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Dissertations / Theses on the topic 'Open University of Tanzania'
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Mahai, Lulu Simon. "Rural students' experiences at the Open University of Tanzania." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9441.
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This ethnographic study has been undertaken to address a literature gap relating to rural students’ experiences of distance education in developing countries. It gives an account of teaching and learning practices at the Open University of Tanzania (OUT), describes the needs, challenges and coping strategies of students and makes recommendations for improving teaching and support practices in rural areas. An ethnographic approach was used to enable the generation of rich, contextual data from four OUT regional centres. Data generation methods included interviews, observation and document review, while themes were inductively generated through thematic analysis. Bourdieu’s concepts of field and habitus were used to guide the conduct of the study and interpretation of the findings. The study shows that the OUT does not significantly address the problem of the educational divide between the rural and urban populations of Tanzania. This is mainly due to the urban location of regional centres and to students’ inadequate access to relevant teaching and support services such as tutors, library resources and Internet services. The existence of poor infrastructure and the many technological challenges encountered in rural areas further exacerbate the situation. Such limitations may make it difficult for students to develop the intellectual inquiry and critical commentary skills necessary to make informed decisions, and to acquire the competencies expected of graduates of higher education programmes. This study presents rich data based on the immersion of the researcher in the everyday lives of students at the OUT, and proposes a series of recommendations addressing the development of future policy and planning for the university.
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Anderson, Amanda. "Women's education at The Open University of Tanzania - a road to development? :." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-16791.
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This thesis investigates the importance of higher education for women of Babati, Tanzania. The research has been carried out by focusing three research questions; What does an education at the Open University of Tanzania (OUT) mean for the female students on a personal level? What is the female students’ perception on the importance of women’s higher education for development? How can the female students’ perceptions on the importance of women’s higher education be analyzed within the context of the term women empowerment? In order to answer these questions semi-structured interviews were conducted in Babati town, Tanzania in February 2012 with female students and graduates of the Open University of Tanzania. Out of these interviews is concluded that higher education has significant personal effects for the women interviewed such as increased happiness, independence and self-esteem, which in turn have effects on development. Also it can be shown that the definition of the term women empowerment is disputed and thereby insufficient as a mean for development.
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Holmgren, Mattias. "Multi-Master Database Replication and e-Learning – Theoretical and Practical Evaluation." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-180271.
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Detta examensarbete har undersökt möjligheterna att kombinera multi-master databasreplikeringstekniker tillsammans med en LEMP-stack på små servrar för att öka tillgängligheten av e-Learning tjänster i avlägsna områden i Tanzania. Målet var att utvärdera kombinationen av Symmetric DS för databas synkronisering och kollitionsdetektering och resolution med e-Learning systemet Moodle. Detta gjordes genom att en litteraturstudie genomfördes och uppföjdes av implementation och konfiguration på plats i Tanzania. Slutsatsen var att de för projektet utvalda teknologierna, mjukvaran och hårdvaran var konfigurerbar i teorin men ohållbart kostsam att implementera i praktiken.This research has investigated the possibility to combine multi-master database replication technologies together with a LEMP-stack on tiny servers to increase the availability of e-Learning services in remote areas in Tanzania. The aim was to evaluate the combination of Symmetric DS for multi master database replication and conflict detection and resolution with the e-learning system Moodle. This was done by conducting a literature study of relevant technologies followed by implementation and configuration at the location. The conclusion was that the technologies, software and hardware chosen for the project were configurable in theory but not viable to implement and maintain in practice.
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Muyinga, Eurelia Godwin Mahembe. "The role of counselling and learning support in helping blind and partially sighted students of the Open University of Tanzania." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400337.
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Venance, Charles. "The role of the academic library in supporting distance education through the use of information and communication technology : the Open University of Tanzania." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/52741.
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ABSTRACT
This study focuses on the role of the academic library in supporting distance education through the use of information and communication technology, focusing on the Open University of Tanzania.
The study entailed a number of objectives: To examine the information and computer mediated library services needed by the distant learners at the Open University of Tanzania Library, to find out the perceived quality of services offered by the Open University of Tanzania Library to support distance education through the use of ICT, to find out the extent to which the academic libraries embrace/apply ICT to offer library services, to examine the challenges encountered by the Open University of Tanzania Library to support distance education through the use of ICT and to suggest strategies that should be adopted to overcome the challenges at the Open University of Tanzania Library to support distance education through the use of ICT.
As regards data collection, questionnaires and focus group interviews were used. The study used a sample of 100 out of 472 students from the faculty of education and 5 librarians out of 15 librarians. This included a total of 105 out of 487. The respondents to be selected included undergraduate and post graduate students. Data analysis involved a set of qualitative and quantitative methods. Qualitative data obtained from the study was coded and grouped into themes pertaining to the study questions, ideas, opinions and recommendations by the individuals.
Findings indicate that there are issues that need to be addressed as regards the effective use of the internet in accessing information, the improvement of ICT related infrastructures, space in the library, and effective implementation of the policies in place to address the challenging issues. Moreover, findings suggest that there is a need to raise computer literacy among library users as well as encouraging inter-library loan among the academic libraries.Mini Dissertation (MIT)--University of Pretoria, 2016.
CARNEGIE COOPERATION OF NEW YORK
Information Science
MIT
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Mcharazo, Alli Abushiri Shomari. "Distance learning in the African context : the learning resource requirements of students at the Open University of Tanzania, and the extent to which they are met." Thesis, University of West London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481260.
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Remond, Emilie. "L'ouverture en question : quand des universités ouvertes se redéfinissent à l'ère de la globalisation numérique." Thesis, Valenciennes, 2017. http://www.theses.fr/2017VALE0039/document.
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Cette thèse se propose d’étudier les mutations engendrées par la globalisation numérique au sein de dispositifs de formation à distance. Elle s’intéresse au cas spécifique des universités ouvertes dans plusieurs pays. Ces systèmes, qui permettent généralement l’accès aux études à distance et sans condition spécifique d’admission, diffusent de façon massive des programmes d’enseignement. Majoritairement présentes en Asie, elles se sont implantées dans de nombreux pays, en particulier dans le Commonwealth. Le cas des universités ouvertes permet ainsi d’adopter une perspective comparative, sur des terrains habituellement peu fréquentés par la recherche francophone. À travers l’analyse d’entretiens confrontés à des discours institutionnels, la thèse s’appuie sur une méthodologie permettant de qualifier la transition numérique au sein de huit universités ouvertes du monde, en Afrique, en Europe et en Asie. Elle propose un modèle de compréhension des mutations subies dans ces organisations distancielles dans une perspective globale (MOTION). Ce modèle permet de décrire un système dans sa dynamique d’évolution et d’anticiper les évolutions futuresThis thesis explores the variations of digital globalization within distance-learning systems. It studies the specific case of open universities in different countries. These systems, which generally provide access to post-secondary education with no prior requirement for admissions, develop educational programs on a massive scale. These programs, located in many countries, are predominantly active in Asia and most particularly in the Commonwealth. This example allows us to adopt a comparative perspective in an area that is not typically explored through Francophone research. Through the analysis of interviews contrasted to institutional discourses, the thesis presents a methodology qualifying the digital transition in eight open universities of the world: Africa, Europe and Asia. It proposes a model for understanding the transformations experienced in these distance-learning organizations within a global perspective (MOTION). This model provides a description of the dynamics within a system’s evolution process and anticipate future evolutions
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Mailafiya, Madu Garga. "Nigeria and the open university system." Thesis, University of Glasgow, 1986. http://theses.gla.ac.uk/4138/.
