 13 and updated for an introduction to the physical geography of the continent and from Chapter 16 on the palaeoclimatology of Africa; 3) The regional syntheses should be adapted via a coherent chronological approach. Chapters could be dedicated to the following themes: • Cultural origins: Manufacturing tradition of all early tools. • Chronological dating techniques could be explained in coloured headings with diagrams. • Early modern man and regional traditions: hunters specializing in gathering. • Early farmers and livestock breeders in ancient Africa: updated information should be presented on the appearance of agriculture and stock breeding. • Early artists and artisans in ancient Africa: updated information should be presented on rupestrian art in Africa and the appearance of metallurgy. • Archaeology as a cultural heritage and its links with the identity of peoples. Volume II: Ancient Africa Recommendations for pedagogical use In general terms With a view to the use of Volume II for teaching, it is necessary to recall that, during the period of antiquity, the history of Africa is dominated by that of the Nile Valley, where early socio-political organizations were established and subsequently left numerous traces.
    [Show full text]
  • Saidi Dphil Final 2016.Pdf
    CRACKING THE NONVERBAL CODE: ANALYSING CULTURAL ARTEFACTS OF THE BATONGA IN ZIMBABWE. BY UMALI SAIDI A thesis submitted in fulfilment to the requirements of the degree of DOCTOR OF PHILOSOPHY in the subject of LINGUISTICS at MIDLANDS STATE UNIVERSITY SUPERVISORS: PROF. C. PFUKWA PROF. K. B. KHAN JUNE 2016 ii for Saidi ‗CheKáSande‘ Sande (13 November 1945-22 June 1998) Chisusulumbe –kuchiona ndisoka, you did not live longer enough to see your dream come true. Luciano Bolpagni (31 January 1936-8 April 2006), per la tua bisognio d‘io avere dottore. i DECLARATION Student Number: R0225007 I, Umali Saidi, declare that Cracking the nonverbal code: Analysing Cultural Artefacts of the BaTonga in Zimbabwe is my work and that sources I have used or quoted have been indicated and acknowledged by means of complete references. --------------------------- Signature Date: JUNE 2016 ii ACKNOWLEDGEMENTS After years of academic tutorage, the list is quite long of those who contributed in varying ways to this thesis, for which I would like to express my profound gratitude: First, I recognize the Almighty God for his providence that saw this work coming to fruition amidst insurmountable academic and related challenges. This study materialized because of the magnanimous, high-minded and unceasing support I got from the Midlands State University through the Research & Post-Graduate Department. Also, the indefatigable academic mentoring given by Prof. C. Pfukwa and the inexorable academic guidance by Prof. K.B Khan. The sagacious advices, insightful criticisms, patience and encouragement adage research and writing of this thesis in innumerable ways. I wish to express my deepest thanks to my mentors at Midlands State University Dr.
    [Show full text]
  • Version 6, 11/02/2018 01:41:35
    Running head: SPEARMAN’S G IN 31 NON-WESTERN CULTURES 1 Spearman’s g Found in 31 Non-Western Nations: Strong Evidence that g is a Universal Phenomenon Russell T. Warne & Cassidy Burningham Utah Valley University Russell T. Warne, Department of Behavioral Science, Utah Valley University; Cassidy Burningham, Department of Behavioral Science, Utah Valley University. Cassidy Burningham is now affiliated with the College of Social Work, University of Utah. We appreciate Salaheldin F. Bakhiet, Michael J. Boivin, Amelia Díaz, Juana Gómez- Benito, Tippawan Pongcharoen, Nicolas Ruffieux, Ola Sternäng, and Fons J. R. van de Vijver for their willingness to share their data with us in the spirit of open science and cooperation. We commend the foresight of the researchers who made their data or correlation matrices available publicly for future analyses. We acknowledge the help from two librarians at the Utah Valley University Fulton Library: Karen Sturtevant (for whom no interlibrary loan request is too difficult or obscure) and Emily Bullough (for helping us devise a systematic literature search procedure). We also greatly appreciate all the people who have collected the data we analyzed in this article, many of whom administered psychological tests under very difficult circumstances. A poster based on this study was presented on July 13, 2018, at the International Society for Intelligence Research in Edinburgh, Scotland. Study pre-registration, materials, annotated data files, and factor analysis results are available at https://osf.io/tgq5y/ Correspondence concerning this article should be addressed to Russell T. Warne, Department of Behavioral Science, Utah Valley University, 800 West University Parkway MC 115, Orem, UT 84058.
