�ݺ�ߣshows by User: pytsikata

�ݺ�ߣshows by User: pytsikata / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: pytsikata / Fri, 09 Feb 2018 15:14:06 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: pytsikata Road fatalities in Ghana /slideshow/road-fatalities-in-ghana/87641716 roadfatalitiesinghana-180209151406
Road Traffic Crashes (RTCs) are the leading cause of death in Ghana. Financial cost of US$128 million annually, being 1.6% of GPD (Adonteng, 2007) Highly quantitative research data (20 articles reviewed) Concentration of road safety campaigns on alcohol use and wearing of seatbelts The need to employ narrative and visuals to communicate risk in the road traffic sector. ]]>
Road Traffic Crashes (RTCs) are the leading cause of death in Ghana. Financial cost of US$128 million annually, being 1.6% of GPD (Adonteng, 2007) Highly quantitative research data (20 articles reviewed) Concentration of road safety campaigns on alcohol use and wearing of seatbelts The need to employ narrative and visuals to communicate risk in the road traffic sector. ]]> Fri, 09 Feb 2018 15:14:06 GMT /slideshow/road-fatalities-in-ghana/87641716 pytsikata@slideshare.net(pytsikata) Road fatalities in Ghana pytsikata Road Traffic Crashes (RTCs) are the leading cause of death in Ghana. Financial cost of US$128 million annually, being 1.6% of GPD (Adonteng, 2007) Highly quantitative research data (20 articles reviewed) Concentration of road safety campaigns on alcohol use and wearing of seatbelts The need to employ narrative and visuals to communicate risk in the road traffic sector. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/roadfatalitiesinghana-180209151406-thumbnail.jpg?width=120&height=120&fit=bounds" /> Road Traffic Crashes (RTCs) are the leading cause of death in Ghana. Financial cost of US$128 million annually, being 1.6% of GPD (Adonteng, 2007) Highly quantitative research data (20 articles reviewed) Concentration of road safety campaigns on alcohol use and wearing of seatbelts The need to employ narrative and visuals to communicate risk in the road traffic sector.