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concept and its application in various parts of the world; and (ii) investigate the problems and prospects for an open university in Nigeria. The term "open university" is defined as distance teaching university systems created to offer programmes of study exclusively to external students. The concepts of "distance education" and "open learning" are examined and their precise usage in this thesis clarified. A distinction is also drawn between Western, indigenous and Koranic education. The thesis is divided into three parts. The first part (Chapters 1 - 3), examines the concepts and the methodologies chosen for the study and provides a political, economic and educational background to Nigeria, with emphasis on the problems of higher education. Part two (Chapters 4, 5 and 6), provides a general illumination to the particular problems of the open university system and current trends in established open university institutions. In Chapter 4, a review is made of the distance education provision in Nigeria while Chapter 5 is devoted to a review of the literature. Chapter 6 is concerned with the Open University of the United Kingdom (aU-UK), especially its original concept, practices in the institution and the implications of applying the British experience elsewhere. (xi) The third part of the thesis (Chapters 7 and 8), investigates the particular problems and prospects for an open university system in Nigeria, through a study of the perceptions of a cross-section of the country's policy-makers and potential open university candidates. Chapter 7 focuses principally on the analysis of the collected empirical data on policy-makers while Chapter 8 is concerned with the personal characteristics of potential open university candidates, interpretations of their personal circumstances, their perceptions and the implications for university level home-study. The last Chapter (9) is concerned with conclusions on the findings of the thesis, their policy implications, suggested open university models for Nigeria and fruitful areas for further research.
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Harris, David Ernest. "Open-ness, technology, individualism and the Open University : a sociological critique." Thesis, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242876.
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Mtenga, Threza Louis. "The role of exchange rate in small open economies : the case of Tanzania." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16690.
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Includes bibliographical referencesThis thesis addresses exchange rate behaviour in a de-facto partially dollarized economy. Over the past two decades the Tanzanian Shilling has been increasingly displaced by the United States dollar. This change has been prompted by instability of the local currency, and by the practices of foreign firms, which have used a dual pricing system at rates disadvantageous to the local currency. The implications of Tanzania's dollarization are traced through three related investigations: whether theTanzania Shilling to United States Dollar exchange rate overshoots, whether it has impacted the monetary transmission mechanism, and whether dollarization has substantively affected the pattern of Tanzania's foreign trade. The first study uses the Structural Vector Autoregression to test if the overshooting hypothesis holds for the TZS-USD exchange rate.The results suggest that foreign currency deposits are encouraged by the volatility of the exchange rate.In addition it is noted that the exchange rate demonstrates delayed overshooting, while a contractionary monetary policy leads to appreciation in the exchange rate for at least a year before returning to equilibrium. The determinants of the exchange rate in Tanzania are trade openness, real interest differentials, labour productivity and government expenditure. The second study uses a Bayesian Vector Autoregression to investigate the monetary transmission mechanism in the presence of dollarization. The results indicate that positive shocks on the interest rate contract money supply, which leads to lower output growth and inflation, while the exchange rate appreciates. The degree of dollarization also has a negative impact on the monetary supply of the local currency, as the central bank seeks to maintain a relatively constant rate of total money supply. This has the effect of lowering the inflation and interest rates, and is also associated with further depreciation of the exchange rate. The positive shock on the exchange rate (depreciation) is associated with an increase in dollarization.The aggregate demand shock fuels inflation and, in Tanzania's case, it has increased money supply, due to the persistent demand for real monetary balances. The third study uses a Dynamic Stochastic General Equilibrium to describe the conduct of monetary policy in a small, open, and partially dollarized Tanzanian economy. The structure of the model incorporates the expectations of agents and the dynamic relationships are explained in terms of structural representations that characterize the behaviour of the firm, household and central bank. The parameters in the model are estimated with Bayesian techniques, after it has been applied to Tanzanian data. The effects of individual shocks, including those that may be used to describe the conduct of monetary policy, are then considered. These simulations suggest that despite the existence of partial dollarization in the Tanzanian economy, monetary policy has important, short-term, real effects. The fourth study uses an Autoregressive Distributed Lag approach to investigate the short and long run exchange rate sensitivity of foreign trade. Principal components analysis is also used to reduce the dimension of the dataset. It finds evidence that the depreciation of the Shilling typically has an immediate positive impact on the trade balance, and exchange rate depreciation increases the trade balance in both the short and long run. However, exports show signs that support the J-curve hypothesis, though the associated parameters are not significant. Imports are not reduced by a rise in the Shilling, as traditional theory would suggest. This is ascribed to the country's de-facto partial dollarization. Since over 40 per cent of money supply arecurrently held in dollar denominated accounts, trade is largely immune to domestic currency fluctuations. This study also notesthat the use of foreign currency has tended to rise during periods of substantial economic growth. Although no causality is argued, this does suggest that the parallel use of foreign and domestic currencies is not detrimental to Tanzania's economic growth.
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Arifin, Mohammed. "Student progress in the Indonesia Open University." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/385907/.
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Halperin, James J. "Reforestation planning in the West Usambara Mountains of Tanzania." Connect to this title online, 2002. http://www.lib.ncsu.edu/theses/available/etd-12182002-111412/.
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Daniels, Kelly L. "Deep water, open water." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04022009-163550.
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McLees, Leslie, and Leslie McLees. "Understanding the Urban: The Role of Open Space Agriculture in Dar es Salaam, Tanzania." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12364.
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There is a fundamental shift in the way people are living on the planet. Over half of the world's population now lives in cities, yet many of these cities continue to struggle to provide basic services, infrastructure and food security for the billions of people who live in cities. Despite decades of intervention by international and national development agencies, cities in regions such as Sub-Saharan Africa are increasingly framed in apocalyptic and dystopian terms, serving as a warning of the dangers of overurbanization while being criticized for their lack of urban development. This contradictory framing poses the question of how a city and the people who live there actually survive. Building on emerging work in critical urban studies, this research examines how narrow definitions of what counts as urban hinder the understanding of cities in different regional contexts and limit our imaginations of how people survive and thrive in the face of the challenges that cities provide.
To examine the idea of what is urban in the context of Dar es Salaam, Tanzania, I use the lens of urban open space farms, large lots of land in the built-up environment of the city used for farming, to explore what makes farming urban, how the practice of farming contributes to and is embedded within urban systems, and how farms and farmers can illuminate the material practices and ephemeral experiences that constitute the reality of people's daily life in cities. I employ a methodology based on interviews, photo voice, mental mapping, and observation over time to explore the dynamics of farms as spaces and farmers as agents in constructing these spaces over time. The purpose is to contribute to a definition of the urban that moves past associations with capitalism and industrialization as the defining processes of the city towards one more inclusive of the way people experience these spaces, how they remake them to fit the city, and what this means for interventions that focus on the marginalization of people and the ways that cities fail, rather than how they actually work.
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張詠誼 and Wing-yee Celine Cheung. "Redevelopment of the Open University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985129.
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Cheung, Wing-yee Celine. "Redevelopment of the Open University of Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952912.
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Copp, Bryan David. "The University Village: Planning Framework and Open Space Development." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/559297.
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Powell, Robert A. "Relationships between lane change performance and open-loop handling metrics." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263410104/.
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Msonde, Sydney Enock. "Enhancing student learning using Web 2.0 technologies at a Tanzanian University." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196499.
