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Experiences of the TUT LIS in offering support to e-learning. / Though relatively new to the family of universities and in particular, universities of technology, Tshwane University of Technology (TUT) Library and Information Services (LIS) is one of the fortunate South African higher education libraries which have a dedicated and fully-fledged IT and Systems Section. Further, TUT LIS has a Section referred to as Electronic Resource Centres which is commonly known as ERCs. The Section includes Internet Centres, popularly known as ICentres. Each of TUT’s nine learning site libraries has an ERC. Four of the learning sites have I-Centres, some in student residences. Many of the libraries have a training room attached to the ERC. Those which do not have a training facility schedule training at certain times and only thereafter avail the ERC for other use. Many of the academic departments have computer laboratories for use by their students. These are not related to ERCs or I-Centres. The LIS works in cooperation with the Directorate of Teaching and Learning with Technology (TLT) and Information, Communication and Technology (ICT) Services to support the teaching departments and students’ learning endeavours. The LIS is involved in a project to increase the University’s success and throughput rates. Other partners in this project are from HEDS (Higher Education Development and Support) Directorate comprising: Curriculum Development, Teaching and Learning with Technology, Cooperative Education and Student Development and Support. The aim of this paper is to share experiences of the TUT LIS in offering support to e-learning. The newly formed LIS embraced the model of the ERC/I-Centre as a one-stop facility that one of the merger partners, Pretoria Technikon, had established. The other partner, Technikon Northern Gauteng had partially developed an ERC to “extend access to the book/journal in electronic format”.

Thesis (M. Bus.)--University of Technology, Sydney, 2003. / Title from PDF title page (viewed on July 25, 2005). Includes bibliographical references (p. 50-56).

Islamic Jurisprudence comprises of the laws that govern a Muslims daily life. The Prophet Muhammad explained and practically demonstrated these laws. The jurists studied the Quran and the Prophet's life and they adopted a refined methodology which they used to extract legal rulings and verdicts. This methodology is known as the Principles of Jurisprudence. The jurists expanded on this methodology with some differences among them on the usage and the application of some aspects as acceptable forms of evidence. Eventually, the Muslim world was left with four schools of jurisprudence that are present to this day. There are differences between these schools on some issues but these differences never caused conflict, instead it provided us with a wealth of knowledge. We need to study these schools and its principles together with the objectives and intent of the Shariah and utilize this to find solutions to all new issues that arise. / Religious Studies and Arabic / M. A. (Islamic Studies)

De spectacle vivant, le théâtre d'Euripide devient très vite une pièce de collection dont la conservation, comme celle des deux autres grands poètes dramatiques, Eschyle et Sophocle, est décrétée par le législateur athénien Lycurgue. Très vite aussi, il est commenté, critiqué, enseigné. À travers les témoignages de sa réception, on veut comprendre quellesinterprétations antiques étaient proposées d’une tragédie d’Euripide, l’Oreste. On cherche dans le premier chapitre à établir la réception du personnage lui-même et de l’acte qui lui apporte une gloire équivoque – la vengeance du père par le meurtre de la mère – dans la tradition mythographique et judiciaire, et voir quelle part y prennent les questions posées parl’Oreste d’Euripide. Le deuxième chapitre examine la place que la tragédie occupe dans l’enseignement antique par l’étude des textes scolaires, exercices élémentaires découverts sur les papyri, manuels de rhétoriques, exercices types (progymnasmata) et déclamations. Les troisième et quatrième chapitres étudient les extraits les plus commentés : d’abord, les deux scènes les plus célèbres, le récit du messager et le diptyque de la maladie d’Oreste, qui se distinguent par la façon dont est traité leur sujet, le récit d’une assemblée politique et la représentation de la folie ; puis, des morceaux choisis pour leur genre, lyrique ou gnomique. Enfin, on examine dans le dernier chapitre les témoignages des spécialistes du « livre », de ceux qui ont transmis, édité, commenté, conservé l’Oreste d’Euripide. / From performing art, Euripides’ theatre very soon becomes a piece of collection, whose preservation, as for the two other Great tragedians, Aeschylus and Sophocles, is decreed by the Athenian statesman Lycurgus. It also is soon commented, criticized, taught. Through the reception’s testimonies, we want to understand which interpretations were given of anEuripidean tragedy, the Orestes, in the Antiquity. In the first chapter, we try to determine how Orestes’ figure itself and the equivocal glory of his act – i.e. avenging his father by killing his mother – were perceived in the mythographical and judiciary tradition, and which importance both of them give to the issues which are at stake in Euripides’ Orestes. The second chapter investigates which place the drama takes in teaching in Antiquity through school-texts, elementary exercises discovered on papyri, rhetoric handbooks, model exercises (progymnasmata) and declamations. The third and fourth chapters study the most commented extracts : first, the two most famous scenes, the messenger’s speech and thediptych of Orestes’ illness, which stand out through the treatment of their subject, i. e. the narration of a political assembly and the representation of madness ; then, some selected pieces on generic criteria, lyrical or gnomical. Finally, we investigate in the last chapter the testimonies of « book »’s specialists, of those who have transmitted, published, commented, preserved the Euripides’ Orestes.

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Submitted in fulfillment of the requirements of the Doctor of Philosophy in Library and Information Science: Information and Corporate Management, Durban University of Technology, Durban, South Africa, 2015. / The core interest in blended learning lies in the need to provide more engaged learning experiences while recognizing the potential of ICTs which has a profound impact on all aspects of life including the Library and Information Service (LIS) field. This doctoral study was undertaken with the objective of exploring the educational and pedagogical issues in blended learning for the development of a framework for designing and implementing blended learning in the delivery of LIS curricula in South African universities. The target populations for this study included, LIS educators from higher education institutions in South Africa offering LIS education, LIS students from these institutions exposed to blended learning interventions and facilitators of blended learning (individuals in institutional teaching and learning units) from the various institutions offering LIS education and using blended learning. The study adopted a mixed method research approach using a fully mixed dominant status design to explore and understand the phenomenon of blended learning at a more detailed level by using qualitative follow-up data (for example, interviews with LIS educators and institutional facilitators of blended learning and focus group discussions with LIS students) to explain and explore the results of a largely quantitative Web survey. The theoretical framework that underpinned the study involved various learning theories, learning styles as well as blended learning models relating to the higher education environment. The key findings of the study reveal that blended learning remains a complex concept with no clear consensus on the key components that need to be blended, how much of each component to blend and the criteria that are needed for the interventions to be regarded as blended learning. This flexibility, to an extent, allows for institutions to tailor the concept and maximise the potential of blended learning while still being responsive to the diverse student populations at South African higher institutions. The framework for blended learning in the delivery of LIS curricula at South African universities proposed by this study is generated from the theories informing this study; the literature reviewed; existing frameworks for blended learning such as Khan’s octagonal framework and the Community of Inquiry (CoI) framework; the findings of this study; the researcher’s own educational experiences; and, is grounded in the larger field of higher education. The use of blended learning has the potential to transform LIS education and training by encouraging LIS educators to reflect on their teaching and learning practices and to use the proposed framework as a guideline to design and implement pedagogically sound blended learning interventions for LIS education and training.