Road fatalities in Ghana from Valdosta State University

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0 South Africa’s witchcraft policy: An infectious retrogressive model for the global South—Africa and South-East Asia � /slideshow/south-africas-witchcraft-policy-an-infectious-retrogressive-model-for-the-global-southafrica-and-southeast-asia/87178675 southafricaspolicy-180203190826
In a recent educational policy statement, the South African Government announced the addition of the study of witchcraft for the award of Bachelor of Sciences to its educational curriculum. According to the South African Minister of Education, Dr. Emmanuel Nzimande, “Africans can learn how to fly in winnowing baskets in order to reduce traffic jams and the importation of fuel,” by receiving a degree in witchcraft. In the spirit of South-South development struggles, this paper interrogates the South African policy comparatively with narratives from other global south nations, including India and Ghana vis-à-vis developments in the developed North. For South Africa, the movie Shaka Zulu provides a historical frame from which to assess the current policy. Based on the narratives from the aforementioned countries, this paper argues that no African country needs a Bachelor of Science study in witchcraft to educate its citizens on how to use winnowing baskets to avoid gridlock on their roads and to save from high cost of fuel. What South Africa, like other global south nations, needs is the promotion of science, technology, and education to free its population from its unfounded darkest fears, ignorance, and disease. The paper calls on South Africans and the global south to resist the regressive policy as it has the potential to further draw South Africa back, divide families, and promote superstition at the national level with the fear of other global south nations emulating the policy. ]]>
In a recent educational policy statement, the South African Government announced the addition of the study of witchcraft for the award of Bachelor of Sciences to its educational curriculum. According to the South African Minister of Education, Dr. Emmanuel Nzimande, “Africans can learn how to fly in winnowing baskets in order to reduce traffic jams and the importation of fuel,” by receiving a degree in witchcraft. In the spirit of South-South development struggles, this paper interrogates the South African policy comparatively with narratives from other global south nations, including India and Ghana vis-à-vis developments in the developed North. For South Africa, the movie Shaka Zulu provides a historical frame from which to assess the current policy. Based on the narratives from the aforementioned countries, this paper argues that no African country needs a Bachelor of Science study in witchcraft to educate its citizens on how to use winnowing baskets to avoid gridlock on their roads and to save from high cost of fuel. What South Africa, like other global south nations, needs is the promotion of science, technology, and education to free its population from its unfounded darkest fears, ignorance, and disease. The paper calls on South Africans and the global south to resist the regressive policy as it has the potential to further draw South Africa back, divide families, and promote superstition at the national level with the fear of other global south nations emulating the policy. ]]> Sat, 03 Feb 2018 19:08:26 GMT /slideshow/south-africas-witchcraft-policy-an-infectious-retrogressive-model-for-the-global-southafrica-and-southeast-asia/87178675 pytsikata@slideshare.net(pytsikata) South Africa’s witchcraft policy: An infectious retrogressive model for the global South—Africa and South-East Asia � pytsikata In a recent educational policy statement, the South African Government announced the addition of the study of witchcraft for the award of Bachelor of Sciences to its educational curriculum. According to the South African Minister of Education, Dr. Emmanuel Nzimande, “Africans can learn how to fly in winnowing baskets in order to reduce traffic jams and the importation of fuel,” by receiving a degree in witchcraft. In the spirit of South-South development struggles, this paper interrogates the South African policy comparatively with narratives from other global south nations, including India and Ghana vis-à-vis developments in the developed North. For South Africa, the movie Shaka Zulu provides a historical frame from which to assess the current policy. Based on the narratives from the aforementioned countries, this paper argues that no African country needs a Bachelor of Science study in witchcraft to educate its citizens on how to use winnowing baskets to avoid gridlock on their roads and to save from high cost of fuel. What South Africa, like other global south nations, needs is the promotion of science, technology, and education to free its population from its unfounded darkest fears, ignorance, and disease. The paper calls on South Africans and the global south to resist the regressive policy as it has the potential to further draw South Africa back, divide families, and promote superstition at the national level with the fear of other global south nations emulating the policy. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/southafricaspolicy-180203190826-thumbnail.jpg?width=120&height=120&fit=bounds" /> In a recent educational policy statement, the South African Government announced the addition of the study of witchcraft for the award of Bachelor of Sciences to its educational curriculum. According to the South African Minister of Education, Dr. Emmanuel Nzimande, “Africans can learn how to fly in winnowing baskets in order to reduce traffic jams and the importation of fuel,” by receiving a degree in witchcraft. In the spirit of South-South development struggles, this paper interrogates the South African policy comparatively with narratives from other global south nations, including India and Ghana vis-à-vis developments in the developed North. For South Africa, the movie Shaka Zulu provides a historical frame from which to assess the current policy. Based on the narratives from the aforementioned countries, this paper argues that no African country needs a Bachelor of Science study in witchcraft to educate its citizens on how to use winnowing baskets to avoid gridlock on their roads and to save from high cost of fuel. What South Africa, like other global south nations, needs is the promotion of science, technology, and education to free its population from its unfounded darkest fears, ignorance, and disease. The paper calls on South Africans and the global south to resist the regressive policy as it has the potential to further draw South Africa back, divide families, and promote superstition at the national level with the fear of other global south nations emulating the policy.

South Africa’s witchcraft policy: An infectious retrogressive model for the global South—Africa and South-East Asia from Valdosta State University

