The development of e-government systems in South Africa has raised major concerns when coming to the systems development methodology used. Through the literature review conducted and the data collected, the study has indicated that there is lack of uniformity, isolated cost, models for choosing project teams and the overall control of the whole process of e-government systems development. As a result, this research investigates the use of systems development methodologies in the development of e-government systems. The study followed the qualitative research method; interviews were conducted in four case studies involved in the development of e-government systems. The collected data were then analysed using a software analytical tool called Atlas ti. 6.1. Subsequently a cross-case analysis was performed on the four case studies. The research findings of this study indicated that the appropriate use of systems development methodologies in the development of e-government systems helps improve the quality of e-government systems, reduces development costs, and also makes the development process effective and efficient. Based on the information gathered from the four case studies, developers in government find it difficult to select a suitable systems development methodology to use when developing e-government systems. Therefore the study proposes a conceptual framework that can be used to select the appropriate systems development methodology when developing e-government systems. This framework is made up of characteristics of e-government systems and different types of systems development methodologies. / MSc (Computer Sciences), North-West University, Potchefstroom Campus, 2014

Poor academic performance in science is a problem in the world. Numbers of factors contribute to this academic performance. Secondary school learners, particularly those in grade 10 are experiencing problems in understanding simple electric circuits in Physical Sciences. Lack of exposure to practical work might be one of the factors that contribute to lack of understanding of simple electric circuit and inability to link what they learn in class with the outside world. For that reason, it is the purpose of this study to determine what grade 10 learners’ alternative conceptions in electricity are and to explore the impact of conceptual change model on grade 10 learners using simple electric circuits. The study further highlights a number of issues that lead to poor academic achievements in physical sciences. This study further provides the learning strategy in physical science for learners to improve their learning process of simple electric circuits. Four secondary schools from Mankweng cluster, Capricorn District of Limpopo Province were randomly selected to participate in this study. From these schools a sample of 136 learners of different sex were also randomly selected. Two survey instruments, an open-ended questionnaire and the Simple Electric Circuit Conceptual Test were used to collect data. The data was collected over a period of 3 weeks. Learners (in the experimental group) were taught the same electric circuit topics using Conceptual Change Model (CCM) while Regular Teaching Approach (RTP) was used in the control group. Data collected was analysed using descriptive analysis, ANOVA and ANCOVA. The explanations the respondents gave were analysed using nomothetic and ideographic analyses. Misconceptions were identified as one of the learning barriers. The results from the questionnaire also revealed that learners were willing to learn electric circuits’ concepts but they lacked effective learning strategies and techniques to enhance their academic performances. It was also established that learners could not relate what they had learnt on electric circuit with their daily experiences and that practical work was rarely conducted at most schools. The statistical results showed that when teaching simple electric circuits using Conceptual Change Model, there is equal improvement in academic results across all sexes. There was no significant difference between academic achievements of males and females taught using the Conceptual Change Model. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014

The development of e-government systems in South Africa has raised major concerns when coming to the systems development methodology used. Through the literature review conducted and the data collected, the study has indicated that there is lack of uniformity, isolated cost, models for choosing project teams and the overall control of the whole process of e-government systems development. As a result, this research investigates the use of systems development methodologies in the development of e-government systems. The study followed the qualitative research method; interviews were conducted in four case studies involved in the development of e-government systems. The collected data were then analysed using a software analytical tool called Atlas ti. 6.1. Subsequently a cross-case analysis was performed on the four case studies. The research findings of this study indicated that the appropriate use of systems development methodologies in the development of e-government systems helps improve the quality of e-government systems, reduces development costs, and also makes the development process effective and efficient. Based on the information gathered from the four case studies, developers in government find it difficult to select a suitable systems development methodology to use when developing e-government systems. Therefore the study proposes a conceptual framework that can be used to select the appropriate systems development methodology when developing e-government systems. This framework is made up of characteristics of e-government systems and different types of systems development methodologies. / MSc (Computer Sciences), North-West University, Potchefstroom Campus, 2014