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Since the introduction of e-learning in Tanzania‘s higher education institutions, student learning outcomes expected on the basis of previous studies on the capability of e-learning from around the world have not been achieved. This study investigates e-learning designs currently implemented at a Tanzanian university, and then designed and tested three e-learning designs. Study 1 randomly selected four e-learning courses, examined the course designs in Moodle, observed instructors, surveyed students about their experiences, and interviewed instructors and technical staff involved in running the courses. Research questions were: What is the nature of e-learning designs created by Tanzanian university instructors‘ in their existing practices? To what extent do the existing e-learning designs produce student interactions and engagement?
Study 2 used the most typical design observed in Study 1 as a control, and included two designs intended to promote student interactions and engagement with content. One design added discussion forums, and the second discussion forums and podcasts. Research questions were: To what extent do the three designed e-learning environments and pedagogical approaches enhance student interaction and learning engagement? Do the designs of e-learning environments and pedagogical approaches improve learning and higher-order thinking? 102 B.Sc. with Education students were randomly assigned to three tutorial groups taught by the same instructor. To establish a baseline, all students first studied using the control design for one instructional unit, and then one group continued for three units. The process of designing, implementation, and evaluation was used to improve each design and associated practices. All qualitative data were analysed in Atlas-ti and quantitative results using SPSS version 16. Moreover, social network analysis was used to characterize interaction patterns.
The study had three main findings. First, before the introduction of the novel designs, students had few opportunities to interact and learned content posted by the instructor in isolation. Second, guided by social constructivist and activity theories, students participated in discussion forums improved social interaction over the three iterations. They advanced from isolative learning to collaborative learning. Social interactions and engagement were amplified when podcasts were used. These advances were gradual and differed between groups, depending on changes in instructor pedagogical strategies.
Third, students improved their academic achievement and cognitive thinking progressively over the three iterations. They changed from memorizing facts before intervention to meaningful learning where learners explored and integrated ideas into coherent meaning. Advances were modest when discussion forum alone was used, but were extensive when podcasts were added. The acts of student to bring what they have learned from podcasts to the learning community contributed to such improvement.
The study concludes that the use of discussion forums grounded on social constructivist pedagogies may provide significant student interactions, engagement and enhanced academic achievement. Coupling podcasts with discussion forums may be a powerful way to enhance social interactivity, higher-order thinking and academic achievements. In addition, the process of implementing constructivist pedagogy resulted in instructor learning. The more the instructor engaged in design team meetings, the more he becomes able to design complex pedagogies based on social constructivist theory.published_or_final_version
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Asher, Amy Lynn. "Stop, Talk & Learn : socialization in a university open space." Thesis, Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/193.
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Cho, Wing-suen Diana, and 左穎璇. "The connection back to land : open university and new rural." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207148.
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Chikono, Albert Nhawo. "Knowledge sharing practices amongst academics at the Zimbabwe Open University." University of the Western Cape, 2018. http://hdl.handle.net/11394/6426.
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Magister Library and Information Studies - MLISThis study investigated knowledge sharing (KS) practices at the Zimbabwe Open University (ZOU) in Zimbabwe. The study assessed the knowledge sharing practices in the ZOU regional campus faculty departments and identified gaps, with the aim to find out how knowledge is being managed, shared in an Open and distance learning institution and if knowledge management (KM) is playing a role. The quantitative study was undertaken at the 10 regional campuses of the Zimbabwe Open University. A questionnaire survey was carried out to collect data from a sample of 100 academic staff in the 10 Regional Centres. The underlying question was whether the university academic members were aware of the knowledge that exists, how this knowledge is created and, shared and flows in the organization. The study also sought to establish the views of academic staff, on the benefits that can be reaped from KM practices. The study confirmed that there is willingness to engage in knowledge sharing activities. However, the lack of a clear knowledge policy negatively impacts on the university’s ability to competitively position itself in the knowledge economy as a knowledge driven university and this impacts research productivity and distance learning course delivery at the ZOU. One of the key recommendations emanating from this research is that the university should have a Knowledge policy aligned to its strategic plan which will act as a guideline on the sharing of knowledge internally and externally as well as make it mandatory for academic staff to publish internally as well as to store their publications in the university repository.
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Wema, Evans F. "Developing information literacy programmes for public university libraries in Tanzania : a case study of the University of Dar es Salaam." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/10918.
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The aim of the research was to develop a training course that inculcated infonnation literacy that could be implemented by staff at the University of Dar es Salaam library (Tanzania), in order to provide students with appropriate infonnation literacy skills to meet their educational goals. The course was developed from an integration of knowledge from infonnation behaviour research and educational theory with current perspectives of infonnation literacy from Infonnation and Library Science (ILS). The ultimate goal of the research was to create a framework that would be used by public university libraries in Tanzania to teach infonnation literacy courses. The study was carried out in two parts. In the first implementation "pilot" programme, the course was tested by involving librarians who took the entire course, in order to see whether the same course structure could be used to implement to the Masters of Education students. Following adaptations made on the first course, a second course programme was implemented to Masters of Education students by two librarians who attended the first implementation "pilot" programme. Therefore, the success of the course was partly judged on whether it effectively enabled knowledge transfer from the librarians to students. Data collection methods were predominantly qualitative, although quantitative methods in tenns of diagnostic tests were also used. The tests were used to evaluate trainees' knowledge ofinfonnation literacy before and after the course to provide an indication of changes in knowledge. Qualitative methods used included semistructured interviews with librarians and academic staff at the University of Dar es Salaam in Tanzania in order to make sure that assumptions made about students' knowledge of infonnation literacy and the kind of problems experienced by students were correct. Other methods included quizzes, exercises, group reflection and presentations that related to each stage in the course. These methods served to indicate trainees' understanding of what was taught, reflections on the leaming process and provided feedback for improvements on the course. The major findings showed that there was a recognized need for infonnation literacy and that problems such as unfamiliarity with categories of infonnation sources, analysis, synthesis, evaluation and use, were experienced in Tanzania as was the case in other "Western" countries. In addition, librarians were able to transfer skills learned to students, who in turn used the same course materials to teach fellow students who did not participate in the course. Furthermore, the design of the course was facilitated by the integration of Information and library science (ILS) approaches to information literacy with the knowledge of information behaviour and pedagogic theory. The thesis provides recommendations for the library and information curricula to introduce information literacy, teaching information literacy in a holistic way and with librarians participating in teaching and research. In addition, the study recommended that librarians should facilitate the development of information literacy in primary and secondary schools.
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Pfeffer, Magnus, and Kai Eckert. "Linked Open Projects." Universitätsbibliothek Chemnitz, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-64786.
