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                <text>"Out of the experience of a bitter war with South Africa, the film's voices tell of war crimes committed by Namibia's liberation movement. Since being elected to government, the former liberation movement has urged that the past should be forgotten and forgiven. This kind of reconciliation poses serious questions for the victims."</text>
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                <text>Richard Pakleppa (dir).</text>
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                <text>© New Dawn Video 1991</text>
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                <text>https://www.youtube.com/watch?v=NsKCH69hn6I</text>
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                <text>THE RHENISH MISSION AND THE COLONIAL WAR IN GERMAN SOUTHWEST AFRICA</text>
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                <text>"Mission operations often found themselves in an ambiguous situation during a war of colonial conquest. On the one hand, the missionaries wanted to protect the people among whom they were working and keep the door open for the preaching of the gospel. On the other hand, they were expected to conform to the demands of the colonial authorities, and as nationals of the metropolitan power they might even welcome colonial rule from a purely selfish, nationalistic standpoint. An excellent example of this dilemma was that faced by the Rhenish or Rhine Mission in its field in Southwest Africa"</text>
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                <text>Richard V. Pierard</text>
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                <text>UNIVERSITY OF CAMBRIDGE FACULTY OF DIVINITY CENTRE FOR ADVANCED RELIGIOUS AND THEOLOGICAL STUDIES Currents in World Christianity</text>
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                <text>© Richard V. Pierard, 2000</text>
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                <text>http://divinity-adhoc.library.yale.edu/Resources/NAMP-CWC/PositionPapers101-155/139%20PIERARD.PDF</text>
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                  <text>Dissertations on Namibia</text>
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                  <text>This collection holds full length dissertations written on and/or from Namibia. Unless the dissertations are particularly dated, or the author has passed, I have obtained permission before uploading the files. There are both M.A. and PhD Dissertations uploaded.</text>
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                <text>Nature, cattle thieves and various other midnight robbers: Images of people, place and landscape in Damaraland, Namibia</text>
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                <text>This thesis is a study of the social-economy of pastoralism in Damaraland, a former homeland of Namibia. It focuses on communal livestock farmers and their families, their strategies for coping with drought, poverty and a legacy of political oppression. By combining ethnographic, historical and ecological research methods the author achieves a multi-faceted view of pastoral practice in relation to land tenure, environmental change, political history and rural development. As part of a wider critique relating to past ethnographic representations of Namibians, the author presents a collection of over 200 photographs made by sixteen individual 'informants' from his central fieldwork area of Okombahe. These photographs form the basis for a discussion of identity, social relations, mobility, reciprocity, poverty and politics in rural Damaraland as well as theoretical considerations pertaining to visual representation generally. This ethnographic material is contextualized by exploring the historical experience of the inhabitants of Okombahe in relation regional economic, social and political processes. In order to survive in this unpredictable arid environment, communal livestock farmers, practice an opportunistic strategy of coping with drought based on flexible property relations. This thesis researches the impact which pastoral practice and communal settlement has had on this environment. The history of vegetation change in the vicinity of communal settlements in Damaraland is explored using a combination of methodologies including matched ground and aerial photography. The author concludes that this research validates recently revised theories pertaining to dryland ecology which posit that such environments are highly resilient: vegetation change associated with communal land use in Damaraland has come about primarily as a result of long term climatic fluctuations rather than because of unsustainable exploitation by communal farmers. This is shown to have important implications for contemporary development policy.</text>
