SimGas B.V. is a Dutch company and is today the largest supplier of biogas systems in EastAfrica. Since 2013, SimGas has been developing a biogas-driven milk chiller in order to provide a solution to the milk spoilage problem of small-scale dairy farmers in East-Africa. In this project, a case study was conducted to identify the challenges of applying sustainability and usability in developing a product for an East-African market. In the case study, Ellinore Seybolt and Carrie Zhong, Master students of Industrial Design Engineering at KTH Royal Institute of Technology, joined the process of developing a biogas-driven milk chiller for East-African farmers as interns at the company SimGas B.V. in The Hague, The Netherlands. The project was performed in close collaboration with the research and development team of the Biogas Milk Chiller. As part of this collaboration, the structure of the project was adapted to fit SimGas’ agile way of working. This resulted in that the project was divided in sprints. Participating in a design process for users overseas from a different culture and with the absence of direct contact with the users proved to be a challenge. Towards the end, Ellinore and Carrie got the opportunity to meet users in a field trip that could validate many assumptions made in the beginning of the project, such as that it was indeed the wife of the household who would be the main user. Furthermore, it proved challenging to design for sustainability with a low target cost price and when promising materials found, they were not yet ready for the market. To propose a sustainable disposal of the remains of the product in East-Africa, also proved to be challenging when the available facilities were unknown. Another challenge was to integrate into the culture of a small Dutch company as Swedish interns. The project resulted in alternative design solutions for the Biogas Milk Chiller that would improve the usability and sustainability of the product. The conclusions of this project can also be seen as a foundation for design choices of future Biogas Milk Chiller concepts for SimGas B.V. / SimGas B.V. är ett nederländskt företag som i dagsläget är den största leverantören av biogassystem i Östafrika. Sedan 2013 har SimGas utvecklat en biogasdriven mjölkkylare för att förse en lösning på problemet med mjölk som surnar för småskaliga mejeribönder i Östafrika. I detta examensarbete har en fallstudie gjorts för att identifiera utmaningarna av att tillämpa hållbarhet och användarvänlighet inom en produktutvecklingsprocess mot den östafrikanska marknaden. I fallstudien tog Ellinore Seybolt och Carrie Zhong, mastersstudenter inom Teknisk Design på Kungliga Tekniska Högskolan, del av produktutvecklingsprocessen för en biogasdriven mjölkkylare riktad mot östafrikanska bönder, som praktikanter hos SimGas B.V. i Haag, Nederländerna. Projektet utfördes i nära samarbete med utvecklingsgruppen för produkten. Projektet anpassades utefter SimGas agila sätt att arbeta. Det resulterade i att projektet blev uppdelat i sprintar. Att ta del av en utvecklingsprocess riktad mot användare från en annan kontinent och kultur utan att ha direkt kontakt med dem visade sig vara utmanande. Mot slutet av projektet gjordes en fältresa där antaganden som gjorts i början av projektet kunde bekräftas, som att det var frun i hushållet som skulle vara huvudanvändaren. Det visade sig även att vara en utmaning att utveckla produkten ur ett mer miljövänligt perspektiv då budgeten var låg och hittade lovande material inte ännu fanns tillgänglig på marknaden. Att hitta en lösning på hur produkten skulle kunna skrotas på ett ansvarsfullt sätt var också utmanande då det var svårt att få information om vilka möjligheter som fanns i Östafrika. Ännu en utmaning var att som svenska praktikanter integrera i den nederländska företagskulturen. Projektet resulterade i alternativa designlösningar för den biogasdrivna mjölkkylaren som skulle öka dess användarvänlighet och miljövänlighet. Resultatet av arbetet kan även tänkt att kunna användas av SimGas som underlag för framtida designval kring mjölkkylaren.

