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Dissertations / Theses on the topic 'Kigali Institute of Science'
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1
Magambo, Joseph. "Investigating perceptions of students' language needs at a Rwandan institution of higher learning." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1007268.
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The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).
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Fronk, Alexander T. "Kigali Charity School Analyzed Through an Implementation Science Framework." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3905.
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Implementation science is a relatively new field focused on ensuring that programs are planned well and then delivered as planned. This thesis describes the implementation process for a nursery-level charity school in Kigali, Rwanda, focusing on the facilitators and difficulties encountered in establishing this school.
The research process consisted of interviewing 13 individuals that are a part of the school in question. The researcher transcribed the interviews using an implementation science framework and found trends in their statements that shed light on the establishment of the school. With the help of three coders, the researcher assessed their comments for evidence of helps and hindrances through the implementation process. This thesis presents the results and the implications for implementation science. It will provide valuable information for those wishing to start and maintain grassroots, charitable programs for children in the developing world.
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Services, UA News. "Institute for Biomedical Science and Biotechnology Becomes BIO5." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/622188.
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Lee, Yue-kong Martin. "The institute of sports, HKUST." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949342.
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Kishore, Annapoorni. "AN INTERNSHIP WITH ENVIRONMENTAL SYSTEMS RESEARCH INSTITUTE." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209153230.
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Weingarten, Lauren Ariel. "Building on the edge of reason : the Institute for Speculative Science, M.I.T." Thesis, Massachusetts Institute of Technology, 1989. http://hdl.handle.net/1721.1/79003.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1989.This thesis sprang from a fascination with and respect for speculative thought in science. One need walk no further than down the "infinite corridor" to feel the pulse of experimentation that has earned M.I.T. the reputation of being one of the principal research institutes of the world. But, even with the commitment to research found at M.I.T. market demands point toward specialization. This creates an environment where speculative science in its classic sense cannot occur. It is the aim of this project to reconnect contemporary higher science with ancient ideas of a unified world view. To do this, the scientists at M.I.T. will be provided with a physically different environment from the everyday scientific workplace, with its gadgetry and budgetary constraints, if even for a short time. The site I propose to locate the Institute for Speculative Science is removed from Boston but is close enough to remain in the scientists' frame of reference. Located between Quincy and Thompson Island in the Boston Harbor, the institute for Speculative Science builds on the tension between built and natural states: urban to exurban; mainland to island; rock to water. This project will occupy the space between the mainland (Quincy) and surrounding islands, currently treated as an orphan of the big city. From the vantage point of the Institute for Speculative Science, you can see the Boston skyline but Boston cannot see you. You walk on a natural and wild beach, but this beach is littered with debris, relics of Boston's industrial recent past. The models and drawings in this book are scaled representations of the proposed project, they are how ever drawn and made as worlds in their own right which the participant in this book can experience. To communicate the idea of a building on the edge of reason, I've looked to bring to light a project that you feel before you understand.
by Lauren Ariel Weingarten.
M.Arch.
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Sandon, Lydia 1976. "An archive of scholarly publishing at the Massachusetts Institute of Technology." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/16721.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.Includes bibliographical references (leaves 63-64).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
by Lydia Sandon.
M.Eng.
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Porcellino, Michelle Eileen. "HEALTH COMMUNICATIONS INTERNSHIP AT THE NATIONAL CANCER INSTITUTE." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1220112999.
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Reid, Francis Lucian. "The province of science : James Hector and the New Zealand Institute, 1867-1903." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612908.
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Hefty, Eunice Ann. "Examining motivations, efficacy and interest in graduate study among teacher participants of a summer institute /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Linnell, Greg. "The Institute of Professional Librarians of Ontario: On the History and Historiography of a Professional Association." Canadian Association for Information Science, 2008. http://hdl.handle.net/10150/106390.
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A descriptive analysis of the histories of the Institute of Professional Librarians of Ontario (1960â 1976) reveals not only the circumstances surrounding the creation, growth, and decline of this singular expression of the professionalization of librarianship but also foregrounds the ways in which the historical narration of the profession must look beyond the traditional delineation of intrinsic traits in order to circumscribe librarianship more adequately. To that end, consideration is given to one important factor, the Royal Commission Inquiry into Civil Rights (1964-71). It is evident that
historical recovery of this sort is crucial to the profession's self-understanding as it negotiates its contemporary stance with respect to both librarians and the publics that they serve.
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Woollen, John Carter. "Memory mapping monument : a political science institute on the site of the Berlin Wall." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/22951.
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Williams-Rossi, Dara. "The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9911/.
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Despite the positive outcomes for inquiry-based science education and recommendations from national and state standards, many teachers continue to rely upon more traditional methods of instruction This causal-comparative study was designed to determine the effects of the Inquiry Institute, a professional development program that is intended to strengthen science teachers' pedagogical knowledge and provide practice with inquiry methods based from a constructivist approach. This study will provide a understanding of a cause and effect relationship within three levels of the independent variable-length of participation in the Inquiry Institute (zero, three, or six days)-to determine whether or not the three groups differ on the dependent variables-beliefs, implementation, and barriers. Quantitative data were collected with the Science Inquiry Survey, a researcher-developed instrument designed to also ascertain qualitative information with the use of open-ended survey items. One-way ANOVAs were applied to the data to test for a significant difference in the means of the three groups. The findings of this study indicate that lengthier professional development in the Inquiry Institute holds the most benefits for the participants.
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Amirbayat, Jafargholi. "Selected publications submitted to the University of Manchester Institute of Science and Technology for the degree of Doctor of Science." Thesis, University of Manchester, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679242.
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Baker, Mona. "Selected publications submitted to the University of Manchester Institute of Science and Technology for the degree of Doctor of Science." Thesis, University of Manchester, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679243.
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Williams-Rossi, Dara Milson Andrew J. "The influence of the Inquiry Institute on elementary teachers' perceptions of inquiry learning in the science classroom." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9911.
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Mathieson, Stuart. "The Victoria Institute, 1865-1932 : a case study in the relationship between science and religion." Thesis, Queen's University Belfast, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.766280.