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                <text>Rick Rohde</text>
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              <elementText elementTextId="1951">
                <text>University of Edinburgh</text>
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              <elementText elementTextId="1955">
                <text>https://www.era.lib.ed.ac.uk/handle/1842/8959</text>
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        <name>Rick Rohde</name>
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                  <text>This collection holds full length dissertations written on and/or from Namibia. Unless the dissertations are particularly dated, or the author has passed, I have obtained permission before uploading the files. There are both M.A. and PhD Dissertations uploaded.</text>
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                <text>The need and use of community library services in Namibia</text>
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                <text>M.A. Thesis - "The overall aim of this study is to investigate the use of community libraries in Namibia. The study aims at finding solid data on the actual use of community libraries, who needs them and what do they need them for. Main questions addressed in the study are as follows: (i) Who are the users of Namibian community libraries? (ii) For which purposes do people use the services provided by community libraries? (iii) In which ways do the users´ demographic characteristics relate to the purposes of use? (iv) Which are the main usage patterns of the community libraries? (v) What are the needs for the development of the services of community libraries based on the suggestions and problems experienced by library users? The study was carried out as a survey in three community libraries in North-Central Namibia. The libraries were chosen to represent community libraries in the previously disadvantages regions to represent the majority of Namibian population and provide information on emerging user needs and usage patterns. The empirical data on demographic characteristics of all users and services used in those libraries was gathered during six days in October-November 2003. The data was analysed using frequencies of variables and a their cross tabulation. The working hypothesis of the study was that Namibian community libraries have changed from the pre-independence Anglo-American model of recreational and cultural institution and lending library mainly used for leisure reading and borrowing out fiction and hobby type of books, to a primarily educational institution. The hypothesis was clearly supported by the data on the users and usage patterns from the case libraries. Almost 70% of the users in the three case libraries were learners and students. Community library was mainly used as a learning place, to study and do school work in the library. The other main functions used by varied groups of the community were photocopy service and public ICT access. Although lending continued to be a way of using the library it was not the major usage pattern. 64% of users did not borrow books and only 1.5% of clients used the library only for borrowing. The main usage pattern of the community library as a study place and the most popular resources: textbooks, photocopy service and public ICT access, were interpreted to respond to important educational and socio-economic needs of Namibian communities. "</text>
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                <text>Ritva Niskala</text>
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                <text>University of Tampere</text>
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                <text>2008</text>
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                <text>http://tampub.uta.fi/handle/10024/79357</text>
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        <name>Finland</name>
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        <name>Libraries</name>
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        <name>Ritva Niskala</name>
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                  <text>Legal Assistance Centre</text>
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                  <text>&lt;span&gt;From the Legal Assistance Centre's Website:&lt;/span&gt;&lt;br /&gt;&lt;br /&gt;&lt;span&gt;"The LAC's main objective is to protect the human rights of all Namibians. It is the only organisation of its kind in Namibia. It has a head office in Windhoek, Namibia's capital, along with two regional offices. It is funded by national and international donor organisations as well as individuals. Its work is supervised by the Legal Assistance Trust, whose trustees include legal practitioners, other professionals and community leaders.&lt;/span&gt;