A large proportion of the farming in Kenya and Eastern Africa is performed by smallholding farmers. At the same time, consumers are expecting to find foodstuff more close by and in a more convenient way than most smallholding farmers can provide. Crowdsourcing can efficiently be applied to many problems where many small producers need to collaborate to create the complete product, without exposing much of the complex process to the end consumers. Using semi structured interviews, systematic literature review and prototyping, the application of crowdsourcing to reach and empower smallholding farmers was explored. The findings were used to create recommendations in the form of guidelines that are expected to serve as ground work and background to future studies within the area. In general, a mobile based platform for crowdsourcing was found to be viable while still having some problems with the intended target market. Three primary factors which affects the potential success were identified; The generally low availability of internet to smallholding farmers (limited by high prices), lacking education which can limit comprehension of more complicated processes, and smartphones with limited capacity for advanced applications. / En stor del av jordbruket i Kenya och östra Afrika utförs av småbönder. Samtidigt förväntar sig konsumenter att kunna hitta matprodukter närmare och på ett mer bekvämt sätt än de flesta småbönder kan erbjuda. Crowdsourcing kan effektivt tillämpas på många problem där flera små producenter behöver samarbeta för att skapa den kompletta produkten utan att utsätta slutkonsumenten för den komplexa processen. Med hjälp av semi-trukturerade intervjuer, systematisk litteratur studie och prototyping, undersöktes tillämpningen av crowdsourcing för att nå och förstärka småbönder. Resultaten användes för att skapa rekommendationer i form av riktlinjer som förväntas fungera som grundarbete och bakgrund till framtida studier inom området. I allmänhet visade sig en mobilbaserad plattform för crowdsourcing vara realistisk, samtidigt som den fortfarande hade några problem med den avsedda målmarknaden. Tre primära faktorer som påverkar den potentiella framgången identifierades. Dessa var den generellt låga tillgängligheten av internet till småbönder (begränsad av höga priser), avsaknad av utbildning som kan begränsa förståelsen av mer komplicerade processer, och smartphones med begränsad kapacitet för avancerade applikationer.

The past years have seen a renewed interest in the study of Ottoman and African relations. Several works have been published in Turkish and partly in English; they cover the periods from the 16th century to World War I and geographically referred to the Ottoman provinces in North and North East Africa mostly Egypt, Tripoli, Tunisia, and Ethiopia (Habesh Province) by using the Ottoman archival sources. However, no comprehensive study has been undertaken on the relations between the Ottoman Empire and the rest of the continent except for a few works. This Ph.D. study had begun as an investigation into the Zanzibar Sultanate which was frequently referred to as Zengibar, the local Muslim sultanate in East Africa in the Ottoman archival sources of the late nineteenth century. After examining more than a hundred documents that were first transcribed from the original version of Ottoman Turkish and then translated into English with annotations, this study revealed the existence of the entangled world of East Africa where Europeans, Ottomans, and local African powers had been constantly in contact with each other at the global age of colonialism. In this sense, this work, first questioned how the Ottoman State, as the Caliph of the Muslim world, produced knowledge about Africa and perceived what was taking place in the region in the related period. Secondly, it deals with the Ottoman’s relationship with the European States in the context of the scramble for Africa. Thirdly, it questioned the nature of the mutual relations between the Zanzibar Sultanate and the Ottoman Empire which was fostered by imperial competition between European powers in the period of high colonialism.:CONTENTS...................................................... iv LIST OF FIGURES ............................................................ vii LIST OF DOCUMENTS ...................................................... viii ACKNOWLEDGEMENTS ……………………..xi INTRODUCTION………………………1 The Congo Conference and East Africa .......................................................... 1 East Africa in Ottoman Sources: An Imperial but Non-Colonial Perspective ...... 4 Aims, Sources, and Methodology ............................10 Structure of the Thesis .................................................................. 13 PART I: THE OTTOMAN PERCEPTION OF EARLY COLONIAL INITIATIVES IN EAST AFRICA (1885-1890) ............................................ 17 1.1 AFRIKA-YI OSMANI: OTTOMAN MAPPING OF AFRICA ................... 20 1.1.1 The Berlin Conference and its Reflection in Ottoman Mapping of Africa ... 24 1.1.2 The Sources ................................. 25 1.1.3 Annotated and Translated Documents with original maps ................... 27 1.2 THE OTTOMAN VIEW OF THE SCHUTZBRIEF IN 1885 ..................... 67 1.2.1 The Ottoman Perception of the Schutzbrief ..................................... 69 1.2.2 The Sources ................................................ 73 1.2.3 Annotated and Translated Documents ............................... 76 1.2.4 Original Documents .................................................... 90 1.3 “BRITISH PLOT” OR “FALLING PREY TO THE DESIRE OF HAVING A COLONY IN EAST AFRICA”? THE OTTOMAN PERCEPTION OF THE BLOCKADE OF THE COASTS OF THE ZANZIBAR SULTANATE, 1888-89 ......................... 101 1.3.1 The Sources ....................................... 104 1.3.2 Annotated and Translated Documents .................. 