Constructivism remains one of the most influential views of understanding how children learn science today. Research investigating learning from within this viewpoint has led to the development of a range of theoretical models, most of which aim to explain the underlying processes associated with conceptual change. Such models range in depth and scope with some attributing change to purely cognitive processes while others suggest a role for social factors. Contemporary research has also begun to explore links between the role of practical activity, skills development and language. This study utilises a cross-sectional design in order to investigate the development of children’s ideas and concepts related to two areas of the English National Curriculum for Science: ‘electricity’ and ‘floating and sinking’. A new and innovative multimodal methodology combining practical science activities and traditional / conventional perspectives alongside interview and observational protocols is presented. Multimodal research proposes that knowledge and meaning are transmitted through a range of responses types including language, drawings and gesture. The participants in this study were children aged 7, 11 and 14 years attending four schools in the East Midlands region. Results demonstrate that the children’s ideas could be developed using conceptual challenge tasks. The gestures that the children produced were categorised according to five different forms: referential, representative, expressive, thinking and social, often containing information about their science ideas that was not included in other response types. The results also begin to uncover how meaning is socially constructed and supported. These results form the basis of a critique of methodology intended to re-evaluate and inform debate arising from different models of conceptual change. The potential importance of studying children’s gestures in classroom settings for providing important cues and clues to underlying thoughts that may not be present in verbal or other more conventional responses alone is highlighted.

The comparison of aerodynamic characteristics for a combat aircraft studywas addressed in this work. The thesis is a feasibility study which reviewsthe workload and output quality efficiency of different numerical and experimentalmethods often used during conceptual aircraft design.For this reason the Vortex Lattice Method (VLM), Euler or Reynolds-Averaged-Navier-Stokes (RANS) simulations were compared to the moreheavier Large Eddy Simulation (LES) which also has the capability to capturealso more complex flow physics, such as those that occur, for example,at high angles of attack. To be able to crosscheck the numerical results,the same static alpha sweep tests were executed in a tunnel. Thereby itwas discovered that it was quite challenging to reach the same values in thewater tunnel as those previously calculated in computational fluid dynamics(CFD) due to different technical issues.However it could be shown that LES simulations can be today a suitabletool for conceptual aircraft design, as they offer much higher levels ofaccuracy and give the designer the possibility to check the new study at anearly stage along the border of the aircraft’s flight envelope.

Buy Nathan Sharratt: A Requirement of the Masters of Fine Arts degree of Georgia State University, is a multidiscipline and multiplatform exhibition of post-institutional critique that uses my lived experience of being an academic artist pursuing a terminal art degree at a public university as its point of departure. It evaluates how societal expectations influence the formation of individual and group identity in mediated culture. Buy Nathan Sharratt challenges the hierarchy of economic and social value systems by simulating an institutional museum retrospective of super-famous and super-commoditized artist “Nathan Sharratt.” The exhibition is divided into a gallery space, a project space, a gift shop, and a virtual space. It includes art objects and performances to pose that the art experience has been compressed into a simulation, in which art serves as the trigger for social networking and virtual experiences, rather than critical assessment.

The mass production of aircrafts has been mainly led by the objective of both maximizing technological performances and minimizing the manufacturing costs. Within also the constraints of safety and security rules defined by certification organisms, the traditional innovation management has consisted above all in implementing a "technology-push" approach. New developed aircrafts have been then mostly driven by Research and Technology projects outputs. Nevertheless, current market competitiveness and complexity lead to change this approach. The needs of aeronautical customers evolve, change and become diversified, which raise multiple specific profiles to be taken into account as early as possible in today's development programs. In order to ensure high value and differentiation perception by all the stakeholders, the innovation policy has to shift from mass production to mass customization, and to integrate both "market-read" and 'technology-push" approaches in the preliminary phase of innovation. The goal of this PhD thesis is to provide the aircraft program managers with a methodological support, named Concept-to-Value, to steer by value the so called Fuzzy Front End of Innovation stage in the literature. At the bridge between the Product Planning and Conceptual Design research works, our contribution improves the existing methodologies on the Business and Engineering domains integration. Concept-to-Value brings a more agile and integrated collaboration of multidisciplinary players: a common language and value model represent their innovation Knowledge, Problems and Solutions. Finally, a convergence process is also defined to conduct the preliminary phase and to deliver high value aircraft concepts.