&lt;p&gt;It works in five broad areas:&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;&lt;a href="http://www.lac.org.na/about/default.html#litigation"&gt;Litigation&lt;/a&gt;&lt;/li&gt;
&lt;li&gt;&lt;a href="http://www.lac.org.na/about/default.html#info"&gt;Information and Advice&lt;/a&gt;&lt;/li&gt;
&lt;li&gt;&lt;a href="http://www.lac.org.na/about/default.html#education"&gt;Education and Training&lt;/a&gt;&lt;/li&gt;
&lt;li&gt;&lt;a href="http://www.lac.org.na/about/default.html#research"&gt;Research&lt;/a&gt;&lt;/li&gt;
&lt;li&gt;&lt;a href="http://www.lac.org.na/about/default.html#lawreform"&gt;Law Reform and Advocacy&lt;/a&gt;&lt;/li&gt;
&lt;/ul&gt;&lt;p&gt;&lt;strong&gt;Litigation&lt;/strong&gt;&lt;br /&gt;The Legal Assistance Centre is a public interest law firm based in Windhoek.The LAC only takes on public interest cases. A public interest case is a legal case which will have a wider impact on the community than just assisting the individual concerned. Such a case may establish a new legal rule, which will change the law for the entire country or address a discriminatory policy or practice. Or it may attract attention to a problem that is affecting many people.&lt;/p&gt;
&lt;p&gt;Examples of cases taken up by the Legal Assistance Centre include:&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;The right of a school learner to return to school after her child was born&lt;/li&gt;
&lt;li&gt;The right of an accused in a complicated criminal trial to obtain legal aid&lt;/li&gt;
&lt;li&gt;The right of a widow to keep the land she lived on during her marriage after the death of her husband&lt;/li&gt;
&lt;li&gt;The right of a HIV-positive person not to be dismissed from employment based on their HIV status&lt;/li&gt;
&lt;/ul&gt;&lt;p&gt;Even if we cannot help you with your case, we may be able to give you information on your rights and on steps you can take to help yourself.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Legal Information and Advice&lt;/strong&gt;&lt;br /&gt;We provide legal information and advice on human rights in the following areas:&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;&lt;a href="http://www.lac.org.na/projects/alu/aluobjective.html"&gt;HIV/AIDS&lt;/a&gt; - including advice on what to do if you are discriminated against, information on workplace policies, access to treatment for HIV.&lt;/li&gt;
&lt;li&gt;&lt;a href="http://www.lac.org.na/projects/grap/grapobjective.html"&gt;Gender Equality&lt;/a&gt; - including information on rape, domestic violence, sexual harassment in the workplace, inheritance, marriage, divorce and maintenance.&lt;/li&gt;
&lt;li&gt;&lt;a href="http://www.lac.org.na/projects/huricon/huriconobjective.html"&gt;Human Rights and the Constitution&lt;/a&gt; - such as the right to basic education, the right to health, citizenship, immigration issues and the right not to be tortured or ill-treated.&lt;/li&gt;
&lt;li&gt;&lt;a href="http://www.lac.org.na/projects/lead/leadobjective.html"&gt;Land, Environment and Development &lt;/a&gt;- including inheritance, conservancies, illegal fencing, environmental issues, and issues affecting especially disadvantaged groups such as the Himba and the San.&lt;/li&gt;
&lt;/ul&gt;&lt;p&gt;If you want to speak to a paralegal about a legal issue you are concerned about, phone us at +264-61-22-3356 or come to the office at 4 Korner Street, Windhoek. The office is open from Monday to Friday, 08h00-11h30, and 14h00-16h00.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Education and Training&lt;/strong&gt;&lt;br /&gt;We also run training workshops for communities and service providers (such as legal officials, traditional leaders, school principals, police and social workers) on:&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;Gender - friendly laws including rape and domestic violence&lt;/li&gt;
&lt;li&gt;Communal Land Reform Act and conservancy-related legislation&lt;/li&gt;
&lt;li&gt;HIV/AIDS and rights, including children’s rightsB&lt;/li&gt;
&lt;li&gt;Basic human rights training&lt;/li&gt;
&lt;/ul&gt;&lt;br /&gt;&lt;strong&gt;Research&lt;/strong&gt;&lt;br /&gt;&lt;p&gt;The LAC also carries out research, particularly on the need for new laws and the implementation of existing laws. Some recent research reports which are available are:&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;HIV/AIDS and Prisoners’ Rights in Namibia&lt;/li&gt;
&lt;li&gt;Infanticide &amp;amp; Baby Dumping in Namibia&lt;/li&gt;
&lt;li&gt;Land Reform: A look into Namibia's first court case on land expropriation&lt;/li&gt;
&lt;/ul&gt;&lt;p&gt;&lt;strong&gt;&lt;br /&gt;Law Reform and Advocacy&lt;/strong&gt;&lt;br /&gt;We advocate for law reform based on our research. Recent laws which the LAC&lt;br /&gt;contributed to and advocated for are:&lt;/p&gt;