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This thesis investigates the Victoria Institute, the world's first explicitly anti-evolutionary organisation, formed in London in 1865. It covers the period between 1865 and 1932, from the Victoria Institute's formation, through its most productive and successful period, and its subsequent decline after 1918. It is divided into three sections. The first contains two chapters that provide important contextual information. Chapter One introduces the Victoria Institute, charting its early operation, analysing its objectives, explaining how it fits into the wider pattern of a contest of cultural authority, and identifying its role as a safe haven for those who felt increasingly unwelcome in the secularising scientific arena. Chapter Two reports the results of a detailed longitudinal study of the Victoria Institute's membership, which provides vital demographic material, such as the location, occupation, education, and religious denomination of members. The second section contains four chapters, thematically arranged, on the Victoria Institute's heyday between 1871 and 1913. Chapter Three investigates the general understanding of the relationship between science and religion. It examines the contested definition of science, explores attempts to find both conflict and harmony between science and religion, and explains how one traditional understanding of that relationship, natural theology, survived into the twentieth century. Chapter Four looks at a contested set of definitions, particularly 'evolution' and 'Darwinism', and demonstrates how Darwinism served as a synecdoche for broader cultural trends. Chapter Five examines the Victoria Institute's fascination with geology and its relationship to scientific epistemology. Chapter Six turns to the Victoria Institute arguing for religious belief based on evidence from geography and archaeology, which it considered as scientific as biology, and explains how this fits into the Victoria Institute's philosophical commitments. The final section covers the Victoria Institute's decline, highlighting the impact of the First World War, and discusses the social and cultural factors that separated British conservative evangelicalism from American fundamentalism.
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Steinsen, Ragnar. "Form Processing Program for the Institute of Freshwater Fisheries in Iceland." Thesis, University of Skövde, Department of Computer Science, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-231.
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Instituten för Färskvatten Fiske på Island administrerar och styr fiske i över 80 av Islands floder. Detta görs genom att för varje fisk som fångas registreras fiskens längd, tyngd, kön plus några andra attribut i en bok, som kallas för “fiskebok”. Dessa böcker skickas sedan till Institutet varje år där informationen ur böckerna manuellt registreras i en databas. Den manuella inmatningen är mycket tidskrävande och dyr för Instituten. Önskemål finns om automatisering av denna process. Lösningen som föreslås här är att skanna in fiskeböckerna, översätta den inskannade bilden till datorhanterbara symboler som sedan lagras i en databas. Detta projekt fokuserar endast på överföringsprocessen, det vill säga överföringen av bilder till symboler. I stort fanns det tre problem som behövde lösas, dels att ändra böckerna så att de skulle bli lämpliga för att överföra automatiskt, dels att hitta de fält som skulle överföras samt att överföra fälten. Det fanns två typer av fält som skulle överföras; isolerade siffror och kryss. Att se om en kryssruta är ikryssad eller inte, är kanske inte så svårt men överföring av bild av siffra till en symbol var det stora problemet i detta projekt. För att lösa detta används teknik som kallas för ”Artificiella Neurala Nätverk” eller ”ANN”. Till slut fungerade lösningen någorlunda, fälten kunde enkelt hittas och överföringen av kryssymbolerna blev helt korrekt. Överföringen av siffror blev tyvärr inte lika bra. I en undersökning visade det sig att på varje isolerad siffra så översatte det framtagna Neurala Nätverket 87% av siffrorna korrekt, och med innehållskontroll (t.ex. att det finns bara 31 dagar i månad) kunde denna siffran bli 96%. Om programmet någon gång skall sättas i bruk måste vissa delar av det förbättras, men i och med att bristerna är kända kan man säga att prototypapplikationen som gjordes kan fungera bra som bas till fortsätt arbete.
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Ward, Kevin. "An Examination of Science NCE Scores of Students of Participating and Nonparticipating Teachers in East Tennessee State University Summer Science Institute." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1944.
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The purpose of this study was to determine the effectiveness of East Tennessee State University's summer science institute training through the effect on mean Normal Curve Equivalent science test scores of students in a Northeast Tennessee school system whose teachers participated in the ETSU summer science institute training. Data analysis were compiled using students' science NCE scores to determine if there were significant differences in scores for those students whose teachers participated in the summer science institutes and those who did not participate. Students' NCE scores were compiled from the middle school setting over a 3-year academic period: 2004-2005, 2005-2006, and 2006-2007. Paired-samples t tests were used to analyze the effectiveness of teacher participation by comparing preparticipation and postparticipation students' science NCE scores for years 3 years. Independent-samples t tests were used to compare students' gender, socioeconomic status (free- and reduced-price meals), and NCE science scores (using 5th grade only) for 2 consecutive years of the study (2005-2006 through 2006-2007). Two analyses were used to determine teachers' participation and the effect on students' NCE science scores among two subgroups: gender and socioeconomic status. For research questions 4 and 5, a mean net gain and NCE raw scores average was performed.
The findings from this study indicated significant differences in years 2004-2005 and 2006-2007 favoring students of teachers who participated in the summer science institutes However, the results from year 2005-2006 showed no significant differences in students' science NCE scores of teachers who participated or did not participate in summer science institutes. In the consecutive year (2005-2006 through 2006-2007) using 5th grade only comparisons, data analyses showed significant differences in students' science NCE scores when performing NCE raw scores comparisons for gender and socioeconomic status. The comparisons for gender showed male students' science NCE scores were higher than were females' science scores. The NCE raw scores comparisons for socioeconomic status showed those students on the meals program had higher science NCE scores than did those students not on the program. There was no significance in students' science NCE scores when using mean net gain scores comparison for gender and socioeconomic status.
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Hutchins-Korte, Laura. "Learning by game-building in theoretical computer science education." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3162.
