Multi-hop wireless ad hoc wireless networks have no fixed network infrastructure. Such a network consists of multiple nodes that maintain network connectivity through wireless links. Additionally, these nodes may be mobile and thus the topology of the network may change with time. It will be useful if the nodes in this network could communicate with the Internet; this can be done via gateways which in turn interconnect to the Internet. This functionality requires that the nodes in the ad hoc network to discover the gateway, using a gateway discovery protocol. However, a limiting factor (particularly for mobile nodes) is suing their limited energy supply provided by batteries. In order to understand the potential effect this thesis considers two key areas: internetworking between a multi-hop mobile wireless ad hoc network and the Internet and the energy utilization as a function of number of gateways and the mobility pattern of nodes. Using simulation on various mobility patterns and networks density scenarios, we show that increase the number of gateways in ad hoc network significantly improves the power efficiency of mobile node and therefore prevent network partition due to death nodes. The thesis also discusses about the impact of different environment and mobility patterns on the power consumption of mobile nodes which is a very important factor in the building and deployment of the cost-effective high performance wireless ad hoc networks.

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this descriptive study explores the state of instructional technology (IT) integration by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examines how the lecturers conceptualize IT integration, how they integrate IT into their instruction, the support given by their institutions, and the constraints they face. The qualitative methodology used is basic or generic in nature (Merriam, 1998). Twenty-one lecturers in the colleges of education at 3 universities participated. The 3 data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive and Miles and Huberman’s (1994) interactive data analysis model was employed. Findings show that the conceptualization of IT and its integration by the majority of the lecturers was largely as hardware in nature, with focus put on viewing technological tools as audiovisual aids. Lecturers with qualifications in educational technology (ET) viewed IT and its integration from what Schiffman (1995) calls a narrow systems view. Most of the lecturers used technological tools for illustrating key points in their lecture delivery and lecturers who used computers used these for lecture preparation. Lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages (Dwyer, Ringstaff and Sandholtz, 1991). Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and lack of appropriate initial and continuous staff development. This study is part of the genesis of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe.

The level of labor productivity differs among the European Union countries, especially when you compare a developing country to a more developed country in the EU. This is an issue because the achievement of high labor productivity is a necessary stipulation for a developing economy to realize economic growth and more economic development. On the other hand, the more individuals in an economy with access to the internet (internet connectivity) depicts how developed the economy is in terms of information and communication technology (ICT). Accordingly, the purpose of this paper is to ascertain whether there is a positive relationship between countries having high internet connectivity and labor productivity in the EU. In doing so, Political and entrepreneurial decision-makers can use these findings to decide how much attention or budget to put on the ICT sector to improve labor productivity. To understand the factors that affect labor productivity, Adam Smith and Karl Marx’s theory on labor productivity is used to gain a better understanding. A panel data analysis using a fixed-effect model and pooled OLS regression model is applied in the study to predict the relationship. The result of the study indicates that internet connectivity does not have a significant impact on Labour productivity, or there was not enough evidence showing that they are positively correlated with each other.

Secure mobile apps, including end-to-end encrypted messaging apps such as Whats-App and Signal, are increasingly popular today. These apps require trust in a centralized key directory to automatically exchange the public keys used to secure user communication. This trust may be abused by malicious, subpoenaed, or compromised directories. A public key infrastructure (PKI) solution that requires less trust would increase the security of these commonly used apps.CONIKS is a recent PKI proposal that features transparent key directories which publish auditable digests of the public keys they present to queriers. By monitoring its key every time a new digest is published, a client can verify that its key is published correctly, reducing the need to trust the directory. CONIKS features improved security at the cost of unique auditing and monitoring requirements. In this thesis, we examine CONIKS' suitability as a PKI solution for secure mobile apps. We present a threat analysis of possible attacks on the CONIKS protocol and explore several important implications of CONIKS' system description, including recommendations for whistleblowing and key change policies. We also analyze mobile device usage data to estimate whether typical mobile device Internet connectivity is sufficient to fulfill CONIKS' monitoring requirement.

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Libraries, particularly academic libraries implement technologies to enhance their services to promote teaching, learning and research. In this thesis the impact of information technologies (library technologies) on delivery of services at the Balme Library of the University of Ghana was evaluated. The researcher adopted the multi-methods approach to the research by using a semi-structured questionnaire to collect data from users (students) of the library and para-professional staff of the Balme Library of the University of Ghana who formed one group of the study. The interview was used to collect data form professional staff of the library who on the other hand formed the second group of the study. Responses of the data collected from the two groups formed the components of the study and data collected quantitatively were analysed using univariate analysis method and interpreted by the descriptive and inferential statistics method. The qualitative data, on the other hand, was analysed using the narrative analysis approach. The findings of the study reveal that a variety of IT facilities such as computers, internet, photocopiers, scanners, braille embossers, magnifiers for reading, reference management software, video conference facility, electronic theses, electronic databases, automated library system, electronic past questions and the library website are available at the library and are very accessible to all users (students) and staff of the library. Students and staff of the library have good IT skills to utilise those resources. The findings also reveal that the IT infrastructure had positive impacts on the delivery of library services ensuring that users received the appropriate services they needed at the right times and places The study found challenges of slow internet connectivity, unstable power supply, lack of IT skills, inadequate IT infrastructure among others and these hinder the maximum utilisation of IT in and out of the library and recommends periodic training of staff and users, proper maintenance of facilities, increase of internet bandwidth and better marketing of library services / Information Science / M. Inf. (Information Science)