&lt;ul&gt;&lt;li&gt;Combating of Rape Act&lt;/li&gt;
&lt;li&gt;Combating of Domestic Violence Act&lt;/li&gt;
&lt;li&gt;Maintenance Act&lt;/li&gt;
&lt;li&gt;Non discrimination on the basis of HIV in the Labour Act&lt;/li&gt;
&lt;/ul&gt;&lt;p&gt;&lt;strong&gt;Free of Charge&lt;/strong&gt;&lt;br /&gt;All our services are free of charge (with the exception of litigation where certain costs may be recovered the client may be asked to contribute certain costs, depending&lt;br /&gt;on the circumstances)."&lt;br /&gt;&lt;br /&gt;&lt;br /&gt;This collection showcases some of the free-download books, briefings, and documents from the LAC in Windhoek.&lt;/p&gt;</text>
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                <text>The Meanings of Inheritance: Perspectives on Namibian Inheritance Practices</text>
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                <text>Robert J. Gordon (ed.)</text>
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                <text>http://www.lac.org.na/projects/grap/Pdf/meaninheri.pdf</text>
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                <text>1: Robert Gordon, “Introduction: On the Perniciousness of Inheritance Problems” ................................................. 1&#13;
&#13;
2: Thomas Widlok, “Take it or leave it: The post- and pre-mortal inheritance of San people in the Oshikoto Region” ........................................................................... 23&#13;
&#13;
3: Sabine Klocke-Daffa, “The inheritance of social obligations among the Namibian Khoekhoen” ................. 39&#13;
&#13;
4: Michael Bollig, “Inheritance and Maintenance among the Himba of the Kunene Region”................................... 45&#13;
&#13;
5: Jekura U Kavari, “Estates and Systems of Inheritance among Ovahimba and Ovaherero in Kaokoland” ........... 63&#13;
&#13;
6: Joanne Lebert, “Inheritance Practices and Property Rights in Ohangwena Region”......................................... 71&#13;
&#13;
7: Heike Becker, “‘It all depends on the family’: Revisiting laws and practices of inheritance in Namibia” ............... 93&#13;
&#13;
8: Debie LeBeau, “In Small Things Stolen: The Archeology of Inheritance versus Property Grabbing in Katutura” ... 105&#13;
&#13;
9: Manfred O Hinz, “Bhe v the Magistrate of Khayelitsha, or African customary law before the constitution” ....... 127</text>
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                <text>REFUGEES, RESETTLEMENT, AND LAND AND RESOURCE CONFLICTS: THE POLITICS OF IDENTITY AMONG !XUN AND KHWE SAN IN NORTHEASTERN NAMIBIA</text>
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                <text>This study examines land use, natural resource, and development conflicts, and the effects of government policies in a remote area in northeastern Namibia, known formerly as West Bushmanland, now Tsumkwe West. !Xun and Khwe San who had been soldiers of the South African Defense Force in the Angolan and Namibian wars of independence in the 1970s and 1980s were resettled in this area along with their families. Namibian government resettlement and development projects were planned and implemented in the Tsumkwe West in the early 1990s. In part because of the ways in which !Xun and Khwe San identities were constructed over time by settlers, academics, policy-makers, the South African Defense Force, the colonial and post-colonial state, and San themselves, the people of Tsumkwe West, later, the N≠a Jaqna Conservancy, have had to struggle against other groups and the state for the stake in their land and resources. Drawing on anthropological research, work of non-government organizations, and interviews of people in the area over a period of two and a half decades, this study assesses some of the ways in which resettlement and land and resource policies have mutually affected the Namibian government, the military, private companies, donor agencies, non-government and community-based organizations, and a diverse set of peoples in northeastern Namibia.</text>
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                <text>African Study Monographs (2012), 33(2): 73-132</text>
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                <text>http://repository.kulib.kyoto-u.ac.jp/dspace/handle/2433/159000</text>