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It has been suggested that theoretical computer science (TCS) suffers more than average from a lack of intrinsic motivation. The reasons provided in the literature include the difficulty of the subject, lack of relevance to the informatics degree or future careers, and lack of enjoyment of the learning experience. This thesis presents evidence of these claims derived from the results of an expert survey. Increasing the students’ perceived control of the learning experience has been shown to increase student motivation in numerous different settings. A few of those also showed increased student performance. This thesis proposes that game-building can be such a setting for the area of TCS. Within the area of TCS, the focus will be on the modelling skills (finite state automata, push-down automata, Turing machines, CCS, etc.) since they form the majority of the curriculum at undergraduate level. It will be demonstrated how arbitrary TCS modelling skills can be mapped onto a game-building framework and allow the students to learn about the former by using the latter. It is hypothesized that the success of the approach depends on the amount of control given to the student. To test this claim, two experimental conditions were used in a repeated-measures design: (1) own-game and (2) pre-defined game. In the former, students are asked to write a game of their own, whereas in the latter, they are asked to copy a pre-defined game. A large demand for the own-game context was observed and results of its effect on performance and enjoyment are presented. Although no main effect of the owngame condition versus the pre-defined game condition was found in terms of either enjoyment or performance, some interesting interaction effects between condition and motivational type were unveiled.
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Meinel, Christoph, and Christian Willems. "openHPI : the MOOC offer at Hasso Plattner Institute." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6717/.
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The new interactive online educational platform openHPI, (https://openHPI.de) from Hasso Plattner Institute (HPI), offers freely accessible courses at no charge for all who are interested in subjects in the field of information technology and computer science. Since 2011, “Massive Open Online Courses,” called MOOCs for short, have been offered, first at Stanford University and then later at other U.S. elite universities. Following suit, openHPI provides instructional videos on the Internet and further reading material, combined with learning-supportive self-tests, homework and a social discussion forum. Education is further stimulated by the support of a virtual learning community. In contrast to “traditional” lecture platforms, such as the tele-TASK portal (http://www.tele-task.de) where multimedia recorded lectures are available on demand, openHPI offers didactic online courses. The courses have a fixed start date and offer a balanced schedule of six consecutive weeks presented in multimedia and, whenever possible, interactive learning material. Each week, one chapter of the course subject is treated. In addition, a series of learning videos, texts, self-tests and homework exercises are provided to course participants at the beginning of the week. The course offering is combined with a social discussion platform where participants have the opportunity to enter into an exchange with course instructors and fellow participants. Here, for example, they can get answers to questions and discuss the topics in depth. The participants naturally decide themselves about the type and range of their learning activities. They can make personal contributions to the course, for example, in blog posts or tweets, which they can refer to in the forum. In turn, other participants have the chance to comment on, discuss or expand on what has been said. In this way, the learners become the teachers and the subject matter offered to a virtual community is linked to a social learning network.Die neue interaktive Online-Bildungsplattform openHPI (https://openHPI.de) des Hasso-Plattner-Instituts (HPI) bietet frei zugängliche und kostenlose Onlinekurse für interessierte Teilnehmer an, die sich mit Inhalten aus dem Bereich der Informationstechnologien und Informatik beschäftige¬n. Wie die seit 2011 zunächst von der Stanford University, später aber auch von anderen Elite-Universitäten der USA angeboten „Massive Open Online Courses“, kurz MOOCs genannt, bietet openHPI im Internet Lernvideos und weiterführenden Lesestoff in einer Kombination mit lernunterstützenden Selbsttests, Hausaufgaben und einem sozialen Diskussionsforum an und stimuliert die Ausbildung einer das Lernen fördernden virtuellen Lerngemeinschaft. Im Unterschied zu „traditionellen“ Vorlesungsportalen, wie z.B. dem tele-TASK Portal (http://www.tele-task.de), bei dem multimedial aufgezeichnete Vorlesungen zum Abruf bereit gestellt werden, bietet openHPI didaktisch aufbereitete Onlinekurse an. Diese haben einen festen Starttermin und bieten dann in einem austarierten Zeitplan von sechs aufeinanderfolgenden Kurswochen multimedial aufbereitete und wann immer möglich interaktive Lehrmaterialien. In jeder Woche wird ein Kapitel des Kursthemas behandelt. Dazu werden zu Wochenbeginn eine Reihe von Lehrvideos, Texten, Selbsttests und ein Hausaufgabenblatt bereitgestellt, mit denen sich die Kursteilnehmer in dieser Woche beschäftigen. Kombiniert sind die Angebote mit einer sozialen Diskussionsplattform, auf der sich die Teilnehmer mit den Kursbetreuern und anderen Teilnehmern austauschen, Fragen klären und weiterführende Themen diskutieren können. Natürlich entscheiden die Teilnehmer selbst über Art und Umfang ihrer Lernaktivitäten. Sie können in den Kurs eigene Beiträge einbringen, zum Beispiel durch Blogposts oder Tweets, auf die sie im Forum verweisen. Andere Lernende können diese dann kommentieren, diskutieren oder ihrerseits erweitern. Auf diese Weise werden die Lernenden, die Lehrenden und die angebotenen Lerninhalte in einer virtuellen Gemeinschaft, einem sozialen Lernnetzwerk miteinander verknüpft.
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Ellis, Tyler Shawn. "Design of a low enrichment, enhanced fast flux core for the Massachusetts Institute of Technology Research Reactor." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/53264.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Nuclear Science and Engineering, February 2009.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 115-117).
Worldwide, there is limited test reactor capacity to perform the required irradiation experiments on advanced fast reactor materials and fuel designs. This is particularly true in the U.S., which no longer has an operating fast reactor but depends upon two aging thermal reactors for testing the behavior of various materials in an irradiation environment. The MIT research reactor is planning for a new core to end the need for highly enriched uranium and operate the reactor with uranium enrichments under 20%. This study explores the use of the central region in the newly proposed MIT reactor core to boost the production of fast neutrons, thus making the new core more beneficial for materials testing. The Fast Flux Trap introduces a region of fissile material surrounding a central irradiation facility which is cooled by liquid lead-bismuth eutectic. This arrangement maximizes the fast neutron production by avoiding neutron moderation in the center. The fissile material, arranged in a tight hexagonal pin array, can be uranium enriched in either 235U or 233U, to the limit allowable for non-proliferation. Insertion of the Fast Flux Trap in the proposed low enriched uranium core operated at a 10 MW power level, can provide a 252%-271% higher fast neutron flux than the previously proposed designs with low enriched fuel for the MIT research reactor and a 235%-253% higher fast neutron flux than the existing highly enriched uranium MITR-II core at 5 MW.
