Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 81-92). Also available in print.

In the on-going ICT world revolution, e-government applications are considered as one of the modern, growing, and important applications delivered over the Internet. These applications, enabling citizens to interact with government, have emerged in recent years, and are likely to have a positive impact on citizens, government, business and society. It is known that e-government is a new concept. Therefore, much effort is needed in achieving its prime objectives assessment strategies for both the public and private sectors. In this context, new technologies provide several benefits to government over traditional technologies. The literature review, completed by the researcher, indicated that there is a gap between practice and theory identified by the absence of a comprehensive assessment framework for e-government systems and readiness. Most of the assessment frameworks, reviewed for the study, are varied in terms of philosophies, objectives, methodologies, approaches. This implies that there is no assessment framework that is likely to cover all e-government readiness aspects. This research proposed to develop a comprehensive framework of associated guidelines and tools to support e-government Information Systems Readiness (EGISR) and Cloud Computing. The developed framework contains the internal as well as external factors affecting e-government readiness and has been categorised into four main layers namely i.e. technology readiness, organisation readiness, people/stakeholders readiness, and environment readiness. It is important to mention that the developed framework has been empirically tested and validated in a real environment taken the Kingdom of Saudi Arabia as a case study, surveying 600 citizens, 125 staff, and 25 officials. This research is one of the first studies in the Arab world which has focused on these three samples/perspectives and Cloud Computing. The finalised framework provides a comprehensive structure for the e-government readiness assessment process and Cloud Computing to help decision makers, in government, in setting up vision and a strategic action plan for the future of e-government. In addition it identities key elements and stages needed to implement such action plans. We believe that the assessment framework establishes an appropriate tool to assess e-government readiness. It can also be used as an effecting evaluation framework to determine the degree of progress already made, by government organisations, towards e-government implementation and maintenance.

Title Technique variability of athletic discipline old school athletes Objectives The aim of the work was to find out how and to what extent the technical variability of the athletic disciplines in the category of the older stage in the execution from the place or from the short start, compared to the whole acceleration version, thus at a higher speed. Methods The thesis was conceived as a theoretical-empirical survey where quantitative and qualitative assessment of the level of fitness and technical readiness of probands was used Results The best rating, and hence the high level of variability, has tested No. 5, which has reached 0.71, pointing to excellent discipline technique even at higher speeds. This is followed by Test No. 4, which has reached 0.40. Testing shows that these two tests are at the same time the best in motor tests where they achieve above-average results, so we can state that the one who is at a higher level of fitness is better able to handle athletic disciplines and adds more speed. The test value 6 also reached the value of 0.20, which also means better technical performance at higher speed. The other tests were always worse in the higher-speed version, worst-tested 3, which deteriorated by 0.72. The other tests worsened by about 0.5. Key words Athletics, older school,...

When developing new services on SSTs it is very important to keep in mind what the user experience is when using it and that this experience will vary across different types of users. This study intends to investigate the flow experience of users when presented with different types of menu options (chunked / grouped vs. a listed menu) across different types of users. The research is quantitative and causal in nature, and used an experimental factorial design in the conduct of the research. The TRI and flow scales were used in the questionnaire design and a total of 139 respondents were involved in the experiment. The study found that the impact of flow is greater with lower TRI respondents than with higher TRI respondents on SSTs / Dissertation (MBA)--University of Pretoria, 2013. / ccgibs2014 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

School readiness has a long-term effect on the development of a learner, including a successful school career, employment and the ability to contribute to society. The criteria for the personal readiness of the learner at school entry were proposed by the National Education Goals Panel (NEGP, 1991), and include physical well-being and motor development; social-emotional development; approaches to learning; language usage and communication skills; and cognitive skills and general knowledge. As learning starts long before school entry, stimulation during the pre-school years should not be underestimated. External factors that have an impact on the personal readiness of the child include the expectations of the parents, the readiness of the school, preschool experiences and the environment of the child. Many studies have proven that children from disadvantaged backgrounds are less ready for formal learning than their more advantaged peers, since they are often deprived from attending good quality preschools. As a result they are at heightened risk for school failure, which has serious and long-lasting consequences. In South Africa a significant number of young learners have not reached the required level of readiness to cope with formal learning in Grade 1, due to inadequate early learning experiences, which in most cases, is the result of poverty and deprivation. Instead of a smooth transition from the informal preschool environment to the formal learning environment of the Grade 1 classroom, these learners are traumatised by the fact that they cannot keep up with the pace and requirements of the formal learning situation, resulting in experiences of failure, discouragement and a poor self esteem which, in turn will have a negative long term effect on the academic performance of these learners. School readiness is regarded as a multi-dimensional construct which, apart from the personal readiness of the learner, also includes the readiness of the school to support learners according to their diverse needs. Schools have a responsibility to provide positive learning environments as well as positive learning experiences for their learners. According to the teachers in this study their schools are not prepared to support these learners by addressing their needs. Their predominant concern is the inaccessibility of the current curriculum for learners with insufficient school readiness. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Early Childhood Education / MEd / Unrestricted

