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Item Developing a research instrument for learner-centered classroom observations(African Minds, 2008) Kapenda, Hileni M.; Torkildsen, Ole E.; Mtetwa, David; Julie, CyrilAlthough most researchers prefer to adapt or modify existing instruments that relate to their field of interest, t11e exercise still remains overwhelming and cumbersome. But, occasionally, a need arises for creating a new instrument for a specific purpose. Tllis chapter shows that the process of designing and constructing a research instrument can be challenging and frustrating. The chapter also focuses on some of the significant personal experiences of tile lead author's struggle and long journey in the construction of a research instrument for her thesis on learner-centred education in Namibian schools. The main objective for the chapter is to provide some advice to the reader, and especially to an emerging researcher, about the challenges of designing a new research instrumenL Considerations about how and why certain decisions have to be made at certain stages become important matters for discussion.Item Challenges for anthropology in the African Renaissance(University of Namibia Press, 2000) Zappen-Thomson, MarianneIt ts generally accepted that language aiXI culrure are closely hnkod. It is interesting to note rhat while a definition of language seems self-evidem, the term 'culru.re' -although used extensively - is seldom clearly defined. In order 10 discuss the Teaching European Language and Cullurt agawt the background of 'African RenaiSsance' the conc:ept of 'culrure' needs to be clearly defined. Particularly sinc:e the African Renaissance, as will be discussed later. is based upon a shilt m COn'iCIOusness Seen from tlllS perspecuve teaehmg European languages and culrure is part of development witllin the 'African Renaissance'. For the purposes of this paper Hofstede's (1993) concept of culture will be used. He maintains that everyone, during the course of his or her life acquires certain mental, emotional and behavioural patterns that he also calls "mental software" {ibid.: 18). The ever-changing social environment influences this "mental software" or culture. l11is means that in principle any person could discard certain panerns and replace them with new ones. But, says Hofstede, this is normally a complex and difficult process aiXI thus nor reall)ed very often. Hofstede's concept of culture inregrates the so-<:alled 'high culture' with the 'everyday culture' and pertairu to the past as well as to the comemporary. 'High culru.re' refers tO luerature, mus1c and art whereas 'everyday culru.re' includes eating habits, greeting riruals and hygene. Due to the fact that the individual has the ability and possibility of choosing which panerns he or she wants to make his or her own, culture ts not necessarily synonymous w1th nauon any longer