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Semantic Web und Linked Data sind in aller Munde. Nach fast einem Jahrzehnt der Entwicklung der Technologien und Erforschung der Möglichkeiten des Semantic Webs rücken nun die Daten in den Mittelpunk, denn ohne diese wäre das Semantic Web nicht mehr als ein theoretisches Konstrukt. Fast wie das World Wide Web ohne Websites. Bibliotheken besitzen mit Normdaten (PND, SWD) und Titelaufnahmen eine Fülle Daten, die sich zur Befüllung des Semantic Web eignen und teilweise bereits für das Semantic Web aufbereitet und zur Nutzung freigegeben wurden. Die Universitätsbibliothek Mannheim hat sich in zwei verschiedenen Projekten mit der Nutzung solcher Daten befasst – allerdings standen diese zu diesem Zeitpunkt noch nicht als Linked Data zur Verfügung. In einem Projekt ging es um die automatische Erschließung von Publikationen auf der Basis von Abstracts, im anderen Projekt um die automatische Klassifikation von Publikationen auf der Basis von Titeldaten. Im Rahmen dieses Beitrags stellen wir die Ergebnisse der Projekte kurz vor, möchten aber im Schwerpunkt auf einen Nebenaspekt eingehen, der sich erst im Laufe dieser Projekte herauskristallisiert hat: Wie kann man die gewonnenen Ergebnisse dauerhaft und sinnvoll zur Nachnutzung durch Dritte präsentieren? Soviel vorweg: Beide Verfahren können und wollen einen Bibliothekar nicht ersetzen. Die Einsatzmöglichkeiten der generierten Daten sind vielfältig. Konkrete Einsätze, zum Beispiel das Einspielen in einen Verbundkatalog, sind aber aufgrund der Qualität und mangelnden Kontrolle der Daten umstritten. Die Bereitstellung dieser Daten als Linked Data im Semantic Web ist da eine naheliegende Lösung – jeder, der die Ergebnisse nachnutzen möchte, kann das tun, ohne dass ein bestehender Datenbestand damit kompromittiert werden könnte. Diese Herangehensweise wirft aber neue Fragen auf, nicht zuletzt auch nach der Identifizierbarkeit der Ursprungsdaten über URIs, wenn diese (noch) nicht als Linked Data zur Verfügung stehen. Daneben erfordert die Bereitstellung von Ergebnisdaten aber auch weitere Maßnahmen, die über die gängige Praxis von Linked Data hinaus gehen: Die Bereitstellung von Zusatzinformationen, die die Quelle und das Zustandekommen dieser Daten näher beschreiben (Provenienzinformationen), aber auch weitere Informationen, die über das zugrunde liegende Metadatenschema meist hinausgehen, wie Konfidenzwerte im Falle eines automatischen Verfahrens der Datenerzeugung. Dazu präsentieren wir Ansätze auf Basis von RDF Reification und Named Graphs und schildern die aktuellen Entwicklungen auf diesem Gebiet, wie sie zum Beispiel in der Provenance Incubator Group des W3C und in Arbeitsgruppen der Dublin Core Metadaten-Initiative diskutiert werden.
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Mukama, Julius. "Problems affecting the growth of microfinance institutions in Tanzania." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50428.
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Thesis (MBA)-- Stellenbosch University, 2005.ENGLISH ABSTRACT: Microfinance services in Tanzania have existed for some years, yet have remained weak and slow to develop. Therefore, the objective of this study is to survey problems that impact on the growth of Microfinance Institutions (MFIs) in Tanzania. MFIs in Tanzania include commercial banks, rural community banks, on-bank financial institutions, NGOs and Savings and Credit Co-operative Societies (SACCOs). The problems in the microfinance sector are prioritised and show that the lack of sufficient capital to lend to clients is the problem that has the greatest impact on growth, followed by education level of clients. A number of these problems show agreement as expressed by the Spearman Rank Correlation Coefficients. The recommendations directly touch the provision of capital support to MFIs as a most priority criteria towards MFIs growth. Sufficient capital to lend to clients can decrease the impact of other problems that shows correlation with it, such as service quality to customers, attraction of low income earners, client focus, small and irregular cash flows from clients, as well as education level of clients. Finally, it is shown by a selected best practice matrix that solutions to problems impacting on the growth of MFIs in Tanzania depend on a combination of several best practices that can lead to sustainable solutions. Hence MFls may find a combination of relevant best practices that fit efficiently. effectively and economically to their respective operating environments.
AFRIKAANSE OPSOMMING: Mikrofinansieringsdienste in Tanzania bestaan al geruime jare, maar is ongelukkig swak ontwikkeld en toon stadige groei. Die doelwit van hierdie studie is om probleme te identifiseer wat impakteer op die groei van die Mikrofinansiering-instansies (MFI) in Tanzania. MFIs in Tanzania sluit in kommersiele banke, landelike / gemeenskapsbanke, niebank finansiele instansies, Nie-regeringsorganisasies (NGOs) en Spaar en Krediet Samewerkende Gemeenskappe (SACCO's). Die probleme in die mikrofinansiering-sektor is geprioritiseer en dui daarop dat die gebrek aan beskikbaarheid van voldoende lenings-kapitaal die grootste impak op die sektor het, gevolg deur die vlak van onderwys-opvoeding van kliente. Verskeie van die probleme gelys vind ooreenkomste by mekaar, soos uitgelig deur die "Spearman Rank Correlation Coefficients". Aanbevelings gemaak, hou direk verhand met die voorsiening van kapitale ondersteuning aan MFIs, as die belangrikste kriteria wat sal lei tot MFI groei. Voldoende leningskapitaal kan die impak van ander probleme wat verband hou met die tekort aan kapitaal verminder, soos onder andere die kwaliteit van klientediens, die lae-inkomste mark wat bedien word, kliente fokus, klein / ongereelde inkomste-strome van kliente, asook die onderwys-opvoedingsvlakke van kliente. Ter afsluiting, dit is getoon deur die beste praktykbeginse/s matriks, dat die oplossing vir probleme wat impakteer op die groei van die MFI sektor in Tanzania, afhanklik is van 'n kombinasie van verskeie beste praktykbeginsels wat kan lei tot volhoubare oplossings. Sodoende kan MFIs 'n kombinasie van beste praktykbeginsels vind wat effektief en ekonomies sal werk vir hulle onderskeie omgewings.
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Bhalalusesa, Eustella Peter. "Experiences of learning at a distance at university level in Tanzania : an innovation in learning." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246287.
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Roshani, Mona. "University-industry collaborations and open innovation : methodology for creating profitable relationships." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30326/30326.pdf.
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Le contexte économique actuel force les compagnies à fabriquer des produits plus novateurs, à satisfaire entièrement les besoins des clients et à répondre rapidement à la demande du marché. Néanmoins, les organisations n’ont pas nécessairement tout le savoir-faire nécessaire à l’interne pour mener à bien toutes leurs activités. Les collaborations avec d’autres organisations peuvent donc permettre de répondre à certains besoins que seule, une compagnie ne serait en mesure de satisfaire. De ce point de vue, les universités peuvent s’avérer des partenaires clés pour favoriser l’innovation et faciliter son transfert vers les compagnies. Pour mieux exploiter l’apport de telles ressources externes et l’innovation découlant de la collaboration, l’innovation ouverte semble une avenue de plus en plus prisée. Cette étude propose un cadre facilitant l’implantation de collaboration entre les universités et l’industrie, tout en développant une méthodologie supportant l’implantation de l’innovation ouverte dans les organisations. Des mécanismes de collaboration dans deux centres d’expertise sont aussi étudiés pour comparer le cadre proposé avec des façons de faire réelles. Les analyses démontrent que la façon dont les deux centres collaborent avec les entreprises coïncident avec le cadre proposé dans le mémoire. Même si l’innovation ouverte n’est pas explicitement implantée dans ces deux centres, il semble y avoir un fort potentiel pour son développement.Competitive markets force companies to produce innovative products, meet customers’ needs, and respond quickly to market demand. Nevertheless, firms do not necessarily have all the competencies to perform every operation in-house. Therefore collaboration with other organizations could help them in solving problems which may not be solved individually. In this regard, universities can be considered as the appropriate partners for firms. Moreover, innovation process as a key factor to create new solutions should be embedded in companies’ strategy. To properly take advantages from external resources, the innovation process and inter-firm collaborations are becoming more open leading to the open innovation concept. This study proposes a general framework for creating successful university-industry collaboration, while developing a step-by-step procedure for describing how open innovation can be implemented in a company. Collaboration mechanisms in two centers of knowledge are also investigated to compare and adapt these proposed framework and structure. The analyses reveal that the way the two centers collaborate with companies greatly matches with the presented collaboration framework. Although open innovation model is not significantly applied for collaboration in these organizations, there is a high potential for its implementation.