The purpose of this study was to examine the effects of teenage motherhood on the school readiness, literacy skills, and parental involvement of children participating in the Home Instruction for Parents of Preschool Youngsters (HIPPY) early intervention program, as well as make recommendations for optimal outcomes. Study children were participants in HIPPY at five diverse, urban school districts. Using a mixed method design, this study examined the results of quantitative measures of children's school readiness, literacy skills, and parent involvement along with qualitative data collected through mothers' responses to two, open-ended questions related to their satisfaction with HIPPY. According to results of independent samples t-test, mean scores on school readiness and parent involvement measures were not statistically significantly different for the children of teenage mothers and the children of traditional age mothers. However, there were moderate effect sizes for parent involvement and physical development indicating some practical significance. Chi-square results of literacy skills indicated that the children of teenage mothers were almost twice as likely [c2 (1, N = 36) = 4.21, p < .05] to have literacy skills that were "not on grade level" according to scores on the TPRI/Tejas. Descriptive discriminant analysis (DDA) indicated that the multivariate relationship of the four parent involvement variables statistically significantly contributed to whether children born to teenage mothers had literacy skills on grade-level, but it was not significant for the children of traditional-age mothers. DDA analysis conducted on the school readiness variables did not yield any significant results. In addition, odds ratios conducted between literacy level and each of the parent involvement and school readiness variables indicated an increased probability of a child's literacy skills being on grade level when scores were high, but these increases were not statistically significant. While there were differences in literacy skills, teen mothers indicated, through their responses to two, open-ended questions, their desire to for more support for their children in this area.

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Many learners enter formal schooling without having mastered the necessary school readiness skills. Academically, those who are not equipped with the necessary school readiness skills often experience certain difficulties, a situation that can even lead to failure at the end of their first year at school. Had these learners been assessed for school readiness earlier, and their teachers informed of the interpreted results, they could have been helped to improve their literacy level earlier. With their knowledge, teachers are able to provide appropriate additional support to meet identified school readiness needs. A concern amongst educators is that many school readiness assessment instruments are available but they do not test the same skills. A further issue is that scientifically proven criteria for evaluating school readiness assessment instruments are not known to be available. Using information about the skills being assessed according to helpful and insightful criteria, would enable educators to know how best to assist learners. Learners do progress and learn differently. Focusing on the skills needed to succeed at school is essential for learners’ development. Hence the reason for engaging in this research was to explore school readiness assessment. From semi-structured interviews conducted, Grade 1 teachers did not have detailed knowledge of school readiness assessment and the instruments used. It is therefore recommended that awareness of the criteria for successful school readiness assessment becomes an integral part of the preparation for formal schooling. Irrespective of their age, applying such instruments could help learners who are not yet ready for school to be better prepared pre-schoolers. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted

Abstract The transportation sector has a vital role in today’s society and accounts for 20 % of our global total energy consumption. It is also one of the most greenhouse gas emission intensive sectors as almost 95 % of its energy originates from petroleum-based fuels. Due to the possible harmful nature of greenhouse gases, there is a need for a transition to more sustainable transportation alternatives. A possible alternative to the conventional petroleum-based road transportation is, implementation of Electric Road Systems (ERS) in combination with electric vehicles (Evs). There are currently three proven ERS technologies, namely, conductive power transfer through overhead lines, conductive power transfer from rails in the road and inductive power transfer through the road. The wireless charging or inductive charging electric vehicles (EV) are a type of EVs with a battery which is charged from a charging infrastructure and using the wireless power transfer technology. The wireless charging EVs are classified as stationary or dynamic charging EVs. The stationary charging EVs charge wirelessly when they are parked as well as dynamic charging EVs can charge while they are in motion. Number of studies have reported that, one of the main benefits of dynamic charging is, it allows smaller as well as lighter batteries to be used due to the frequent charging using in the charging infrastructure embedded under roads. The purpose of this thesis is to understand the recent developments of technologies in wireless charging system globally and find out the best effective method which can use for fuelling all Electric vehicles. The findings show that not all countries are viable for ERS from an economic standpoint, however, a large number of countries in the world do have good prospects for ERS implementation. Findings further indicated that small and developed countries are best suited for ERS implementation. From a technological and Business perspective, the wireless charging system in road was found to be the most attractive ERS technology followed by overhead conductive road ERS technologies.

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