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0 Teaching from selfhood /slideshow/teaching-from-selfhood/78561767 teachingfromselfhood-170804082908
In this essay, I reflexively narrate my personal travails as a Teaching Associate (TA) in a Midwestern US university and, later, an Assistant Professor in the Southern State of Georgia. I argue that, as a foreign-born TA and, later, an Assistant Professor, I carry extra layers of identity markers that distinguish me from the homegrown professor. Thus, the masked and the overt demands by the hegemonic institutional forces for conformity to the Anglo-American speech forms and narratives suppress those unique identity markers. So as not to create tension and friction in the classroom, it is challenging not to be seduced to veil those unique identity markers in the cross-cultural intersections of pedagogy. However, unlike the homegrown professor on familiar terrains, by concealing those unique identity markers about myself, my true self is veiled from students and I become a mystery to them in the ensuing pedagogical encounter. With this understanding, I have always positioned my true self as rhetorical act of anchoring that demystifies the strange and invites the native to the never-ending dialogue of discovery.]]>
In this essay, I reflexively narrate my personal travails as a Teaching Associate (TA) in a Midwestern US university and, later, an Assistant Professor in the Southern State of Georgia. I argue that, as a foreign-born TA and, later, an Assistant Professor, I carry extra layers of identity markers that distinguish me from the homegrown professor. Thus, the masked and the overt demands by the hegemonic institutional forces for conformity to the Anglo-American speech forms and narratives suppress those unique identity markers. So as not to create tension and friction in the classroom, it is challenging not to be seduced to veil those unique identity markers in the cross-cultural intersections of pedagogy. However, unlike the homegrown professor on familiar terrains, by concealing those unique identity markers about myself, my true self is veiled from students and I become a mystery to them in the ensuing pedagogical encounter. With this understanding, I have always positioned my true self as rhetorical act of anchoring that demystifies the strange and invites the native to the never-ending dialogue of discovery.]]> Fri, 04 Aug 2017 08:29:08 GMT /slideshow/teaching-from-selfhood/78561767 pytsikata@slideshare.net(pytsikata) Teaching from selfhood pytsikata In this essay, I reflexively narrate my personal travails as a Teaching Associate (TA) in a Midwestern US university and, later, an Assistant Professor in the Southern State of Georgia. I argue that, as a foreign-born TA and, later, an Assistant Professor, I carry extra layers of identity markers that distinguish me from the homegrown professor. Thus, the masked and the overt demands by the hegemonic institutional forces for conformity to the Anglo-American speech forms and narratives suppress those unique identity markers. So as not to create tension and friction in the classroom, it is challenging not to be seduced to veil those unique identity markers in the cross-cultural intersections of pedagogy. However, unlike the homegrown professor on familiar terrains, by concealing those unique identity markers about myself, my true self is veiled from students and I become a mystery to them in the ensuing pedagogical encounter. With this understanding, I have always positioned my true self as rhetorical act of anchoring that demystifies the strange and invites the native to the never-ending dialogue of discovery. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/teachingfromselfhood-170804082908-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this essay, I reflexively narrate my personal travails as a Teaching Associate (TA) in a Midwestern US university and, later, an Assistant Professor in the Southern State of Georgia. I argue that, as a foreign-born TA and, later, an Assistant Professor, I carry extra layers of identity markers that distinguish me from the homegrown professor. Thus, the masked and the overt demands by the hegemonic institutional forces for conformity to the Anglo-American speech forms and narratives suppress those unique identity markers. So as not to create tension and friction in the classroom, it is challenging not to be seduced to veil those unique identity markers in the cross-cultural intersections of pedagogy. However, unlike the homegrown professor on familiar terrains, by concealing those unique identity markers about myself, my true self is veiled from students and I become a mystery to them in the ensuing pedagogical encounter. With this understanding, I have always positioned my true self as rhetorical act of anchoring that demystifies the strange and invites the native to the never-ending dialogue of discovery.