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Al, Rawaf Haya Saad. "An open university for women in Saudi Arabia : problems and prospects." Thesis, Loughborough University, 1990. https://dspace.lboro.ac.uk/2134/6950.
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This study investigates the prospects of setting up an open university for women in Saudi Arabia against the background of the problems which Saudi women face in pursuing higher education. A review is given of the development of modern public education for women since its beginning in 1960, with emphasis on the more recent development of higher education for women. The position of women in Islam and in contemporary Saudi society is examined as this has influenced their access to higher education. An account is also given of the development of women's position in contemporary Western society. Three open universities, the United Kingdom Open University, the Sukhathai Thammahirat Open University (Thailand), and the Allama Iqbal Open University (Pakistan) are described in 'order to demonstrate how the idea of an Open University first arose (UKOU) , and how it was later realized in a developing county (Thailand), and in an Islamic country (Pakistan). A questionnaire was devised in order to gather data on attitudes to the setting up of an open university for women in Saudi Arabia, on perceptions of its feasibility, and on possible obstacles to its foundation. The questionnaire also included a section on the most suitable model for an open university for women in Saudi Arabia. The questionnaire was distributed in government bodies and higher educational establishments in Saudi Arabia to policy makers, academics, and female students. An analysis of the data reveals a very positive response to the setting up of an open university for women in Saudi Arabia. Respondents, however, demonstrated a realistic awareness of the problems of gaining public acceptance for a new type of higher education and of the launching of a new project in a time of restrictions on government spending. Finally, on the basis of the findings from the survey, a proposal is made for the setting up of an open university suitable for women in Saudi Arabia today.
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McAlister, Shelley. "'My sort of background' : Open University students with low educational qualifications." Thesis, Open University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263539.
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Edwards, D. J. "The evaluation of an earth science course at the Open University." Thesis, Open University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372783.
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Wohlfarth, Dagmar, and Tobias Rothe. "1000 x Open access." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2007. http://nbn-resolving.de/urn:nbn:de:swb:14-1191935304231-19766.
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Nitikasetsoontorn, Passawalee. "The integration of print, radio and television material in tertiary distance learning courses with reference to the Open University (United Kingdom) and Sukothai Thammathirat Open University (Thailand)." Thesis, University of Stirling, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388478.
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Dalum, Jesper, and Joel Lennartsson. "Knowledge, management and self-perception of oral health among students attending the University of Dar es Salaam." Thesis, Högskolan Kristianstad, Sektionen för Hälsa och Samhälle, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-8489.
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The aim of the study was to investigate the knowledge, management and self-perception of oral health among stundents attending the University of Dar es Salaam, Tanzania. The study consisted of 273 students attending the teacher programme and a questionnaire was used to collect the data. The result showed that 153 (58%) of the participants stated that the purpose of using fluoride was prevention of caries. The majority answered that bacteria and sugar in relation to caries was significant. The dominant source of oral health training was school. Toothbrush was the dominant cleaning aid and the usage of fluoride toothpaste was fairly high among the students. One hundred and forty nine (55%) respondents stated that they were in need of dental treatment and ninety-two (34%) students felt that life in general was less satisfying due to oral heath problems. The conclusion of the study was that the students show rather good knowledge concerning oral disease and its prevention but gaps in knowledge concerning underlying factors. The management of oral health seemed to be good among the students. Although, a significant number of students stated that they were in need of dental treatment, felt that life was less satisfying due to oral problems and had oral problems interfering with daily life.Syftet med studien var att undersöka kunskapen om, skötseln av och självuppfattningen om den orala hälsan bland studenter på University of Dar es Salaam, Tanzania. I studien ingick 273 studenter som studerade till lärare, en enkät användes för att samla in data. Resultatet visade att 153 (58%) av studenterna uppgav att syftet med fluor var att förebygga karies. Majoriteten svarade att bakteriers och sockers relation till bildandet av karies var betydelsefull. Studenterna uppgav att skolan var den största källan till träning i oral hälsa. Tandborste användes som främsta hjälpmedel för att rengöra tänderna och användning av fluortandkräm var ganska hög bland studenterna. Etthundrafyrtionio (55%) av deltagarna uppgav att de var i behov av tandvård och nittiotvå (34%) att den orala hälsan gav upphov till att livet i allmänhet var mindre tillfredställande. Studiens slutsats är att studenterna hade ganska god kunskap om sjukdomar i munhålan och dess prevention men det fanns kunskapsbrister kring bakomliggande faktorer. Skötseln av den oral hälsa tros vara god. Trots detta uppgav ganska många av de studerande att de hade behov av tandvård, hade känt att livet var mindre tillfredsställande på grund av problem i munhålan och hade orala problem som påverkade det dagliga livet.
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Rugira, Janvier. "Development and evaluation of a psychological well-being programme for university students in Tanzania / J. Rugira." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9695.
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The aim of this study was to investigate and describe the description of negative peer pressure by grade nine learners. The study took place within the context of adolescence, which is often described as a phase where negative peer pressure plays a significant role in the lives of adolescents. A literature study on the topic showed that peer pressure is a complex phenomenon that is experienced by all adolescents at some point. Literature also indicated that the voice of adolescents regarding their own unique and subjective description of negative peer pressure has not been recorded often enough.
It became evident that especially grade nine learners are vulnerable to negative peer pressure. This grade or age group forms part of the middle adolescent phase, which is especially characterised by the forming of an own identity. The forming of an own identity is influenced by the different develop-mental tasks that are associated with adolescence, namely their emotional, cognitive, moral and social development. During this developmental phase the membership of a peer group becomes increasingly important and exclusion from the group is feared. This fear often leads to conforming to negative group norms and behaviour. From this context, the study is necessary.
The researcher has undertaken a qualitative, phenomenological study, during which unstructured interviews were conducted with twelve grade nine learners from public high schools in the Drakenstein area of the Boland, Western Cape. These interviews were transcribed and the data analysed so that specific themes concerning negative peer pressure could be identified. From these empirical findings it was evident that the mutual relationships of the participants as well as the dynamics and norms within their respective groups, impacted severely on their description of negative peer pressure.
Group formation in the middle adolescent years seems to be a complex process. It appears as if the smaller, more intimate group of friends can protect adolescents against negative peer pressure on the one hand, but can also exert pressure on group members to partake in negative activities. Therefore smaller groups often change as members move in and out of the group to find a group where they feel at home.
According to the participants, conforming to negative behaviour and norms takes place more readily in the bigger or wider and more diverse peer group. Within these bigger groups it is easier for individuals to lose their identity, and therefore adolescents that are still in search of a personal identity and value system, give in to negative pressure and behaviour easier. A wide range of causes are named for this giving in to pressure, but according to the participants, their need for acceptance and recognition by the peer group as well as the accompanying fear of exclusion are the most important causes.
From the study it was further evident that the relationships that adolescents find themselves in, play a deciding role in their description of negative peer pressure. The participants indicated that their relationship with their parents, their peer group, as well as the relationship with themselves, all influence their ability to handle negative peer pressure.
From these findings the description of participants of negative peer pressure is explained in full. Suggestions are made to better equip parents, teachers and other professional people who work with adolescents in order to support and advise grade nine learners more successfully in their handling of negative peer pressure.Thesis (PhD (Psychology))--North-West University, Potchefstroom Campus, 2013.
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Kapoor, Kunal. "A multidimensional scaling and participatiory design approach to classify open ended aircraft maintenance data." Connect to this title online, 2006. http://etd.lib.clemson.edu/documents/1175186103/.