107 1.3.3 Original Documents ................................... 139 PART II: ALLIANCE OR COMPETITION? IMPERIAL ENCOUNTERS IN EAST AFRICA ...........150 2.1 RELUCTANT MIDDLEMAN BETWEEN GERMANY AND ZANZIBAR (1886-94) ........152 2.1.1 The Wissmanntruppe ................................................... 153 2.1.2 The Sources ........................................................... 156 2.1.3 Annotated and Translated Documents ............................ 158 2.1.4 Original Documents ................................................ 165 2.2 WHICH GOD FOR CONGO? A CONVERTED MUSLIM’S VOICE IN THE ANTWERP PRESS AND HIS NETWORKS IN ISTANBUL AND CONGO ........ 171 2.2.1 Muhammad Muhtar ............................................................. 172 2.2.2 The “Civilising Mission” of Muslim Missionaries ................... 174 2.2.3 The Sources ................................................................ 176 2.2.4 Annotated and Translated Documents ........................... 179 2.2.5 Original Documents ................................ 200 2.3 THE PRESS AND THE OTTOMAN ROLE IN AFRICA (1885-1892) ..... 208 2.3.1 The Sources ............................................................. 210 2.3.2 Annotated and Translated Documents ..................... 214 2.3.3 Original Documents ............................................ 236 PART III: BEING CONNECTED IN HARD TIMES: RELATIONS BETWEEN THE ZANZIBAR SULTANATE AND THE OTTOMAN EMPIRE (1879-1908) ........... 255 3.1 “GOD SAVE THE QUEEN” VS “GOD SAVE OUR BRAVE SAYYID”: SULTAN BARGHASH’S DESIRE FOR A ZANZIBAR NATIONAL ANTHEM IN 1879.................... 259 3.1.1 Introduction ............................................ 259 3.1.2 The Magazine an-Nahlah (The Bee) and Barghash’s Desire for a National Anthem…………………………… .. 263 3.1.3 The Sultan’s Band .......................................... 265 3.1.4 The Age of Images: Ceremonies, Symbols, and Rites ..................... 267 3.1.5 The Sources .............................................................. 269 3.1.6 Annotated and Translated Documents ........................... 271 3.1.7 Original Documents .................................. 275 3.2 IT TOOK LONGER TO ARRIVE THAN TO STAY: AN OTTOMAN ENVOY’S VISIT TO ZANZIBAR IN 1888 ............................................. 281 3.2.1 The Sources .............................................................. 285 3.2.2 Annotated and Translated Documents ............................. 288 3.2.3 Original Documents .................................. 309 3.3 FROM ITALY TO ZANZIBAR: THE TRANSLOCAL NETWORK OF AN ANARCHIST IN 1905 ............................ 329 3.3.1 The Sources ........................................ 335 3.3.2 Annotated and Translated Documents ......................... 337 3.3.3 Original Documents ...................................... 349 3.4 THE ZANZIBAR SULTAN’S VISITS TO ISTANBUL IN 1907-1908 ......... 370 3.4.1 The Sources .......................................................... 373 3.4.2 Annotated and Translated Documents ................................. 375 3.4.3 Original Documents............................................................... 389 CONCLUDING REMARKS .............................................. 416 BIBLIOGRAPHY...........................................................428

This research aims to further explore the linkages between poor WaSH realities and women’s development to understand how the burdens and risks associated with inadequate water resources diminishes both their health and safety. Specifically, a significant goal of this project is to understand the way in which rates of violent attacks increase as access to water decreases. Attempting to capture this violence in all its various forms, this study hosts conversation surrounding the way that a lack of clean, dependable water sources can increase a woman’s chances of experiencing various forms of violence. / Accessing clean water and adequate sanitation poses significant risks to the health and wellbeing of women and girls in East Africa. Without having access to local and dependable sources of water, the prevalence of water-borne diseases, health and safety hazards, and social barriers increase. Grounded in Feminist and Structural Functionalism theories, this research was designed to better understand Water, Sanitation, and Hygiene (WaSH) realities and the various types of associated burdens and risks. Using focus groups and key informant interviews, 36 health care professionals from various East African countries, such as Uganda, Tanzania, Ghana, and South Sudan, were solicited in an effort to capture the real, lived experiences of practitioners working most intimately with these issues. All data were gathered at Uganda Christian University in Mukono, Uganda, and reflect both the personal and professional accounts of health care professionals living and working throughout communities within these countries. The findings of this study indicate that for as long as poor water and sanitation access and hygiene practices continue to plague the development of women in urban and rural communities, women and pregnant women will continue to suffer from dangerous diseases and brutal attacks of violence. Honing in on the latter concept, this study uncovered a significant link between inadequate water access and rates of domestic violence, sexual assault, and animal attacks. Understanding the health professional perspective is crucial in gathering relevant data. Through this effort, the findings of this study have been informed by those most knowledgeable on the WaSH realities identified and therefore has the ability to influence both policy and programs in realistic and productive ways. With the goal of determining and then diminishing identified risks, the data gathered from this research are meant to be used as evidence to help empower and advance women throughout East Africa. / Thesis / Master of Social Work (MSW)