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                <text>Part of M.A. Thesis (Economics) - "Syftet med denna uppsats har varit att studera den Namibiska elmarknaden, givet att Epupa kraftverket byggs. Tre hypoteser ställdes upp, nämligen att Epupa projektet kommer att ge Namibia en självförsörjande elmarknad, att den kommer att reducera elpriserna och att Namibia kommer att kunna möta framtida el-efterfrågan med inhemsk produktion. Analysen genomfördes med hjälp av traditionell mikroekonomiska teorier. Efter att jag presenterat den Namibiska elmarknaden både i sitt nuvarande tillstånd som dess förväntade framtida, kunde en utbudsfunktion samt en efterfrågefunktion härledas. Utbudsfunktionen härleddes genom en stegvis procedur som rangordnade de individuella elproducenterna efter deras respektive produktions kostnad. Efterfrågefunktionen härleddes genom ekonometriska tillvägagångssätt. Efter att ha sammanslagit de tidigare resultaten från både efterfrågesidan som utbudssidan kunde hela marknaden studeras och hypoteserna testas. Som slutsats menas att ingen av de tre hypoteserna kan förkastas. Men reduktionen på elektricitetspriset blev inte särskilt högt."</text>
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                <text>http://urn.kb.se/resolve?urn=urn%3Anbn%3Ase%3Altu%3Adiva-49970</text>
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                <text>M.A. Thesis: Social and Welfare Studies (Linköping University) - "Using a critical discourse analysis this study focuses on the Namibian nation-building process. The former colony gained its independence in 1990 from the South African apartheid administration. It was this oppressing social structure that gave the people a common enemy to unite against. It was from this unity that the Namibian identity sprung. This study took place during three month in Namibia where nine people were interviewed. They all had contributed, or still contribute to the nation-building process in different ways. Some for example active in the liberation struggle, active in government or in political youth organizations. To further contextualize the Namibian society three local newspapers was followed during this time. The material is here discussed and analysed along with theories on nations and nationhood, identity and nationality as well as with post-colonialism and globalization. The results show that the colonial history has affected many social structures of today. Both on an individual level as well as on an intergroup and a society level. The empirical material show tribalistic tendencies in the sense that tribal heritage sometimes is considered more important than a uniting Namibian identity. To put this in a wider perspective there is a discussion on how this relates to a global capitalist system."</text>
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                <text>"A tour de force from "the other Nelson Mandela!" Political determination, diplomatic endeavour, and military perseverance all focused with singular vision and unwavering constancy on Namibia's goal of nationhood have been the hallmarks of the life and career of Sam Nujoma. From a traditional boyhood, to a player on the international political stage, to the Presidency of his country, SAM NUJOMA tells his life story. It is at once unique and representative of the lives of men and women engaged with him in their battle for freedom from the last vestiges of Western colonialism in 20th century Africa. Where Others Wavered, The Autobiography of Sam Nujoma is a genuine adventure in contemporary history, relating the story of SWAPO, Nujoma and the people of Namibia in their long struggle for the Independence of Namibia.&#13;
&#13;
Contents&#13;
&#13;
1 Background and Early Years&#13;
&#13;
2 Walvis Bay and Windhoek&#13;
&#13;
3 The Formation of the Ovamboland People's Organization (OPO)&#13;
&#13;
4 Political Confrontation: the Popular Windhoek Uprising&#13;
&#13;
5 Escape from South West Africa&#13;
&#13;
6 Ghana and the United Nations&#13;
&#13;
7 The Establishment of the SWAPO Office in Dar-es-Salaam&#13;
&#13;
8 Preparation for Armed Liberation Struggle&#13;
&#13;
9 Sixteen Hours in Windhoek&#13;
&#13;
10 The Hague Court ~ A 'Mockery of Justice'&#13;
&#13;
11 From Caprivi to Omugulu-gOmbashe&#13;
&#13;
12 The Struggle Intensifies on All Fronts&#13;
&#13;
13 Workers' Struggle and Diplomatic Advance&#13;
&#13;
14 Worldwide Recognition&#13;
&#13;
15 Waldheim Initiatives&#13;
&#13;
16 Collapse of The Portuguese Empire in Africa&#13;
&#13;
17 SWAPO ~ Home and Exile&#13;
&#13;
18 Resolution 385 and the Kissinger 'Shuttle'&#13;
&#13;
19 The Western Contact Group&#13;
&#13;
20 US Policy towards Namibia in the 1970s and 1980s&#13;
&#13;
21 Geneva and the Reagan Years&#13;
&#13;
22 At the Height of the War, 1980~1985&#13;
&#13;
23 From Strength to Strength, 1985~1989&#13;
&#13;
24 In Sight of Victory&#13;
&#13;
25 Final Days of the Struggle for Independence&#13;
&#13;
26 Return to Windhoek, Independence and a New Beginning"</text>