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Bird, Elizabeth. "The career destinations of Open University secondary postgraduate Certificate of Education students." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548066.
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The aim of this thesis is to provide an overview of and commentary on recruitment and entry to the teaching profession in England of mature trainees during a decade and a half between 1993 and 2008. It seeks to answer the question of the extent to which mature entry to the profession is able to contribute to teacher supply in England. While a number of national data sets include data on age, and there have been a number of studies and some media reporting in relation to mature entry, there has been, to date, no full account of mature entry to teaching. This thesis aims to fill that gap by providing a synthesis of the available information, interrogating that synthesis and identifying policy implications and questions for further research. The thesis explores the rhetoric and reality behind the efforts made to attract older entrants to teaching, considering the evidence base on which such campaigns were based. It considers the extent to which policy aims have been successfully met in respect of the employment and retention of those trained as mature trainees, and looks at implications for the future.
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Chung, Hung-Ju. "The nature of the course team approach at the UK Open University." Thesis, Open University, 2001. http://oro.open.ac.uk/54854/.
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This thesis explores the nature of the course team approach at the UK Open University (UKOU) by investigating three issues: the formations of course teams, the process of working together in teams and the development of courses by teams. Adopting the naturalist paradigm, data were collected from three course teams of the UKOU using observations, interviews and documents. Altogether, 42 hours of observations were carried out over six months by observing 14 course team meetings. There were 28 hours of interview data from 21 interviews of 17 interviewees. A range of documents was collected. The study found that the formation of course teams is regulated by course approval protocol, and is derived from the effort of individual members. The responsibility of core academic course team members is vaguely demarcated. Academic's personal attributes are a key to team organisation. Previous experience of working together influences the members' current work in teams. In the process of working together as a team in meetings, the study shows that the .agendas of course team meetings often include practical issues. The course team meetings are flooded with practical concerns with pedagogical concerns remaining in the background. The development of courses by course teams, as this study shows, is framed by the system for course construction established by the University. An awareness of changing external environment contributes to the development of courses. There are differing views on the academic autonomy of academic course team members. Theorising of major findings leads to conclude that. both course teams and their work are contextualised because they interact with systemic, interpersonal, personal and historical contexts. Therefore, the suggestions to the successful adoption of the course team approach emphasize academic's attributes, teamwork and the system for course construction set up by the institution.
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Ding, Qun. "Study of the open education model employed at China's largest adult university." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/3351.
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Mestrado em Ensino SuperiorEsta dissertação explora a aplicação do modelo Open Education (educação Aberta), a partir da perspectiva dos estudantes e dos professores da maior Universidade para adultos da China, Chinese Radio and TV University (Universidade Chinesa de Rádio e Televisão). Foi realizado um inquérito, por questionário auto-administrado, aplicado a 28 professores e 299 estudantes, na filial provincial, Anhui Radio and TV University. Destes foram escolhidos os que preencheram o questionário de modo completo, ou seja, 180 estudantes e 19 professores que terminaram o estudo. Os estudantes relataram que o modelo Open Education lhes permitiu atingir um nível superior de avaliação da sua própria aprendizagem, bem como melhorar a auto-aprendizagem. Infelizmente, a aplicação deste novo modelo não atingiu o efeito desejado. Este estudo tenta ainda compreender porque o efeito desejado não foi alcançado, comparando o modelo aberto da instrução com outras teorias de aprendizagem do adulto. Os resultados fornecem um guia para o desenvolvimento e melhorias incrementais ao modelo aberto da instrução ABSTRACT: This dissertation explores the application of the Open Education model from the perspectives of students and teachers employed at China’s largest adult university, Chinese Radio and TV University. A self-administered questionnaire was conducted among 28 teachers and 299 students in the provincial branch of Anhui Radio and TV University. Of those chosen to complete the questionnaire, 180 students and 19 teachers completed the study. Students reported that the Open Education model enabled them to hold a higher level of accountability for their own learning and to learn independently. Unfortunately, the application of the new model has not achieved the desired effect. This dissertation explores why the desired effect was not attained by comparing the Open Education model with other adult learning theories. The findings provide a guide for further development and improvement in the Open Education model.
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Siegfried, Adam. "Exploratory synthesis of polyanion-based open-framework solids as potential candidates for cathode material applications." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1211391125/.
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Osborne, Leigh Ann Bauer. "Through an open door? international students at the University of Florida, 1946-1958 /." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0011655.
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Upton, Helen Stevie. "(Not just) Open for business : redefining the value of a university knowledge exchange." Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/55456/.
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Existing literature on university knowledge exchange, whether approving or critical, tends to assume that it is the economic value of knowledge that produces opportunities for exchange. Taking as a starting point the contention that this need not be the case, this study examines afresh the nature of knowledge exchange and its value to society. In doing so, it makes reference to the policies of the UK, Welsh Assembly and Scottish Governments, to the approach of the Universities of Leeds, Cardiff and Edinburgh, and to the experiences of academics engaged in social and scientific knowledge exchange projects. Whilst each Government is shown to prioritise economic ends, academics value making a difference to others, increasing personal or institutional kudos and engaging in interesting and exciting projects more highly. Although it remains possible for academics to carry out knowledge exchange with this broad range of outcomes, the mismatch between academic and governmental priorities is problematic. Failure to redefine the value of knowledge exchange to encompass a broader range of outcomes is liable to have implications for Government, for academia and for society: a lack of alignment between policy drivers and academic motivations makes it less likely that policy will achieve its desired ends; universities that fail to accommodate a broader value set risk losing academics to institutions that do; and in failing to provide sufficient space for the conduct of a broad-based knowledge exchange, policy makers will prevent the benefits of academic knowledge to society from being maximised. Universities are shown to be well placed to effect a change in the way that value is defined. However, certain structural issues militate against such a change, and academics and their universities will therefore need to be bold in asserting alternative values.
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McDaniel, Cleve. "Retention classification models for an historically black university with an open admission policy /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841172.
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Siminyu, S. N. "Open educational resources utilisation among learners at Makerere University : a mixed methods study." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3011840/.
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Considering the challenges facing higher education world over, sponsors of the premier Open Educational Resources expected developing nations in Sub-Saharan Africa to benefit from the social, financial, legal, and technological freedoms proffered by this innovation. However, this expectation has not materialised, thus raising the following questions: What drives and/or hinders Open Educational Resources utilisation by learners at Makerere University (in Uganda)? And how does Legitimate Peripheral Practice enable learners to move (or fail to move) from the periphery and towards the core of the Community of Open Educational Resources Practice? I employed Situated Learning theoretical lenses to assess the interaction between the learner and environmental, organisational and personal factors influencing Open Educational Resources adoption. Data was collected through a survey and interviews. While the survey data were analysed to derive simple descriptive statistics indicating the extent of Open Educational Resources use by learners, the interview data were analysed thematically to explain the ‘how’ and ‘why’ of learner behaviour towards Open Educational Resources. The study established that personal agency exercised through Communities of Open Educational Resources Practice enabled learners to take advantage of the contextual enablers and circumvent barriers to adoption. Extrinsic motivators for engagement included assessment requirements, project requirements, and out-of-class interests. Others were: learner awareness of, involvement with, and frequent use of Open Educational Resources, engagement in Communities of Practice, teachers’ influence, and social capital. Within the Communities of Practice, students learned to handle the deficient Information and Communication Technology infrastructure and equipment, lack of requisite skills, lack of clarity on copyright issues, and defective institutional policies and practices. Those who failed to engage with Communities of Open Educational Resources Practice fared poorly. The study recommends the flagging of Open Educational Practices in the strategic and operational plans of Makerere and letting it guide future investment decisions; reviewing relevant policies to cater for open licensing; creating a conducive environment for emergence of Communities of Open Educational Resources Practice; encouraging regular learner utilisation of local and global Open Educational Resources; and making Open Educational Resources a regular feature of learner orientation, staff induction and Continuous Professional Development programmes. The study proposes deepening the Open Educational Resources research agenda by making the assessment of Open Educational Practices at Makerere an ongoing concern.
