Fostering regional universities and balanced national development - National university promotion plan -

2021 ◽  
Vol 29 (2) ◽  
pp. 57-85
Author(s):  
H.-C. Ri
Author(s):  
Jessica Gerschultz

Safia Foudhaïli Farhat was a Tunisian artist, arts administrator, and teacher. She was among the few elite Tunisian girls to receive a primary and secondary education in schools of the French Protectorate. In 1952 she was the third female Tunisian student to graduate from the colonial École des Beaux-Arts in Tunis. After independence in 1956, Farhat became the first Tunisian woman to teach at the Beaux-Arts, where she directed the atelier of decoration from 1958 until 1966. Along with Abdelaziz Gorgi, she was instrumental in launching an arts curriculum aligned with government initiatives for national development. Specifically, she partnered with the Office Nationale de l’Artisanat to revitalize artistic heritage and modernize local industries. She is credited with formally training the first generation of female art students, and was an influence on fibre artists such as Fatma Samet and Mohamed Njeh. In 1964 and 1966 Farhat was promoted to assistant director and director respectively, thus becoming the first Tunisian to head the École des Beaux-Arts. She held this position until 1973, the same year she engineered the joining of the art school (thereafter called the Institut Technologique d’Art d’Architecture et d’Urbanisme or ITAAUT) with the national university system.


Author(s):  
Wapula N. Raditloaneng ◽  
Morgen Chawawa ◽  
Rakel Kavena Shalyefu

The challenge for African universities is to refocus their research and teaching missions to transform and revitalize the relationship between higher education and national development needs. Funded by British Academy African Partnerships (BAAP) programme, the University of Botswana, in partnership with The National University of Lesotho, University of Malawi and Calabar University in Nigeria, carried out 18 months of collaborative research project aimed at determining the implementation of Third Mission of Universities through rural community training and leadership. One of the two case studies, in D'Kar by Kellogg, in partnership with BA ISAGO University College yielded some very useful results. This included the necessity to build community leadership for sustainable development and the beginning of the poverty reduction process to take place.


Author(s):  
Wapula N. Raditloaneng ◽  
Morgen Chawawa ◽  
Rakel Kavena Shalyefu

The challenge for African universities is to refocus their research and teaching missions to transform and revitalize the relationship between higher education and national development needs. Funded by British Academy African Partnerships (BAAP) programme, the University of Botswana, in partnership with The National University of Lesotho, University of Malawi and Calabar University in Nigeria, carried out 18 months of collaborative research project aimed at determining the implementation of Third Mission of Universities through rural community training and leadership. One of the two case studies, in D'Kar by Kellogg, in partnership with BA ISAGO University College yielded some very useful results. This included the necessity to build community leadership for sustainable development and the beginning of the poverty reduction process to take place.


Crisis ◽  
2013 ◽  
Vol 34 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Philip J. Batterham ◽  
Alison L. Calear ◽  
Helen Christensen

Background: There are presently no validated scales to adequately measure the stigma of suicide in the community. The Stigma of Suicide Scale (SOSS) is a new scale containing 58 descriptors of a “typical” person who completes suicide. Aims: To validate the SOSS as a tool for assessing stigma toward suicide, to examine the scale’s factor structure, and to assess correlates of stigmatizing attitudes. Method: In March 2010, 676 staff and students at the Australian National University completed the scale in an online survey. The construct validity of the SOSS was assessed by comparing its factors with factors extracted from the Suicide Opinion Questionnaire (SOQ). Results: Three factors were identified: stigma, isolation/depression, and glorification/normalization. Each factor had high internal consistency and strong concurrent validity with the Suicide Opinion Questionnaire. More than 25% of respondents agreed that people who suicided were “weak,” “reckless,” or “selfish.” Respondents who were female, who had a psychology degree, or who spoke only English at home were less stigmatizing. A 16-item version of the scale also demonstrated robust psychometric properties. Conclusions: The SOSS is the first attitudes scale designed to directly measure the stigma of suicide in the community. Results suggest that psychoeducation may successfully reduce stigma.


1889 ◽  
Author(s):  
William A. Mowry
Keyword(s):  

BDJ ◽  
1971 ◽  
Vol 130 (7) ◽  
pp. 299-302
Author(s):  
W E Herbert

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