(cont.) This new core fast flux capability is within a factor of 2 to 4 of the much larger national test reactors, the Advanced Test Reactor and the High Flux Isotope Reactor, and hence can allow the MIT research reactor to be more useful for fast irradiation. The work covered both steady state and transient events involving the Fast Flux Trap, using the Monte Carlo N-Particle (MCNP) transport code. It was shown that the power distribution within the Fast Flux Trap pins as well as the plates in the rest of the core will be satisfactory; or in other words, no excessive power peaking will develop. The limits of the Fast Flux Trap lifetime were found to exceed the expected licensing time of the new core. Furthermore, the reactivity implications of metallic coolant leaks, water flooding of the Fast Flux Trap and various possible test materials were all found to be acceptable. The loss of flow following a pump trip event was analyzed using the RELAP5-3D code, and found not to result in excessive temperatures with regards to materials strength and corrosion resistance. While the specific design developed in this dissertation is particular to the MIT research reactor core, the Fast Flux Trap design concept can potentially be applied in other reactor cores so that other thermal spectrum research and test reactor facilities can benefit from this enhanced capability.
by Tyler Shawn Ellis.
Ph.D.
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Hoeweler, Gwyneth Rhiannon. "An Internship Report for the Institute of Environmental Science Global Vision International and Imago Earth Center." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1228922490.
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Allen, Andre Ramon. "A Technical Communication Internship at The National Institute for Occupational Safety and Health (NIOSH)." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1102077601.
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Day, Rachel Elise. "CHEMICAL MEASURES OF THE GREAT MIAMI WATERSHED: A SEASONAL POSITION WITH MIDWEST BIODIVERSITY INSTITUTE." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1390431534.
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Baurain, Thomas S. "Development of a continuing education course "Christians in a scientific world" Division of External Studies Moody Bible Institute /." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Giang, Amanda (Amanda Chi Wen). "Science to support toxics governance : tracking mercury and other pollutants from policy to impacts." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112053.
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Thesis: Ph. D. in Engineering Systems, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 143-167).
Persistent and bioaccumulative toxins like mercury pose unique challenges for environmental governance. The complexity of their movement through coupled social, technological, and natural systems can make it difficult to trace their path from emissions to wider impacts, as emissions and impacts can be separated both in time and space. This separation can make it difficult to assess whether different management and policy proposals will effectively reduce negative impacts. Focusing primarily on mercury, this dissertation explores how we can use interdisciplinary tools and approaches-from atmospheric modelling to community engaged research-to better trace this path from policy to human impacts, in support of environmental decision-making at multiple levels of governance. Combining simulation modelling, statistical, and qualitative approaches, it considers three aspects of the path from policy to impacts: how policy translates into emissions changes, how emissions changes translate into changes in environmental concentrations and fluxes, and finally how these environmental concentrations and fluxes impact the well-being of human communities. Taken together, the three studies highlight the need to take into account how social, technical, and natural systems interact, as well as the uncertainty, variability, and pluralism that exist within them, in our efforts to manage these toxic pollutants. In the first study, I investigate the social and technical factors that affect the domestic implementation of a global environmental treaty (the United Nations Minamata Convention on Mercury) in major emitter countries in Asia, and their potential implications for emissions and global transport using a scenario-based modelling approach. I project that the benefit of avoided emissions and deposition over Asia are large, even when considering a scenario where the Convention allows large flexibility in implementation. These benefits are primarily driven by India, where even modest improvements in mercury capture are projected to result in large emissions decreases given future economic growth. I also find that climate change policies that promote the transitioning away from fossil may be as effective as strict end-of-pipe pollution control approaches for mitigating mercury emissions. In the second study, driven by interests from community research partners in the Great Lakes region-an area vulnerable to mercury pollution-I use chemical transport modelling experiments to explore the conditions under which regional and global policy change can be statistically detected by wet deposition monitoring networks. I find that, given the magnitude of expected emissions decreases, detecting policy-related decreases in wet deposition in the Great Lakes region on the decadal scale will be challenging as the magnitude of noise-in particular interannual meteorological variability-can exceed this signal. These results suggest that these variabilities need to be better quantified and taken into account in both the design of policies for effectiveness and evaluation of policy compliance. In the third study, I investigate the role that university-community partnerships can play in the long-term management of persistent pollutants through an empirical case study of the Superfund Research Program, which has recently required that grantees engage communities impacted by the hazardous substances that they study. I argue that community engagement in practice often supports a community building function-engagement operates as a space where knowledge about pollutants and shared identities of being impacted by these pollutants can be co-produced. Because persistent pollutants can implicate new people across time and space, often in ways that are difficult for those affected to discern, I suggest that supporting the constitution of what I call communities of concern is a critical way that university-based researchers can support the long-term management of persistent pollutants. I propose a conceptual framework to characterize and assess the functions that academic partners can perform in supporting the constitution of communities of concern around persistent pollutants. Further, I call attention to the institutional conditions that can enable this work to continue within academic contexts.
by Amanda Giang.
Ph. D. in Engineering Systems
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Zimpel, Leal Karla. "Tracing the mechanisms of science-industry knowledge transfer : a critical realist study within a food research institute." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/63643/.