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                <text>"I spent five months in Namibia, from March to August 1989. Four of these were spent living just outside the village of Okombahe in Damaraland, the "homeland" of the Damara population group, in western central Namibia. In this village, there is strong support the ethnic-based political party, the Damara Council. Over 90% of Okombahe's residents are members of this party. This paper is an exploration of the strength of support for the Damara Council in this community. This stronghold of ethnic political support occurs in a country where by the far the most popular and powerful political forces is the nationalist "liberation" movement. Supporters of nationalism frequently explain ethnic politics in terms of "tribalism". According to them, those who support ethnic-based parties do so because they aspire to ethnic separatism rather than national integration. This was also the view I help of ethnic party supporters when I embarked upon my fieldwork. However, as I learned more about Okombahe and about what life involves for the people who live there, it became clear to me that this view was inappropriate in this situation. Support for the Damara Council in this village cannot by explained as the manifestation of a long-term collective aspiration towards the preservation of ethnic autonomy, as opposed to national assimilation. Rather, when it is considered with the total context of Okombahe social life, it becomes obvious that ethnic political support is a strategy undertaken by individuals seeking to fulfill the much more immediate needs and aspirations of daily existence, in a society whose economic, political and social forces determine that such support is a necessary condition for survival."</text>
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                <text>relevance for Namibia</text>
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                  <text>This collection holds full length dissertations written on and/or from Namibia. Unless the dissertations are particularly dated, or the author has passed, I have obtained permission before uploading the files. There are both M.A. and PhD Dissertations uploaded.</text>
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                <text>PhD Dissertation - The continuity of the Kalahari Copperbelt (KCB) beneath the Cenozoic cover of the Kalahari Group in central eastern Namibia has long been assumed, but was only confirmed by exploration drilling in 2010 when Eiseb Prospecting and Mining (EPM) uncovered Ag-bearing Cu sulfide mineralisation comparable to that found elsewhere in the belt. The geology of this region has not been described in any detail in the literature to date. Zircon geochronology suggests that sedimentation of the Eiseb started at ~1170 Ma. An uplifted basement horst of deformed acid volcanics marks the western edge of the Eiseb. There is no eastern border to the Eiseb, which extends into the Ghanzi-Chobe Belt of Botswana. Deformation and folding of the belt occurred during the Pan African Damara Orogen which peaked at ~530 Ma. Cu-Ag mineralisation is disseminated across a range of rock types, from the volcanic basement horst, to sandstones and argillites. Mineralisation also occurs in veins, often discordant to stratigraphic boundaries, and within the coarse laminae of interbedded siltstones. The preservation of delicate sulfide replacement textures of evaporite minerals in micro-folded rocks suggests that the mineralisation is largely epigenetic, favouring pressure shadows and foliation on a local scale, and fold-closures, faults and thrusts on a regional scale. Magnetite is commonly associated with with Cu-Ag mineralisation both textually and spatially, across a range of rock types. Paleomagnetic methods were unable to constrain the timing of magnetite growth. The trace element contents of magnetite, as deduced by laser ablation inductive coupled plasma mass spectrometry (ICP-MS), is able to distinguish between barren and Cu-Ag mineralised host-rocks using element ratios. The V vs. Ni binary plot is effective for the acid volcanic rocks, and the V vs. Co plot distinguishes between mineralised and un-mineralised sedimentary rocks. Magnetite trace element concentrations show that it formed from hot (150-250˚C) metalliferous fluids with an IOCG (iron-oxide-copper-gold) affinity. The most likely mechanism for magnetite formation is by replacement of pyrite, with textures suggesting this occurred during deformation, i.e. during the Damara Orogeny. The syn-deformation, epigenetic Cu-Ag mineralisation recognised in the Eiseb has been reported from numerous other deposits traditionally classified as ‘sediment-hosted stratiform copper’ (SSC). In these deposits mineralisation has been shown to be coeval with regional plate movements and orogenesis, which is fundamentally different to the SSC model where mineralisation is related to diagenetic processes. An alternative mineralisation model is thus proposed, orogenic-sediment-hosted-copper (O-SSC).</text>