    [Show full text]
  • Probing How the Cultural Practice of Chinamwali Among the Shangaan People Is Used to Construct ‘Womanhood’
    COLLEGE OF HUMANITIES, SCHOOL OF SOCIAL SCIENCES CONSTRUCTING “WOMAN”: PROBING HOW THE CULTURAL PRACTICE OF CHINAMWALI AMONG THE SHANGAAN PEOPLE IS USED TO CONSTRUCT ‘WOMANHOOD’ WILLIAM MUCHONO (215076052) A thesis submitted in fulfillment of the requirements of the award of the degree of Doctor of Philosophy (PhD) in Anthropology at the University of KwaZulu-Natal, South Africa SUPERVISOR: Prof. Maheshvari Naidu August 2018 DECLARATION This work is being submitted in fulfillment of the requirements for the PhD in Anthropology in the Faculty of Humanities, Development and Social Sciences, University of KwaZulu-Natal, Howard College, Durban, South Africa. I, William Muchono, hereby declare that this thesis is my own unaided work and has not been submitted previously for any degree or examination in any other university. All references, citations, and borrowed ideas have been duly acknowledged. Signed: Date: 20/08/18 As the Candidate’s supervisor, I agree to the submission of the thesis Supervisor: Professor Maheshvari Naidu Signed: Date: 20/08/18 i DEDICATION I dedicate this to my late daughter, Jean Anopa Muchono. I know you are in a safe place. Rest in Peace my Angel. I owe this achievement to the Almighty God. To my mother Lilian Muchono, my wife Nyasha Muhono, siblings and in-laws, this is for you. ii ACKNOWLEDGEMENTS I owe this success to God Almighty for the being faithful always. I could not achieve this without the grace that is upon me. I also want to acknowledge the people of Mahenye community – the chief, the headmen, men and women who shared their lived experiences, knowledge and understanding of their cultural practice of chinamwali/ khomba.
    [Show full text]
  • African Art: a Bibliographic Guide
    SMITHSONIAN INSTITUTION LIBRARIES AFRICAN ART: A BIBLIOGRAPHIC GUIDE SMITHSONIAN INSTITUTION LIBRARIES RESEARCH GUIDE NO. 4 AFRICAN ART: A BIBLIOGRAPHIC GUIDE Janet L. Stanley FOREWORD The Smithsonian Institution Libraries established its Research Guide Series in order to bring the substantive collections of this major research library to the attention of scholars and the public. The present guide is the fourth of the series. Janet Stanley' s bibliographic guide is a selective list of many valuable books touching various aspects of African Art studies and collection. It is designed both for the lay person approaching this rich and varied field for the first time and for the seasoned professional. Scholars will recognize this compilation to be a discriminating reference guide to seminal works in the growing bibliography of African arts, crafts and architecture as well as the state of the art market and collecting. We earnestly hope that this work will reach the wide audience for which it was intended and that all readers will benefit from the professional judgment Janet Stanley has imposed upon this well organized and carefully arranged bibliographic guide. Robert Maloy, Director Smithsonian Institution Libraries September 1984 INTRODUCTION Purpose. This bibliography is an introductory guide to the literature of African art and is intended to be a critical "best books" list. It is addressed both to the newcomer as a beginning reading list, and to the specialist as a bibliographic aide-memoire to some of the standard books in the field. As such, it is highly selective, and the very inclusion of a title in this guide constitutes a recommendation, even though particular titles may have limitations.
    [Show full text]