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The compelling challenges facing the food industry call for imminent action. Nutrition, obesity, food safety, and food and health are examples of unprecedented pressures that a single organisation is not in a position to address alone. In recognising the growing concern to address these challenges, this study has focused on the transference of knowledge from the Institute of Food Research (IFR) to food manufacturer SMEs in the UK. This study investigates three knowledge transfer projects within IFR by identifying the mechanisms driving them. The study is positioned in the science-industry knowledge transfer literature. An analysis of this literature leads to the conclusion that current studies rely heavily on correlations with positivist assumptions, with a deficit of explanatory accounts. There is also a lack of studies that look at knowledge transfer at different levels of analysis. The aim of this study is to offer a mechanismic explanation for how and why knowledge transfer happened in these three projects. From empirical data from 52 interviews with individuals involved in the projects, observations from industry and science events, and document analysis, a novel process-tracing methodology was employed to trace the generative mechanisms for each project. The data are analysed from a critical realist perspective. An explanatory account is provided through the incorporation of a multilevel framework that includes structure, agency and interaction levels. Through qualitative analysis, abductive reasoning and systematic combining, the findings move from what happened, to the mechanisms underlying each project, to a contextualised theoretical explanation. Because this study problematises conventional research approaches, it is able to shed new light on the phenomenon under study: the generative mechanism that explain science-industry knowledge transfer. Methodologically, it offers a critical realist framework for the analysis of different ontological layers, and also a process-tracing approach that looks at analytically investigating empirical evidence. The practical contribution is a robust explanation that recognises the micro-foundations and structural constraints and opportunities in knowledge transfer relationships. The conclusion is that although there is no single ideal type of project, motivations or interactions that makes knowledge transfer successful, the predominant mechanisms tend to be rooted in social interactions and non-pecuniary rewards.
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Sundgren, Daniel. "Kunskapskatedralen. En undersökning av öppna utbildnings- och lärresurser med utgångspunkt i Massachusetts Institute of Technologys OpenCourseWare-projekt." Thesis, Uppsala University, Department of ALM, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101860.
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Shakeri, Shadi. "Data Curation Perspectives and Practices of Researchers at Kent State University’s Liquid Crystal Institute: A Case Study." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1385382943.
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Pearson, Donna Kay. "The impact of the Mississippi We The People Summer Institute upon the content knowledge, teaching strategies, and dispositions of social studies teachers." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-04172006-110426.
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Carlsson-Hyslop, Anna. "An anatomy of storm surge science at Liverpool Tidal Institute 1919-1959 : forecasting, practices of calculation and patronage." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/an-anatomy-of-storm-surge-science-at-liverpool-tidal-institute-19191959-forecasting-practices-of-calculation-and-patronage(db3ce0d8-2599-484c-8db1-a7a0488414a0).html.
Full textAbstract:
When the effects of wind and air pressure combine with a high tide to give unusually high water levels this can lead to severe coastal flooding. This happened in England in early 1953 when 307 people died in the East Coast Flood. In Britain today such events, now called storm surges, are forecast daily using computer models from the National Oceanographic Centre in Liverpool, formerly the Liverpool Tidal Institute (TI). In 1919, when TI was established, such events were considered unpredictable. TI's researchers, Joseph Proudman (1888-1975), Arthur Doodson (1890-1968), Robert Henry Corkan (1906-1952) and Jack Rossiter (1919-1972), did much mathematical work to attempt to change this. In 1959 Rossiter published a set of statistical formulae to forecast storm surges on the East Coast and a national warning system was predicting such events using these formulae. At this point TI believed they had made surges at least as predictable as they could with their existing methods. This thesis provides a narrative of how this perceived rise in the predictability of surges happened, analysing how TI worked to achieve it between 1919 and 1959 by following two interwoven, contingent and contested threads: practices of calculation and patronage. A key aspect of this thesis is the attention I pay to material practices of calculation: the methods, technologies and management practices TI's researchers used in their mathematical work on storm surge forecasting. This is the first study by historians of oceanography or meteorology that pays this detailed level of attention to such practices in the construction of forecasting formulae. As well as using published accounts, I analyse statistical research in the making, through notes, calculations, graphs and tables produced by TI's researchers. They used particular practices of calculation to construct storm surges as calculable and predictable scientific objects of a specific kind. First they defined storm surges as the residuals derived from subtracting tidal predictions from observations. They then decided to use multiple regression, correlating their residuals with pressure gradients, to make surges predictable. By considering TI's practices of calculation the thesis adds to the literature on mathematical research as embodied and material, showing how particular practices were used to make a specific phenomenon predictable. I combine this attention to mathematical practice with analysis of why TI's researchers did this work. US historians have emphasised naval patronage of physical oceanography in this period but there is very little secondary literature for the British case. The thesis provides a British case study of patronage of physical oceanography, emphasising the influence on TI's work not only of naval patronage but also of local government, civil state and industrial patronage. Before TI's establishment Proudman argued that it should research storm surges to improve the Laplacian theory of tides. However, when the new Institute received patronage from the local shipping industry this changed and the work on forecasting surges was initially done as part of a project to improve the accuracy of tidal predictions, earning TI further patronage from the local shipping industry. After a flooding event in 1928 the reasons for the work and the patronage again shifted. Between then and 1959 TI did this work on commission from various patrons, including local government, civil state and military actors, which connected their patronage to national debates about state involvement in flood defence. To understand why TI's researchers worked on forecasting surges I analyse this complex mix of patrons and motivations. I argue that such complex patronage patterns could be fruitfully explored by other historians to further existing debates on the patronage of oceanography.
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Mahrt-Washington, Catherine. "Gender, and other variables, affecting graduation outcomes and the future of science : male vs. female students 1995-2003, Rochester Institute of Technology's College of Science /." Online version of thesis, 2008. http://hdl.handle.net/1850/7933.
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Williams, John Clifford. "A National Park Service Internship at Acadia National Park." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1368036911.
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Al-Attili, Ismat Asa'd. "The issues involved in designing ESP courses for Kuwait Business Institute students : with special reference to computer science students." Thesis, University of Warwick, 1986. http://wrap.warwick.ac.uk/34803/.