Teaching from selfhood from Valdosta State University

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0 The Accreditation Challenges in Transnational Educational Ecology: The Ghanaian Experience /slideshow/the-accreditation-challenges-in-transnational-educational-ecology-the-ghanaian-experience/64566334 accreditationchallenges-160801044517
The transnational nature of the contemporary educational ecology has placed many national accreditation boards under an enormous pressure in executing their mandate of monitoring, supervising, and granting accreditation to academic institutions and the programs they offer. In recent times, the Ghana National Accreditation Board (NAB from now on) has come under an immense public scrutiny for what the public may have rightly perceived as its failure to perform its gatekeeping role in safeguarding the credibility of educational products sold to the Ghanaian public by some unaccredited educational institutions. Using a purposive comparative framework, we selected for interrogation cases of institutions and individuals who have come under public scrutiny for awarding and receiving academic qualifications and awards that the public considers questionable. This is to answer three pertinent questions: I. What is the accreditation status of institutions selected for analysis? II. Who are the individuals associated with these institutions? III. What are the motives of these individuals for acquiring these degrees/awards? The report indicates that some of the institutions in question are in breach of the NAB’s instrument of authority, while others have acquired NAB’s accreditation under questionable arrangements. The report further indicates that two categories of individuals are identifiable in these accreditation controversies. While one group views higher academic qualifications as career tools, the other considers these awards as status symbols for self-actualization and a seal for the legitimization of their place of honor in the public’s eye. An uncritical-propaganda-dogged media coupled with an unquestioning public continues to fuel the practice. ]]>
The transnational nature of the contemporary educational ecology has placed many national accreditation boards under an enormous pressure in executing their mandate of monitoring, supervising, and granting accreditation to academic institutions and the programs they offer. In recent times, the Ghana National Accreditation Board (NAB from now on) has come under an immense public scrutiny for what the public may have rightly perceived as its failure to perform its gatekeeping role in safeguarding the credibility of educational products sold to the Ghanaian public by some unaccredited educational institutions. Using a purposive comparative framework, we selected for interrogation cases of institutions and individuals who have come under public scrutiny for awarding and receiving academic qualifications and awards that the public considers questionable. This is to answer three pertinent questions: I. What is the accreditation status of institutions selected for analysis? II. Who are the individuals associated with these institutions? III. What are the motives of these individuals for acquiring these degrees/awards? The report indicates that some of the institutions in question are in breach of the NAB’s instrument of authority, while others have acquired NAB’s accreditation under questionable arrangements. The report further indicates that two categories of individuals are identifiable in these accreditation controversies. While one group views higher academic qualifications as career tools, the other considers these awards as status symbols for self-actualization and a seal for the legitimization of their place of honor in the public’s eye. An uncritical-propaganda-dogged media coupled with an unquestioning public continues to fuel the practice. ]]> Mon, 01 Aug 2016 04:45:17 GMT /slideshow/the-accreditation-challenges-in-transnational-educational-ecology-the-ghanaian-experience/64566334 pytsikata@slideshare.net(pytsikata) The Accreditation Challenges in Transnational Educational Ecology: The Ghanaian Experience pytsikata The transnational nature of the contemporary educational ecology has placed many national accreditation boards under an enormous pressure in executing their mandate of monitoring, supervising, and granting accreditation to academic institutions and the programs they offer. In recent times, the Ghana National Accreditation Board (NAB from now on) has come under an immense public scrutiny for what the public may have rightly perceived as its failure to perform its gatekeeping role in safeguarding the credibility of educational products sold to the Ghanaian public by some unaccredited educational institutions. Using a purposive comparative framework, we selected for interrogation cases of institutions and individuals who have come under public scrutiny for awarding and receiving academic qualifications and awards that the public considers questionable. This is to answer three pertinent questions: I. What is the accreditation status of institutions selected for analysis? II. Who are the individuals associated with these institutions? III. What are the motives of these individuals for acquiring these degrees/awards? The report indicates that some of the institutions in question are in breach of the NAB’s instrument of authority, while others have acquired NAB’s accreditation under questionable arrangements. The report further indicates that two categories of individuals are identifiable in these accreditation controversies. While one group views higher academic qualifications as career tools, the other considers these awards as status symbols for self-actualization and a seal for the legitimization of their place of honor in the public’s eye. An uncritical-propaganda-dogged media coupled with an unquestioning public continues to fuel the practice. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/accreditationchallenges-160801044517-thumbnail.jpg?width=120&height=120&fit=bounds" /> The transnational nature of the contemporary educational ecology has placed many national accreditation boards under an enormous pressure in executing their mandate of monitoring, supervising, and granting accreditation to academic institutions and the programs they offer. In recent times, the Ghana National Accreditation Board (NAB from now on) has come under an immense public scrutiny for what the public may have rightly perceived as its failure to perform its gatekeeping role in safeguarding the credibility of educational products sold to the Ghanaian public by some unaccredited educational institutions. Using a purposive comparative framework, we selected for interrogation cases of institutions and individuals who have come under public scrutiny for awarding and receiving academic qualifications and awards that the public considers questionable. This is to answer three pertinent questions: I. What is the accreditation status of institutions selected for analysis? II. Who are the individuals associated with these institutions? III. What are the motives of these individuals for acquiring these degrees/awards? The report indicates that some of the institutions in question are in breach of the NAB’s instrument of authority, while others have acquired NAB’s accreditation under questionable arrangements. The report further indicates that two categories of individuals are identifiable in these accreditation controversies. While one group views higher academic qualifications as career tools, the other considers these awards as status symbols for self-actualization and a seal for the legitimization of their place of honor in the public’s eye. An uncritical-propaganda-dogged media coupled with an unquestioning public continues to fuel the practice.