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Mason, Robin D. "A case study of the use of computer conferencing at the Open University." Thesis, Open University, 1989. http://oro.open.ac.uk/56447/.
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This case study is set within the theoretical framework of distance education, and is centred on the first large-scale use of computer conferencing for distance education at the Open University. The concepts of independence and autonomy, of the quasi-industrialisation of large distance teaching universities, and of interaction with learners, are taken as the frameworks for analysing the success of this application of the medium. The hypothesis concerning the convergence of traditional and distance education systems is given further support by the introduction of this new technology. The perspectives of the students who used conferencing as part of their course on Information Technology, the tutors who used conferencing for tutoring the course, and the course team who designed and wrote the course, and then maintained it with conferencing, are the central areas of investigation and analysis in this study. Qualitative data - from interviews, observation and conference content, is used along with quantitative data from user-generated statistics, from surveys and from the course database. The success of the application is analysed in three ways: its effectiveness as a mass distance teaching medium, its value as a medium for tutoring, and its use as a minor component of a multi-media course. The results show that computer conferencing can be used with large numbers of students mastering the system at a distance, though not necessarily using it interactively. The medium is very successful for certain tutoring duties - support, advice and information exchange, and potentially for interactive discussion. However, as a minor component of a course, it is too powerful and too time consuming to be successful.
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Rahman, Zillur, and zillur@deakin edu au. "STUDENT SUPPORT: BRIDGING THE GAP BETWEEN STUDENTS AND THE UNIVERSITY." Deakin University. Graduate School of Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20030206.130122.
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Bangladesh introduced open and distance learning as a means of providing education for people in isolated and remote locations through the establishment of the Bangladesh Open University (BOU). The broad aim of the BOU is to provide flexible and needs-based education to those unable or not wishing to enter conventional educational institutions. The BOU is presently the only university in Bangladesh to provide mass education and also to provide continuing education and professional and technical education to support the existing educational system. The BOU has a mission that encompasses secondary and higher levels of education.
BOU operates its programs through a centralised academic and administrative staff, and regional and local offices throughout Bangladesh that organise local tutorials and distribute information and materials. BOU has adult students in all parts of the country, and most of the students live in rural areas. They need support that is appropriate to their local circumstances.
Using an interpretive approach, this research examines the support needs of students studying for the Secondary School Certificate and the Bachelor of Education, assesses the effectiveness of current support services and explores alternatives to the current system. The underlying assumption is that support needs to be appropriate to the countrys culture and circumstances, and useful and feasible from the perspectives of students, staff, administrators and senior university officials.
To investigate the appropriate support for distance education students, this research was conducted in four sample regions. Two were selected from areas of sparse population where the terrain makes transport difficult and two from areas that are more densely populated and where transport is easier. A questionnaire survey and focus groups were conducted with students, focus groups with local staff and interviews with Regional Directors within the four sample regions. Interviews were also undertaken with central University senior staff to get their perspectives on current and future policies for student support.
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Černá, Andrea. "Využití open source software ve veřejné správě ČR." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-19167.
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This thesis deals with problems of open source software and its usage in an organization. The thesis is divided into three main parts; first of them describes the definiton, history, characteristic and actual offer of open source software; second part moves us to the Public Administration world, where it surveys stage of implementation of open source software in some countries around the world and in the Czech Republic especially; third part uses gained finding from the previous parts to design application architecture to particular conditions of The University of Economics, Prague. First of the main goals of this thesis is to analyse possibilities of implementation of open source software instead of closed software. Next one is to chart the state of implementation of this type of software into Public Administration field in the Czech Republic and abroad. Last objective is to project application architecture with usage of open source software to particular condition of The University of Economics, Prague. These goals was achieved by studying many information resources, discussions with specialist, including of representatives of the state, about the given topics, and further analyse of current conditions of The University of Economics, Prague. Benefits of this thesis are especially compact view on open source software, further the survey of opinions of representatives of state, representatives of towns and next specialists on this type of software a its possibilities of usage in public administration. Last but not least benefit is to desing the application architecture to particular, rather complex, environment of The University of Economics, Prague.
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Bangalore, Purushotham Venkataramaiah. "An open framework for developing distributed computing environments for multidisciplinary computational simulations." Diss., Mississippi State : Mississippi State University, 2003. http://library.msstate.edu/etd/show.asp?etd=etd-04082003-112124.
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Phadke, Amit Ashok. "Predicting open-source software quality using statistical and machine learning techniques." Master's thesis, Mississippi State : Mississippi State University, 2004. http://library.msstate.edu/etd/show.asp?etd=etd-11092004-105801.
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Shartiely, Nikuigize Erick. "Discourse strategies of lecturers in higher education classroom interaction : a case at the University Dar Es Salaam, Tanzania." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80189.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study investigates how linguistic super diversity is managed in a higher education context in Tanzania. Specifically, the use of language in lectures to large classes made up of students with linguistically diverse backgrounds at the University of Dar es Salaam is in focus. Considering the multilingualism of the students as well as the lecturers, and a language-in-education policy, which prescribes English as the language of teaching and learning, the study is interested in the perceptions and practices of those teaching big numbers of students in large lecture halls. The data comprised eight recorded lectures and interviews with the respective lecturers. The intention was to identify, describe, document and analyse interactional strategies that lecturers use, particularly the discourse strategies that lecturers use in conveying new information at a relatively sophisticated level of academic rhetoric, and to facilitate interaction between them and students. With large numbers of students in the audience, and given that they are first year students new to the university-spoken register, lecturers are likely to make remarkable language choices consciously or unconsciously. Conversational Analysis (CA) and Discourse Analysis (DA) approaches facilitated the identification and analysis of conversational and discursive features of lectures as part of spoken registers that are generically used in university teaching. The analysis particularly considered the linguistic diversity of the participants in the higher education context in Tanzania and how lecturers use language to cater for such diversity. The sample involved eight lecturers, four from each of two departments regarded among those with the highest student numbers in the College of Arts and Social Sciences of the University of Dar es Salaam, namely the Department of Political Science and Public Administration and the Department of Sociology and Social Anthropology. The findings indicate that lecturers use a selected number of both propositional and structural discourse strategies during lecture sessions. The three most notable propositional discourse strategies are repetition, use of questions, and use of code switching between English and Kiswahili. Lecturers use phrasal and clausal types of repetition to achieve cohesion, topic continuity and emphasis. They use tag, rhetorical, open and closed types of questions to check for comprehension, to stimulate higher level thinking, to manage classroom behaviour as well as to encourage students' participation and independent study. They also use inter and intra sentential types of code switching to engage with students, to translate some concepts, explain, and manage students' behaviour and to advise or encourage students. Regarding structural discourse strategies, the study shows that lecturers notably use discourse markers so and now as cohesive devices, marking such textual functions as framing, linking and showing consequential relationships. They use the discourse markers so and now to achieve similar communicative goals as those achieved using propositional discourse strategies. In referring to themselves or their audience, they use specific pronouns you, we, and I, to perform different functions. They use the pronoun you not only as an interactive device, but also as an explanatory device of significance in classroom interaction. They use the pronoun we not only as a solidarity device, but like you, also as a strong explanatory device. They also use the pronoun I to mark speaker's knowledge and his or her stance about it, and speaker's circumstance and experience. This study not only describes generic features and language practices in big lectures; it also engages critically with some of the established practices and in so doing adds to the literature on individual and societal multilingualism and how lecturers manage it in an African higher education context.