Full textAbstract:
This research which is about the Issues Involved in Designing ESP Courses for Kuwait Business Institute Students with Special Reference to Computer Science Students consists of seven chapters. The first chapter introduces Kuwait Business Institute. The second offers the historical background of ESP and a survey of its theoretical bases. The third gives an account of the three stages of KBI's life span along with a critical appreciation of the English language teaching materials used. The fourth presents questionnaires and constructed interviews used in identifying needs of employers, teachers and graduates and expounds their results. The fifth presents approaches to text analysis and a functional analysis of two chapters selected from two textbooks used by KBI computer science students. The sixth goes into the classroom with computer science teachers and students and presents an analysis of three lectures by three computer science teachers. The last chapter presents conclusions from a synthesis of findings. The findings call for the rejection and replacement of current English Language teaching materials. They also support a broader needs analysis. This should include views, concerning demands made by the language of the computer science academic courses content, of teachers, students and employers. It should also include the results of text analysis component of the relevant academic courses content. Recommendations and suggestions for further research when designing ESP courses for KBI computer science students in particular and students of different specialisations in general are made.
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Al-Attili, Ismet Asa'd. "The issues involved in designing ESP courses for Kuwait Business Institute students, with special reference to computer science students." Boston Spa, United Kindom : British Library Document Supply Centre, 1986. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.380510.
Full textAbstract:
Thesis (doctoral)--University of Warwick, 1986.BLDSC reference no.: D082055. RESTRICTED ACCESS - Patron must place request for this item with their interlibrary Loan Department. A signed TDF (Thesis declaration Form) must accompany request before material can be sent on loan. The form can be accessed and printed in PDF form from: http://www.bl.uk/services/document/btsindex.html (follow instructions on page). If you have questions, contact CRL's Access Services Department at: 773-955-4545 ext. 321, or 800-621-6044 ext. 321, or
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Perry, Anthony J. "Research work submitted for the degree Doctor of Engineering of the University of Manchester Institute of Science and Technology." Thesis, University of Manchester, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679246.
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Acosta, Lidia. "The role of the Federal Electoral Institute (IFE) in the transition to democracy in Mexico." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/425/.
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Thesis (Ph.D.) - University of Glasgow, 2008.Ph.D. thesis submitted to the Department of Politics, Faculty of Law, Business and Social Sciences, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
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Fensch, Christian. "An OS-based alternative to full hardware coherence on tiled chip-multiprocessors." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3166.
Full textAbstract:
The interconnect mechanisms (shared bus or crossbar) used in current chip-multiprocessors (CMPs) are expected to become a bottleneck that prevents these architectures from scaling to a larger number of cores. Tiled CMPs offer better scalability by integrating relatively simple cores with a lightweight point-to-point interconnect. However, such interconnects make snooping impractical and, thus, require alternative solutions to cache coherence. This thesis proposes a novel, cost-effective hardware mechanism to support shared-memory parallel applications that forgoes hardware maintained cache coherence. The proposed mech- anism is based on the key ideas that mapping of lines to physical caches is done at the page level with OS support and that hardware supports remote cache accesses. It allows only some controlled migration and replication of data and provides a sufficient degree of flexibility in the mapping through an extra level of indirection between virtual pages and physical tiles. The proposed tiled CMP architecture is evaluated on the SPLASH-2 scientific benchmarks and ALPBench multimedia benchmarks against one with private caches and a distributed direc- tory cache coherence mechanism. Experimental results show that the performance degradation is as little as 0%, and 16% on average, compared to the cache coherent architecture across all benchmarks for 16 and 32 processors.
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Polyvyanyy, Artem, Sergey Smirnov, and Mathias Weske. "The triconnected abstraction of process models." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2009/3284/.
Full textAbstract:
Contents:
Artem Polyvanny, Sergey Smirnow, and Mathias Weske
The Triconnected Abstraction of Process Models
1 Introduction
2 Business Process Model Abstraction
3 Preliminaries
4 Triconnected Decomposition
4.1 Basic Approach for Process Component Discovery
4.2 SPQR-Tree Decomposition
4.3 SPQR-Tree Fragments in the Context of Process Models
5 Triconnected Abstraction
5.1 Abstraction Rules
5.2 Abstraction Algorithm
6 Related Work and Conclusions
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Schmidt, Eric Andrew. "Characterization of a fiber suspension jet in a co-flow dilution process." Available online, Georgia Institute of Technology, 2005, 2003. http://etd.gatech.edu/theses/available/ipstetd-1047/.
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Blunsden, Scott. "Detection and classification of multiple person interaction." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3208.
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This thesis investigates the classification of the behaviour of multiple persons when viewed from a video camera. Work upon a constrained case of multiple person interaction in the form of team games is investigated. A comparison between attempting to model individual features using a (hierarchical dynamic model) and modelling the team as a whole (using a support vector machine) is given. It is shown that for team games such as handball it is preferable to model the whole team. In such instances correct classification performance of over 80% are attained. A more general case of interaction is then considered. Classification of interacting people in a surveillance situation over several datasets is then investigated. We introduce a new feature set and compare several methods with the previous best published method (Oliver 2000) and demonstrate an improvement in performance. Classification rates of over 95% on real video data sequences are demonstrated. An investigation into how the length of time a sequence is observed is then performed. This results in an improved classifier (of over 2%) which uses a class dependent window size. The question of detecting pre/post and actual fighting situations is then addressed. A hierarchical AdaBoost classifier is used to demonstrate the ability to classify such situations. It is demonstrated that such an approach can classify 91% of fighting situations correctly.
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Launder, Brian. "Submission the to the University of Manchester Institute of Science and Technology for the award of the higher Doctorate in Engineering." Thesis, University of Manchester, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.679470.
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Williams, Stephen John, and n/a. "A case study of the relationship between sports science research practice and elite coaches' perceived needs." University of Canberra. Health Sciences, 2005. http://erl.canberra.edu.au./public/adt-AUC20060530.101909.
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Elite coaches consider aspects of sports science when preparing athletes for
competition. Sports scientists conduct applied research and a fundamental purpose of
sports science research is to produce knowledge that helps improve the performance of
elite athletes. In view of the considerable resources being directed toward research and
coaching at the elite level, there is a need to conduct research to identify the relationship
between research and coaching practice at the elite level.
