Global ETD Search

371	Participatory development communication in Ethiopia : a local development organization in focus Adem Chanie Ali 01 1900 (has links) This research explores the perception and practice of participatory communication for development. To this end, the study focuses on a leading local Non-Governmental Organisation (NGO) named Organisation for Rehabilitation and Development in Amhara (ORDA), Ethiopia. This qualitative case study was based on the participatory development communication model which has been assumed to bring about sustainable socio-economic change of a country (Melkote & Steeves, 2001; Mefalopulos, 2008; Servaes, 2008). The data were collected using in-depth interviews, Focus Group Discussion (FGD), document analysis and field observation. The collected data were organised and analysed in the form of content and thematic analysis. The results revealed economic oriented and top down approach to development communication as the dominant conceptions, and majority of the research participants perceived the concept ‘participation’ as mere contributions of labour and materials which are not real participation, but co-option. Only a few of the management members of ORDA conceptualized the idea of ‘participation’ as an empowerment process in which the organisation’s official document is also stated. Besides, the results showed no genuine participation of the local community in ORDA’s development process. Generally, these results could lead us to conclude that participatory communication was the missing link in the development process. That is, communication was perceived as a transmission of development information and an image building activity, not a process of empowerment. The major communications practices of ORDA were also best described as one-way top down which could reveal the legacy of modernisation and dependency theories of the development literature. The study further indicated pressing factors such as individual, organisational and environmental related affecting the implementation of ORDA’s participatory development communication. The results of study further indicated that participatory development communication was not used a means of liberation from the chain of poverty, dependency syndrome and other underdevelopment problems which deeply persist in the region. Based on the findings, the study commends the mainstreaming of participatory development communication both at the perceptual and practical level for achieving sustainable development in rural Amhara region, Ethiopia. / D. Litt. et Phil. (Communication) / Communication Development communication Participation Participatory communication Development Top-down Bottom up Holistic development Human development Empowerment Poverty Development paradigms 307.141209634
372	Předposlechová fáze ve výuce poslechu u dospělého žáka na úrovni A2 - B1. / The Pre-listening Stage in L2 Listening Instruction to A2 - B1 Adult Learners. Ždímalová, Hana January 2014 (has links) The Pre-listening Stage in L2 Listening Instruction to A2 - B1 Adult Learners By Hana Ždímalová This dissertation deals with listening instruction to adult EFL learners in the Czech Republic and the phenomenon of pre-listening, which is currently under-researched. It examines adult EFL students' perspectives and perceptions of listening instruction and of the inclusion of different pre-listening techniques, particularly at CEFR A2-B1 proficiency levels. The theoretical part of the study focuses on current developments in listening research and the historical context of the development of listening instruction in classical FLT methodology. The pre-listening stage has been integral to L2 listening instruction since the beginning of Communicative Language Teaching. However, some controversial issues have recently been raised. For example, teachers are sometimes suspected of spending too much time on the pre- listening stage (Field 2002; 2008) and the overall usefulness of previewed comprehension questions in testing listening has been challenged (Sherman 1997). Moreover, adult students' listening needs and their perceptions of listening instruction have not yet been thoroughly researched (Graham 2006; Graham and Macaro 2008). This study argues that we should ask the students about their perceptions...
373	The Development and Application of Mass Spectrometry-based Structural Proteomic Approaches to Study Protein Structure and Interactions Makepeace, Karl A.T. 26 August 2022 (has links) Proteins and their intricate network of interactions are fundamental to many molecular processes that govern life. Mass spectrometry-based structural proteomics represents a powerful set of techniques for characterizing protein structures and interactions. The last decade has witnessed a large-scale adoption in the application of these techniques toward solving a variety of biological questions. Addressing these questions has often been coincident with the further development of these techniques. Insight into the structures of individual proteins and their interactions with other proteins in a proteome-wide context has been made possible by recent developments in the relatively new field of chemical crosslinking combined with mass spectrometry. In these experiments crosslinking reagents are used to capture protein-protein interactions by forming covalent linkages between proximal amino acid residues. The crosslinked proteins are then enzymatically digested into peptides, and the covalently-coupled crosslinked peptides are identified by mass spectrometry. These identified crosslinked peptides thus provide evidence of interacting regions within or between proteins. In this dissertation the development of tools and methods that facilitate this powerful technique are described. The primary arc of this work follows the development and application of mass spectrometry-based approaches for the identification of protein crosslinks ranging from those which exist endogenously to those which are introduced synthetically. Firstly, the development of a novel strategy for comprehensive determination of naturally occurring protein crosslinks in the form of disulfide bonds is described. Secondly, the application of crosslinking reagents to create synthetic crosslinks in proteins coupled with molecular dynamics simulations is explored in order to structurally characterize the intrinsically disordered tau protein. Thirdly, improvements to a crosslinking-mass spectrometry method for defining a protein-protein interactome in a complex sample is developed. Altogether, these described approaches represent a toolset to allow researchers to access information about protein structure and interactions. / Graduate Mass Spectrometry Structural Proteomics Crosslinking Cross-linking Disulfide bonds Proteomics Tau Mitochondria Method development Molecular dynamics Protein chemistry Protein crosslinking Protein cross-linking Shotgun proteomics Bottom-up proteomics Data-dependent acquisition DDA Protein-protein interactome Interactome Interactomics Proteinase K Trypsin Higher-order crosslinking Machine learning Feature engineering Yeast Yeast mitochondria Algorithms Data analysis Surface modification Molecular modelling Non-specific digest Structural mass spectrometry Structural biology Biochemistry LC-MS
374	Transnational Private Authority in Education Policy: A Case Study of Microsoft Corporation in Jordan and South Africa Bhanji, Zahra 25 February 2010 (has links) This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education. Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental. Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries. This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa. The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations. Education policy Comparative education Transnational corporations in education Jordan education South Africa education Microsoft Corporation Private authority in education Global governance and education Private sector and education Top down and bottom up education policy Accountability and education Government sovereignty and education International education Education policy actor Global actor in education Transnational education policy Transnational education actor Globalization and education Microsoft Partner's in Learning program International relations and education Education policy networks Corporate diplomacy in education Public private partnerships in education Education Memorandum of Understanding Microsoft and education Corporate social engagement in education Corporate power in education Social constructivism and education Rationalism and education 0515
375	Transnational Private Authority in Education Policy: A Case Study of Microsoft Corporation in Jordan and South Africa Bhanji, Zahra 25 February 2010 (has links) This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education. Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental. Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries. This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa. The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations. Education policy Comparative education Transnational corporations in education Jordan education South Africa education Microsoft Corporation Private authority in education Global governance and education Private sector and education Top down and bottom up education policy Accountability and education Government sovereignty and education International education Education policy actor Global actor in education Transnational education policy Transnational education actor Globalization and education Microsoft Partner's in Learning program International relations and education Education policy networks Corporate diplomacy in education Public private partnerships in education Education Memorandum of Understanding Microsoft and education Corporate social engagement in education Corporate power in education Social constructivism and education Rationalism and education 0515

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