The Accreditation Challenges in Transnational Educational Ecology: The Ghanaian Experience from Valdosta State University

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0 Tools for Persuasion /slideshow/tools-for-persuasion/55314363 chapter15toolsforpersuasion-151119220740-lva1-app6891
The maxim says you can lead a horse to the river, but you can't make it drink. But for the persuasive speaker the question, without using coercion, how to you lead the horse to the river and make it drink? ]]>
The maxim says you can lead a horse to the river, but you can't make it drink. But for the persuasive speaker the question, without using coercion, how to you lead the horse to the river and make it drink? ]]> Thu, 19 Nov 2015 22:07:40 GMT /slideshow/tools-for-persuasion/55314363 pytsikata@slideshare.net(pytsikata) Tools for Persuasion pytsikata The maxim says you can lead a horse to the river, but you can't make it drink. But for the persuasive speaker the question, without using coercion, how to you lead the horse to the river and make it drink? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/chapter15toolsforpersuasion-151119220740-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /> The maxim says you can lead a horse to the river, but you can't make it drink. But for the persuasive speaker the question, without using coercion, how to you lead the horse to the river and make it drink?

Tools for Persuasion from Valdosta State University

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0 Communicating identities 3 /pytsikata/communicating-identities-3 communicatingidentities3-130222152537-phpapp01
Intercultural Communication ]]>
Intercultural Communication ]]> Fri, 22 Feb 2013 15:25:37 GMT /pytsikata/communicating-identities-3 pytsikata@slideshare.net(pytsikata) Communicating identities 3 pytsikata Intercultural Communication <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/communicatingidentities3-130222152537-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Intercultural Communication

Communicating identities 3 from Valdosta State University

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0 Identity and intercultural communication /slideshow/identity-and-intercultural-communication-16606460/16606460 identityandinterculturalcommunication-130218111635-phpapp02
Intercultural Communication ]]>
Intercultural Communication ]]> Mon, 18 Feb 2013 11:16:35 GMT /slideshow/identity-and-intercultural-communication-16606460/16606460 pytsikata@slideshare.net(pytsikata) Identity and intercultural communication pytsikata Intercultural Communication <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/identityandinterculturalcommunication-130218111635-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Intercultural Communication

Identity and intercultural communication from Valdosta State University

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0 Dearth of Policy Innovation /slideshow/dearth-of-policy-innovation/12286002 dearth-120404201918-phpapp02
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]]> Wed, 04 Apr 2012 20:19:16 GMT /slideshow/dearth-of-policy-innovation/12286002 pytsikata@slideshare.net(pytsikata) Dearth of Policy Innovation pytsikata <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/dearth-120404201918-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Dearth of Policy Innovation from Valdosta State University

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0 Award of Ghana Government Scholarships /slideshow/award-of-ghana-government-scholarships/12127916 awardofghanaianscholarships1-120323051222-phpapp01
Please share this powerpoint slide with your network and lets free GETFund from being expended on friends and cronies. ]]>
Please share this powerpoint slide with your network and lets free GETFund from being expended on friends and cronies. ]]> Fri, 23 Mar 2012 05:12:20 GMT /slideshow/award-of-ghana-government-scholarships/12127916 pytsikata@slideshare.net(pytsikata) Award of Ghana Government Scholarships pytsikata Please share this powerpoint slide with your network and lets free GETFund from being expended on friends and cronies. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/awardofghanaianscholarships1-120323051222-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Please share this powerpoint slide with your network and lets free GETFund from being expended on friends and cronies.

Award of Ghana Government Scholarships from Valdosta State University

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0 https://cdn.slidesharecdn.com/profile-photo-pytsikata-48x48.jpg?cb=1523221190 Dr. Tsikata is an Assistant Professor and a Consultant in the areas of health and organizational communication. His interest is in cross-cultural understanding of health and healing, health campaigns, and cross-cultural communication challenges in organizations in an era of mergers and acquisitions. Although he primarily trained as a health communication scholar, he has cognate expertise in organizational communication. As a scholar-practitioner, he has an excellent understanding of cross-cultural issues, their impact on health delivery, organizational processes, and their implications for individuals and organizations. He has an excellent ability to investigate, design, and implement com... http://theafricanmessenger.blogspot.com/2010/04/can-our-journalist-uphold-truth.html https://cdn.slidesharecdn.com/ss_thumbnails/roadfatalitiesinghana-180209151406-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/road-fatalities-in-ghana/87641716 Road fatalities in Ghana https://cdn.slidesharecdn.com/ss_thumbnails/southafricaspolicy-180203190826-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/south-africas-witchcraft-policy-an-infectious-retrogressive-model-for-the-global-southafrica-and-southeast-asia/87178675 South Africa’s witchcr... https://cdn.slidesharecdn.com/ss_thumbnails/teachingfromselfhood-170804082908-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/teaching-from-selfhood/78561767 Teaching from selfhood