Australia has an institute of sport or academy of sport in each state and territory
dedicated to the development of team and individual sports, both Olympic and non-
Olympic. In the area of elite athlete performance, the Australian Institute of Sport (AIS)
has gained an international reputation for excellence, and the AIS Research Centre has
achieved international recognition for the quality of research projects directed toward
the performance of elite athletes. Sports scientists at Australian universities also
undertake research related to elite coaching, some of which has occurred in partnership
with researchers at Australian institutes of sport.
The purpose of the study was to identify the relationship between sports science
research at Australian institutes of sport and post-graduate sports science research in
Australian universities, and how elite coaches in Australia perceive sports science
research practice meeting the needs of elite coaching.
A case study method was selected for this thesis, which involved the following data
gathering instruments: a survey of 225 elite coaches and 125 sports science researchers,
follow-up interviews of elite coaches and sports science researchers, and document
analysis of 725 research projects conducted at Australian institutes of sport and postgraduate
theses at Master and Doctoral level at Australian universities. An analysis was
also conducted to assess the sports science content contained in the National Coaching
Accreditation Scheme's Level Three course material. A schedule was developed for the
document analysis called the "Williams Sports Science Research Schedule". Interviews
were conducted with elite key informants to validate a model that was developed fiom
the study.
Results of the study revealed a degree of congruence between the perceptions of elite
coaches and sports science researchers regarding the research needs of elite coaches and
the research activity of sports science researchers. A model, called the "Elite Sports
Research Model" was developed to describe that relationship. The Elite Sports Research
Model contains four components, namely: coach knowledge, information seeking/dissemination strategies, qualities valued in an elite coach and a sports science
researcher, and application of research. Within the model, particular perspectives of
elite coaches and particular perspectives of sports science researchers were identified.
Some differences were found between elite coaches of team sports and elite coaches of
individual sports, as well as some differences between researchers at institutes of sports
and researchers at universities. At the elite level in Australia a relationship was found
between sports science research activity and the research needs of elite coaches.
With the increase in support for elite coaching and sports science research in Australia
and internationally, the results of this study should help to inform improvement in
sports science research programs that support elite coaching practice.
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Cho, Jung Yun. "Why women are underrepresented in science, technology, engineering and mathematics (STEM) fields in the United States." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117904.
Full textAbstract:
Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 94-106).
The issue of women's underrepresentation in science, technology, engineering and mathematics (STEM) fields in the United States has recently gained significant interest and accordingly, a great increase in the body of literature on this topic. A review of the literature reveals that the issue is a complex phenomenon with a myriad number of causes. These causes may be socioeconomic or cultural influences, or they may be specific events in women's educational or occupational timeline such as first-year college and university STEM classes. This thesis will use the following two themes to weave through and present the existing body of research: (1) STEM fields are riddled with gender stereotypes, which make many women uncomfortable and feel like they do not belong; (2) a gender confidence gap exists in STEM fields and discourages women from entering or further pursing STEM. An examination of gender composition of STEM fields across different countries validates these two themes as well. Finally, this thesis will end with a discussion of several potential strategies for increasing the representation of women in STEM.
by Jung Yun Cho.
S.M. in Technology and Policy
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Kyatengwa, Lilian. ""Understanding and applying total quality management for quality improvement in Kigali institute of science, technology and management (KIST), in Rwanda."." Thesis, 2005. http://hdl.handle.net/10413/1869.
Full textAbstract:
Total Quality management (TQM) is a different way to organize the efforts of people. The objective is to harmonize their efforts in such a way that not only do people approach their assigned tasks with enthusiasm, but they also participate in the improvement of how the work gets done. Quality management introduces a significant change in the relationship between those who manage and those who actually do the work. TQM has had a significant influence on contemporary management practices. It is in this regard therefore, that the purpose of this research was to examine the feasibility of TQM implementation in Kigali Institute of Science, Technology and Management (KIST) to improve the quality of education. The main objectives ofthis study included: • Determining whether TQM can be effectively implemented for quality improvement in KIST. • Finding out any limitations to the implementation of TQM for quality improvement in KIST. • Establishing any benefits ofTQM in KIST. Both qualitative and quantitative methods of research were used to carry out this research and the literature reviewed on TQM was a major guide in the analysis process. The results revealed that with major improvements in areas of staff commitment, encouraging teamwork and participation of all staff coupled with staff education and development, TQM implementation in KIST could be realised. Various limitations of the implementation of this system in KIST include: lack of resources in terms of finance, insufficient academic facilities, shortage of academic staff, to mention but a few. The benefits of this system include: helping the institution to focus on the needs of its customers, achieving top quality performance, better communication methods and achieving commitment of all the staff Due to the limitation of the short time frame allocated to this research, the study could not go in detail consequently recommendations for further research were made.Thesis (MBA)-University of KwaZulu-Natal, 2005.
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Ntukanyagwe, Michelle M. "Evaluation of the growth strategy of an educational institution : a case study of the Kigali Institute of Science, Technology and Management (KIST)." Thesis, 2006. http://hdl.handle.net/10413/10013.
Full textAbstract:
The aim of this dissertation is to carry out an evaluation of the Kigali Institute of Science,
Technology and Management's organisational strategy using the criteria of suitability and
feasibility. Specifically, this dissertation sets out to evaluate the suitability of KIST's growth
strategy by assessing whether it addresses the circumstances in which the organisation is
operating and to establish the feasibility of the strategy by assessing whether the Institute
possesses the resources and competences to match the chosen growth strategy. In conducting
this evaluation it is recognised that, although it is impossible to demonstrate conclusively
whether a particular strategy is optimal or even guaranteed to work, one can nevertheless, test
it for critical flaws using the above-mentioned criteria.
The findings from the case study and analysis show that the main strategic issues facing
KIST are: - inadequate funding for vital, urgent capacity building; inadequate infrastructure
and facilities for KIST's growth and sustainability; inadequate strategic planning; low
employee motivation and high staff turnover. From the suitability analysis, it was revealed
that KIST's growth strategy is not suitable since it does not address the circumstances in
which it is operating due to its internal weaknesses. However, the strategy is attainable if the
management of KIST puts in place mechanisms to address the strategic issues identified.