Databases are a critical part of Information Technology. Following a rigorous methodology in the database lifecycle ensures the development of an effective and efficient database. Conceptual data modeling is a critical stage in the database lifecycle. However, modeling is hard and error prone. An error could be caused by multiple reasons. Finding the reasons behind errors helps explain why the error was made and thus facilitates corrective action to prevent recurrence of that type of error in the future. We examine what errors are made during conceptual data modeling and why. In particular, this research looks at expertise-related reasons behind errors. We use a theoretical approach, grounded in work from educational psychology, followed up by a survey study to validate the model. Our research approach includes the following steps: (1) measure expertise level, (2) classify kinds of errors made, (3) evaluate significance of errors, (4) predict types of errors that will be made based on expertise level, and (5) evaluate significance of each expertise level. Hypotheses testing revealed what aspects of expertise influence different types of errors. Once we better understand why expertise related errors are made, future research can design tailored training to eliminate the errors.

Pragmatic Conceptual Analysis is a proposed methodology for attributing correct application conditions, or 'meanings', to concepts. This methodology involves two stages: first, we seek an empirical understanding of the ways in which usage of a given concept has regularly delivered benefits, and, second, we seek an explication of that concept which is optimally capable of delivering benefits in these ways. Such an explication captures the 'pragmatic meaning' of a given concept. Chapters 1-3 articulate Pragmatic Conceptual Analysis and the notion of pragmatic meaning, and show how these are related to other philosophical methodologies and accounts of concept-meaning.Chapter 4 uses a 'bootstrapping argument' to establish that Pragmatic Conceptual Analysis has two important virtues. The first phase of this argument establishes that Pragmatic Conceptual Analysis has normative authority - it reveals explications that we have practical and epistemic reason to adopt, whether we take these explications to be semantically revisionary or not. This normative authority licenses using Pragmatic Conceptual Analysis, in the second phase, to explicate our shared concept of concept-meaning. This yields the conclusion that we have epistemic reason to adopt the notion of pragmatic meaning as our explication of 'concept-meaning'. Having explicated our concept in this way, we see that Pragmatic Conceptual Analysis also has descriptive authority - it is a semantically conservative tool that reveals concept-meaning, thus explicated.The initial presentation of the bootstrapping argument considers only one sort of work that our concept of concept-meaning does - helping to guide our application of other concepts. But this concept also regularly delivers benefits in a second way - by helping us to give good explanations for the behavior and behavioral success of various concept-users. Chapter 5 uses the normative authority of Pragmatic Conceptual Analysis to justify a particular account of how good explanations work. Chapter 6 draws upon this account to argue that, in order best to explain people's behavioral successes, we need an explication of concept-meaning that is closely related to the one presented in Chapter 4.Chapter 7 considers several objections and hard cases, and argues that Pragmatic Conceptual Analysis weathers these storms in good shape.

A growing demand for services and expensive innovative technologies is threatening the sustainability of healthcare systems worldwide. Decision makers in this environment struggle to set priorities appropriately, particularly because they lack consensus about which values should guide their decisions; this is because there is no agreement on best practices in priority setting. Decision makers (or ‘leaders’) who want to evaluate priority setting have little guidance to let them know if their efforts were successful t. While approaches exist that are grounded in different disciplines, there is no way to know whether these approaches lead to successful priority setting. The purpose of this thesis is to present a conceptual framework and an evaluation tool for successful priority setting. The conceptual framework is the result of the synthesis of three empirical studies into a framework of ten separate but interconnected elements germane to successful priority setting: stakeholder understanding, shifted priorities/reallocation of resources, decision making quality, stakeholder acceptance and satisfaction, positive externalities, stakeholder engagement, use of explicit process, information management, consideration of values and context, and revision or appeals mechanism. The elements specify both quantitative and qualitative dimensions of priority setting and relate to both process and outcome aspects. The evaluation tool is made up of three parts: a survey, interviews, and document analysis, and specifies both quantitative and qualitative dimensions and relates to both procedural and substantive dimensions of priority setting. The framework and the tool were piloted in a meso-level urban hospital. The pilot test confirmed the usability of the tool as well as face and content validity (i.e., the tool measured relevant features of success identified in the conceptual framework). The tool can be used by leaders to evaluate and improve priority setting.