Recent accessibility drives and price wars between the major South African (SA) cell phone companies suggest that the landscape for the adoption of mobile learning (m-learning) at the Higher Education Institution (HEI) level may be changing. As such, there is a need to gauge the current mobile readiness of students for m-learning. Mobile technology readiness refers to the extent to which students have access to mobile devices (not only handsets), and can afford data bundles that meet or exceed the requirements of a base set of currently available m-learning applications (Naicker and Van der Merwe 2012). Mobile operational readiness refers to students’ awareness of, attitude towards, support and training that is required for m-learning. This study conducted an assessment of the technology and operational readiness of students at a SA HEI. An in-depth literature survey was undertaken to delineate technology and operational readiness of students for m-learning. For technology readiness, an investigation was conducted on m- learning applications that are currently available and the technology requirements of these mobile applications. This was undertaken to determine the extent that the current student mobile handset profile match these requirements. The literature review also included a search for mobile opeeratratiioonnaall ffaactorctorss ssuuchch aass ssttuuddeennttss’’ aawwaarenerenessss ooff aanndd aattttiittuuddee ttoowwaarrddss mm--lleaearrnininngg as well as m-learning support and training that students require. The philosophical underpinning of this study was based on Activity Theory. The strategy of inquiry employed was a case study approach. Data was collected from students at the Durban University of Technology, a resident based SA HEI. A mixed methods data collection strategy was employed. The researcher used a field survey questionnaire as the primary research instrument to assess mobile technology and operational readiness. Focus group interviews were used as a secondary data gathering tool to triangulate and strengthen the results. The results were presented using descriptive and inferential statistics and were analyzed using the lens of activity theory. In terms of technology readiness, despite a high level of ownership and reasonable compliance with application requirements, data costs remain prohibitive. In assessing operational readiness, despite a positive attitude, the majority of the students require awareness, ongoing support and training. Several recommendations based on the findings are offered. For example, one of the findings showed that mobile connectivity affordability was low amongst students and it is recommended that the HEI work around exorbitant connectivity costs by combining m-learning technologies to form meaningful m-learning approaches at a minimum v cost. Another finding showed low awareness of m-learning at the HEI. A recommendation advanced to combat this finding is for the HEI to encourage and support dialogue among key stakeholders. This study concludes that any m-learning endeavour to implement m-learning at this HEI is bound to fail as only a small percentage of students are aware of m-learning and can afford data bundles to implement m-learning in its true sense. As an implication of this study to other HEI’s, the researcher suggests that regular mobile readiness surveys be conducted. / Science and Technology Education / M. A. (Information Systems)

Recent accessibility drives and price wars between the major South African (SA) cell phone companies suggest that the landscape for the adoption of mobile learning (m-learning) at the Higher Education Institution (HEI) level may be changing. As such, there is a need to gauge the current mobile readiness of students for m-learning. Mobile technology readiness refers to the extent to which students have access to mobile devices (not only handsets), and can afford data bundles that meet or exceed the requirements of a base set of currently available m-learning applications (Naicker and Van der Merwe 2012). Mobile operational readiness refers to students’ awareness of, attitude towards, support and training that is required for m-learning. This study conducted an assessment of the technology and operational readiness of students at a SA HEI. An in-depth literature survey was undertaken to delineate technology and operational readiness of students for m-learning. For technology readiness, an investigation was conducted on m- learning applications that are currently available and the technology requirements of these mobile applications. This was undertaken to determine the extent that the current student mobile handset profile match these requirements. The literature review also included a search for mobile opeeratratiioonnaall ffaactorctorss ssuuchch aass ssttuuddeennttss’’ aawwaarenerenessss ooff aanndd aattttiittuuddee ttoowwaarrddss mm--lleaearrnininngg as well as m-learning support and training that students require. The philosophical underpinning of this study was based on Activity Theory. The strategy of inquiry employed was a case study approach. Data was collected from students at the Durban University of Technology, a resident based SA HEI. A mixed methods data collection strategy was employed. The researcher used a field survey questionnaire as the primary research instrument to assess mobile technology and operational readiness. Focus group interviews were used as a secondary data gathering tool to triangulate and strengthen the results. The results were presented using descriptive and inferential statistics and were analyzed using the lens of activity theory. In terms of technology readiness, despite a high level of ownership and reasonable compliance with application requirements, data costs remain prohibitive. In assessing operational readiness, despite a positive attitude, the majority of the students require awareness, ongoing support and training. Several recommendations based on the findings are offered. For example, one of the findings showed that mobile connectivity affordability was low amongst students and it is recommended that the HEI work around exorbitant connectivity costs by combining m-learning technologies to form meaningful m-learning approaches at a minimum cost. Another finding showed low awareness of m-learning at the HEI. A recommendation advanced to combat this finding is for the HEI to encourage and support dialogue among key stakeholders. This study concludes that any m-learning endeavour to implement m-learning at this HEI is bound to fail as only a small percentage of students are aware of m-learning and can afford data bundles to implement m-learning in its true sense. As an implication of this study to other HEI’s, the researcher suggests that regular mobile readiness surveys be conducted. / Science and Technology Education / M. Sc. (Information Systems)