AFRIKAANSE OPSOMMING: Hierdie is 'n studie van die wyses waarop talige superdiversiteit binne 'n konteks van hoër onderwys in Tanzanië bestuur word. Meer spesifiek, word aandag gegee aan die gebruik van tale gedurende lesings vir groot klasse wat bestaan uit studente met talig diverse agtergronde. Met inagneming van die veeltaligheid van die studente sowel as die dosente, asook 'n taal-in-onderrig-beleid wat Engels as die taal van onderrig en leer voorskryf, stel die studie belang in die persepsies en praktyke van diegene wat groot getalle studente in groot lesinglokale onderrig. Die studie is kwalitatief dáárin dat dit gewerk het met 'n beperkte aantal opnames van lesings en van onderhoude met die dosente wie se klasse opgeneem is. Die bedoeling was om die mees opvallende interaksionele strategieë wat by die Universiteit van Dar es Salaam aangewend word, te identifiseer, te beskryf, te dokumenteer en ook te analiseer. Veral is gekyk na die diskoersstrategieë wat dosente gebruik om nuwe inligting op 'n redelik gesofistikeerde vlak van akademiese retoriek oor te dra, en om interaksie tussen die dosent en die studentegehoor te fasiliteer. Die generiese eienskappe van hierdie lesings is geïdentifiseer deur die hele reeks opnames na te gaan. Die groot getal studente in die gehoor en die gegewe dat hulle eerstetaalsprekers van 'n verskeidenheid verskillende gemeenskapstale is, sal dosente noodwendig, bewustelik of onbewustelik, interessante taalkeuses maak. Die feit dat beide Engels en Swahili amptelike tale in Tanzanië is, dat die meerderheid studente vlot sprekers van Swahili is, selfs al het hulle hulle hoërskoolonderrig deur die medium van Engels ontvang, lei tot die aannames dat (i) Swahili 'n sterk lingua franca tussen sprekers van verskillende eerstetale is, en (ii) voortgesette hoër onderrig deur die medium van Engels onproblematies behoort te wees. Die benaderings van Gespreksanalise (GA) en Diskoersanalise (DA) het die identifikasie en analise van gesprekseienskappe en diskursiewe eienskappe van lesings as deel van die gesproke registers wat generies in universiteitsonderrig gebruik word, gefasiliteer. Die analise het veral in die talige diversiteit van die deelnemers in die konteks van hoër onderrig in Tanzanië en in die wyse waarop die dosente vir hierdie diversiteit voorsiening maak, belanggestel. Die deelnemers aan hierdie studie was agt dosente, vier elk uit twee departemente met die hoogste studentetal by die Kollege van Kuns en Sosiale Wetenskappe van die Universiteit, naamlik die Departement Politieke Wetenskap en Publieke Administrasie en die Departement Sosiologie en Sosiale Antropologie. Die bevindinge dui daarop dat dosente gereeld en generies 'n telbare aantal proposisionele en strukturele diskoersstrategieë gedurende lesings gebruik. Die drie mees opvallende proposisionele diskoersstrategieë is herhaling, die gebruik van vrae en die gebruik van kodewisseling tussen Engels en Swahili. Dosente gebruik frase- sowel as klousherhaling om kohesie, kontinuïteit van die onderwerp en klem te bewerkstellig. Hulle gebruik einddeel-, retoriese en oop en geslote tipe vrae om begrip te toets, om 'n hoër denkvlak te stimuleer, om die gedrag in die klaskamer te beheer, asook om die studente se deelname en onafhanklike studie aan te moedig. Hulle gebruik ook kodewisseling binne en tussen sinne ten einde nouer met die studente te skakel, sekere konsepte te vertaal, studente se optrede te verduidelik, te vertaal en te beheer en studente te adviseer of aan te moedig. Betreffende die strukturele diskoersstrategieë toon die studie aan dat die diskoersmerkers so en now wyd deur dosente gebruik word as kohesiemeganismes wat tekstuele funksies soos raming, skakeling en oorsaaklike verhoudinge aandui. Hulle wend die diskoersmerkers so en now aan om dieselfde kommunikatiewe doelwitte te bereik as dié wat bereik is met die gebruik van proposisionele diskoersstrategieë. In verwysing na hulleself of die toehoorders, span hulle spesifiek die voornaamwoorde you, we en I in om verskillende referensiële funksies of aanspreek funksies te verrig. Die voornaamwoord you word nie slegs as 'n interaktiewe meganisme gebruik nie, maar ook as 'n beduidende verklarende meganisme in klaskamer interaksie. Hulle gebruik die voornaamwoord we nie net as 'n samehorigheids-meganisme nie, maar ook, soos you, as 'n sterk verklarende meganisme. Hulle gebruik ook die voornaamwoord I om sprekerskennis te merk en sy/haar houding daaromtrent uit te druk, asook die spreker se omstandighede en ervaring. In die analise word aandag gegee aan relevante aspekte van tweetalige onderrig, die gebruik van Engels as 'n lingua franca, en die verskynsel van kodewisseling in akademiese diskoers binne 'n veeltalige onderrigkonteks. Die studie beskryf nie alleen generiese eienskappe en taalpraktyke in groot groep lesings nie; dit oorweeg ook sekere gevestigde gebruike in groot lesings dra daarmee by tot die literatuur oor invividuele en gemeenskaplike veeltaligheid en hoe dit hanteer word deur dosente in 'n hoër onderwyskonteks in Afrika.
The African Doctoral Academy (ADA) for awarding me a full scholarship for full time doctoral study; the financial assistance the University of Dar es Salaam furnished me with through the Directorate of Research and Publication.
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Blumtritt, Ute. "Finanzierung von Open Access - bisher und heute." Universitätsbibliothek Chemnitz, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-qucosa-115883.
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Die Universitätsbibliothek Chemnitz bietet seit vielen Jahren verschiedene Services zum Open-Access-Publizieren für die Wissenschaftler der Technischen Universität. Dazu gehören u.a. das digitale Volltextarchiv, das Open Journal System und der Universitätsverlag. Wissenschaftliche Autoren können sowohl auf dem Goldenen als auch auf dem Grünen Weg Open Access publizieren. In diesem Jahr wurde erstmals ein Publikationsfonds für die Veröffentlichung von Open-Access-Artikeln eingerichtet. Es wurden Mittel von der Deutschen Forschungsgemeinschaft und der Technischen Universität Chemnitz bereitgestellt. Damit können die Universitätsangehörigen die finanzielle Übernahme von Publikationsgebühren für Open-Access-Artikel bei der Bibliothek beantragen. Sind die Fördervoraussetzungen erfüllt, erfolgt der Zuschlag in der Reihenfolge des Eingangs der RechnungSince many years the University Library of Chemnitz offers several services regarding open access publication to the scientists of Chemnitz University of Technology. Among others this includes a digital archive, a Journal Management System, and the University Press. It is possible to publish on Golden Way of Open Access as well as on Green Way. This year we offer for the first time a publication funds for the publication of open access articles. The financial resources are provided by Deutsche Forschungsgemeinschaft and Chemnitz University of Technology. Please apply for financial support at the University Library if you need to pay a publication fee for open access articles. If the criteria for financial support are met an agreement will be made in order of invoices received