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This thesis presents a educational and historical analysis of the contribution of Edward Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational innovation in Africa. These African educational thinkers made a profound intellectual and educational innovation which relates to Western education which was imposed by Western countries on Africa since the past centuries. The inadequacies of such inherited education were taken as the point of departure in their educational innovation. In analyzing their contribution to educational innovation in Africa, it has been essential to look into the inseparable relationship which exists between the African culture and American culture; and between African and American worldviews and educational innovation. This served to throw light on the reasons why educational innovation in Africa is unable to proceed as it ought to. It was, however, necessary to identify and refer to factors which inhibited the development of intellectual and educational innovation in Africa. The major educational matters which Blyden, Carr and Nyerere innovated were carefully selected and presented and meaningfully compared as intellectual and educational innovation in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following matters: Aim of education, curriculum, primary education, secondary education, women's education, secular education, school management, higher education, supplementary education and improvement of educational standards. Although their innovations were originally made in West and East Africa, it was, however, necessary to show that they were not only limited to the said areas but have direct relevance to the rest of Africa as this continent has adopted Western education in its schools. It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's contributions to educational innovation would not be complete if it excluded the current 1997, envisaged educational innovation in the RSA. By explaining the link existing between West Afiican, East Afiican and South Afiican educational innovation, the unity in educational innovation referred to earlier becomes clearly articulated. This indicates the benefit derived from Blyden, Carr and Nyerere's educational innovation. Finally, to conclude this thesis, recommendations regarding the future educational innovation in Africa were given. / Educational Studies / D. Ed. (History of Education)

This thesis presents a educational and historical analysis of the contribution of Edward Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational innovation in Africa. These African educational thinkers made a profound intellectual and educational innovation which relates to Western education which was imposed by Western countries on Africa since the past centuries. The inadequacies of such inherited education were taken as the point of departure in their educational innovation. In analyzing their contribution to educational innovation in Africa, it has been essential to look into the inseparable relationship which exists between the African culture and American culture; and between African and American worldviews and educational innovation. This served to throw light on the reasons why educational innovation in Africa is unable to proceed as it ought to. It was, however, necessary to identify and refer to factors which inhibited the development of intellectual and educational innovation in Africa. The major educational matters which Blyden, Carr and Nyerere innovated were carefully selected and presented and meaningfully compared as intellectual and educational innovation in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following matters: Aim of education, curriculum, primary education, secondary education, women's education, secular education, school management, higher education, supplementary education and improvement of educational standards. Although their innovations were originally made in West and East Africa, it was, however, necessary to show that they were not only limited to the said areas but have direct relevance to the rest of Africa as this continent has adopted Western education in its schools. It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's contributions to educational innovation would not be complete if it excluded the current 1997, envisaged educational innovation in the RSA. By explaining the link existing between West Afiican, East Afiican and South Afiican educational innovation, the unity in educational innovation referred to earlier becomes clearly articulated. This indicates the benefit derived from Blyden, Carr and Nyerere's educational innovation. Finally, to conclude this thesis, recommendations regarding the future educational innovation in Africa were given. / Educational Studies / D. Ed. (History of Education)

The process which culminated in the establishment of the East African Community (EAC) in 1967 started in the early 1920s. The idea was first conceived in Britain. Initially, East Africans vehemently opposed this idea fearing that it would sustain British hegemony in the region, but their resentment did not prevent the establishment of the East African High Commission (EAHC) in January 1948. It was only in the 1950s and 1960s that East African leaders embraced the idea due to political and economic reasons. In 1961 they converted the EAHC into the East African Common Services Organisation (EACSO) and in 1967 they established the EAC. Nationalism and sub-nationalisms in the region cast a spell on the EAC. The coup, which took place in Uganda in 1971, strained relations between Idi Amin and Presidents Nyerere and Kenyatta thus making it impossible to hold regional meetings. Eventually, the EAC collapsed in June 1977. / Political Science / M.A. (Politics)