The feasibility analysis revealed that, as a result of KIST staff not being motivated, the
Institute's capabilities of technology transfer would not be adequately harnessed. In addition,
the Institute may fail to effectively and efficiently run and sustain its programs. Finally the
financial feasibility analysis established that the Institute has a weak financial base as a result of inadequate government and reducing donor funding which renders the growth strategy unfeasible. The last chapter provides recommendations that will serve as guidelines for the Institute, in
order for it to address the strategic issues identified, and also successfully implement the chosen growth strategy. Further research by KIST has also been proposed in areas identified at the end of chapter six.Thesis (MBA)-University of KwaZulu-Natal, 2006.
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Nizeyimana, Gabriel. "Student engagement in teacher education at the Kigali Institute of Education in Rwanda." Thesis, 2013. http://hdl.handle.net/10539/13212.
Full textAbstract:
Qualitatively and quantitatively, this thesis investigates student engagement and success in post-secondary teacher education. The research is a case study conducted in Rwanda using the Classroom Survey of Student Engagement (CLASSE), interviews, and document analysis techniques. It aims at comparing two groups of teacher education students in terms of how different factors of student engagement affect their performance. The study provides a sound contribution in understanding how students with a professional background effectively engage and succeed in modules/courses of the teacher education programme that are shared with students without such background.
The study claims that student teachers’ beliefs brought to teacher education play a vital role in determining the level of student engagement and performance in both professional and non-professional courses rather than their academic background. Findings indicate that these courses were taught and learnt in inappropriate teaching and learning environments. Despite unfavourable conditions, results also indicate that students with professional preparation prior to the post-secondary teacher education programme have positive beliefs about the career, interact with lecturers and peers more frequently, devote much time and effort on educationally purposeful activities, and participate more frequently in engaging activities than students who have just started teacher training. In addition, the study indicates that these factors of student engagement influence performance.
The study also reveals that the former have developed their professional teacher identity which facilitates their social and academic integration and their intrinsic motivation to learning for the career while the latter are struggling learning for the profession in which they are not motivated and interested. Therefore, students with teacher identity perform significantly better than those who are new in teacher training even in non-professional courses in which they have fewer prerequisites.
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Bahati, Bernard. "Is ICT being integrated pedagogically into teaching and learning events at Kigali Institute of Education (KIE)?" Thesis, 2011. http://hdl.handle.net/10539/9919.
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This research was carried out in the context of the current efforts made in the line of integrating ICT-as a medium of teaching and learning - in Rwandan Higher Institutions of Learning and focused on the pedagogical integration of ICT in teaching and learning events at KIE. Both qualitative and quantitative research approaches were used and the data were collected using survey questionnaires, interviews, student discussions, and documentary analysis. The findings show that while KIE has made the commitment to use ICT in supporting and facilitating the successful pursuit of its mission, there is no coherent and detailed strategy or framework to support the use of ICT pedagogical tools in the teaching and learning events. As far as equipment, connectivity and access of/to ICT facilities at KIE are concerned, this study show that although the current level of ICT equipment, accessibility, and connectivity of ICT-related facilities at KIE is not flawlessly conducive to the effective integration of ICT in teaching and learning activities, there is an ICT foundation (in terms of equipment, accessibility and connectivity) that would allow KIE academic members to integrate ICT in their activities to a certain extent. However, the lack of [or inadequate] teacher training and development coupled with other institution-level and human-level manipulative and non-manipulative barriers, is impeding the effective integration of ICT into teaching and learning events at KIE. As a result, KIE lecturers and students are using sporadically ICT as an add-on to their traditional ―teaching and learning as usual‖ with no real impact in which lecturers would rethink new ways of re-engineering the teaching strategies leading to increased quality in teaching and learning
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Kayihura, Camille N. "An analysis of the assessment of clinical learning in a nursing diploma programme in Kigali Health Institute in Rwanda." Thesis, 2007. http://hdl.handle.net/10413/2764.
Full textAbstract:
Assessment of clinical learning is imperative in order to ensure that those who become registered nurses are safe and competent practitioners. Assessment of clinical skills requires evaluation of the development of appropriate knowledge, skills and attitudes. Literature however reveals that the measurement of clinical skills performance continues to pose a challenge for nurse educators, the debate around the best assessment method in clinical learning, as well as, validity and reliability in assessing clinical learning is ongoing. This study was therefore aimed at exploring and describing current practices in assessment of clinical learning in a nursing diploma programme in Kigali Health Institute in Rwanda. The study was a quantitative descriptive exploratory design. Data were collected
through the use of questionnaires. Nurse educators, students and external examiners were asked to report on the assessment strategies commonly used in Kigali Health Institute, their views about assessment strategies, and the strengths and weaknesses of clinical assessment strategies used in a nursing diploma programme in assessing practical competences of nursing students. The total number of participants who returned questionnaires in this study was 117. The results of this study revealed the commonly used assessment strategies included
OSCEs (100%), case presentations (66%), direct observations (38%), standardized patients (31 %) and reflective diaries (2%). Furthermore, assessments were based on clinical learning outcomes. Assessments were conducted formatively and summatively to ensure validity in assessments and to ensure that a variety of clinical learning areas were assessed. Although there was no documented structured process of conducting clinical assessments, the findings revealed that the process included a number of phases; planning, preparation, implementation and evaluation phases. There were measures in place to ensure validity and reliability in assessments. The need for a policy on clinical
learning assessment emerged so as to serve as a guide to ensure consistency in conducting assessments. The need to build the capacity of nurse educators and external examiners also came up as very few had educational preparation for their roles. Most of them were specialists in the discipline not in nursing education. The findings also revealed that not all nurse educators were involved in decision making regarding clinical assessments for quality assurance purposes. Issues such as welcoming of students on the
assessment day, giving of instructions to students, time spent on performing tasks, feedback to students, returning to tasks which were not completed and improvising during assessments due to limited resources emerged as areas of concern. Recommendations made are related to the assessment process, the building of
capacity of nurse educators and external examiners, preparation of students for clinical learning assessment, and further research for the in-depth exploration of this area.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.