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                <text>M.A. Thesis (Education) - "Teachers’ professional identity has been widely studied in the Western academic context during the last decades. This study is examining the stories of subject teachers’ professional identity in the context of Namibia. The purpose of this study was to increase understanding of teacher professional identity through a crosscultural perspective. The theoretical framework consists of two dimensions: teachers’ professional identity and the Namibian educational culture through a cross-cultural aspect. The first part of the theoretical framework scrutinises narrative identity and teachers’ professional development together with the main concept. The second part of the theoretical framework approaches the studied context by increasing information about it and by reflecting the significance of cross-cultural research and researcher’s position in the study. The aim of this study is to discover from which essential incidents the professional teacher identity of these Namibian subject teachers’ is constructed in the different phases of their career. Since identity is approached as a phenomenon, qualitative inquiry is applicable for researching the topic. Narrative approach is utilised in this study, since narrativity is linked to the construction of teacher identity in Sfard &amp; Prusak’s (2005), Kaasila’s (2008) and Soreide’s (2006) definitions. The data was collected by using the semi-structures interviews and includes the stories of four Namibian subject teachers of their careers. All the interviewed teachers had gained professional experience before data collection. The analysis of data was performed by utilising Polkinghorne’s (2005) method analysis of narratives. The main categories that formed the results of this study are 1) The construction of teacher identity, 2) The development of teacher identity on a personal and societal level, 3) The dimensions of teacher identity in contemporary context, and 4) The ideal teacher and teachers’ thoughts of their future. Moreover, the main categories are divided into themes, by applying Polkinghorne’s (2005) method. The themes were construed from the data based on the stories teachers told. The conclusions show that teacher professional identity is constructed through significant people, events and educational environments in teachers’ lives. Moreover, the development of identity is constructed through evaluation on a personal level and by reflecting the changes in teachers’ profession on a societal level. In the contemporary context teacher identity is constructed via experienced roles, motivation in teachers’ profession, practical experiences, educational values and professional challenges. As Flores &amp; Day (2006) point out, teacher professional identity is shaping constantly during the career. Furthermore, teachers in this study define their identity to the future by professional goals and constructing their image of an ideal teacher. In addition, this study supports Sfard &amp; Prusak’s (2005) definition of teacher professional identity as constructed though stories. The conclusions of this study indicate that teacher professional identity has global and universal elements. From the perspective of conclusions cross-cultural research of this topic enriches the understanding of Finnish teacher professional identity."</text>
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          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2196">
                <text>Sari Annukka Lyttinen</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="2197">
                <text>University of Oulu</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2198">
                <text>PDF</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2199">
                <text>2015</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="2200">
                <text>English</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="2201">
                <text>http://jultika.oulu.fi/files/nbnfioulu-201512082269.pdf</text>
              </elementText>
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    <tagContainer>
      <tag tagId="804">
        <name>Cross Cultural Research</name>
      </tag>
      <tag tagId="240">
        <name>education</name>
      </tag>
      <tag tagId="252">
        <name>Finland</name>
      </tag>
      <tag tagId="720">
        <name>Identity</name>
      </tag>
      <tag tagId="805">
        <name>Oulu</name>
      </tag>
      <tag tagId="806">
        <name>Sari Annukka Lyttinen</name>
      </tag>
      <tag tagId="405">
        <name>Schools</name>
      </tag>
      <tag tagId="807">
        <name>Teachers</name>
      </tag>
    </tagContainer>
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