Made available in DSpace on 2014-06-11T19:33:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-01-26Bitstream added on 2014-06-13T19:23:35Z : No. of bitstreams: 1 roth_mtp_dr_jabo.pdf: 627928 bytes, checksum: 3188f5dce45b3f4760b2f134e596f1cf (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O experimento foi desenvolvido na APTA, Colina – SP, com objetivo de estudar o desempenho de tourinhos da raça Nelore durante a recria em pastagens e terminação em confinamento. Foram utilizados 84 animais com peso inicial de 205 kg e 8 meses de idade. Durante a seca os animais foram mantidos em pastagens de Brachiaria brizantha cv. Marandu, sob lotação contínua, submetidos a dois suplementos (proteico ou proteico e energético). No verão os animais foram submetidos a dois suplementos (mineral ou proteico). No outono os animais foram submetidos a três suplementos (mineral, proteico ou proteico e energético). No verão e outono foram utilizados módulos de pastagens de Panicum maximum cv. Tanzânia, sob lotação intermitente. Cada subgrupo, totalizando doze tratamentos, foi confinado com dieta única na terminação sendo abatidos com 500 kg. Na recria as características das forragens foram mantidas semelhantes, sendo as diferenças atribuídas ao tipo de suplementação. Durante a seca o suplemento proteico e energético resultou em maior ganho em peso (0,501 kg/dia) comparado com proteico (0,368 kg/dia). Animais que receberam suplemento proteico no verão apresentaram maior peso no inicio do outono (343 kg) comparado com suplemento mineral (326 kg). O peso inicial no confinamento foi influenciado pelas estratégias de suplementação na recria sendo maior nos animais que consumiram suplemento proteico e energético no outono (404 kg) seguidos por suplemento proteico (393 kg) e suplemento mineral (370 kg), o que refletiu no tempo de confinamento, sem alterar desempenho (0,910 kg/dia) e mantendo semelhantes as características de carcaça / The experiment was conducted at APTA, Colina - SP, to study the performance of Nellore bulls rearing stages on pasture and feedlot finishing. 84 Nellore cattle, with initial body weight of 205 kg and 8 months old were used. In dry season the animals were kept on Brachiaria brizantha cv. Marandu in continue stoking and submitted to two supplements (protein or protein and energy). In the second phase (summer) the animals were submitted to two supplements (mineral or protein). In the third phase (fall) the animals were submitted to three supplements (mineral, protein or protein and energy). In phases II and III modules pastures of Panicum maximum cv. Tanzania in discontinue stoking were used. Each subgroup, totalizing twelve treatments, was later confined to single diet for finishing with 500 kg. During the growing stages the characteristics of pasture, were kept similar, being the differences attributed to the type of supplementation. During the dry season the animals that consumed energy and protein supplement showed greater weight gain (0,501 kg/day) compared to protein (0,368 kg/day). The protein supplementation in the summer increased body weight (343 kg) compared to mineral (326 kg). The initial body weight in confinement was influenced by the rearing strategies, when animals fed with protein and energetic supplement in the fall season presented higher weight (404 kg) then the animals fed with protein supplement (393 kg) and mineral (370 kg). This caused difference in confinement time but not in the weight gain (0,910 kg/day) and carcass characteristics

This thesis sets out to answer the following central research question: what are the influences, challenges, benefits and costs of the Central Admission System (CAS) as an e-Governance initiative in improving undergraduates’ admissions service delivery and quality assurance in Tanzania’s higher education institutions?’ In answering this key question, three sub-questions were explored: (1) To what extent and in what ways does the implementation of the CAS influence the organisation of admissions work and workplace relations in higher education institutions? (2) What are the sociotechnical challenges of implementing the CAS? (3) What are the advantages of the CAS in improving admissions service delivery and quality assurance in higher education institutions? The sociotechnical theoretical framework is an ideal for exploring these issues as it accommodates the understanding of dual relationship between social and technological aspects of the CAS in line with the contextual issues in its implementation. The focus of the thesis is on Tanzania’s higher education institutions where the CAS is being implemented. The study is informed by data collected through interviews and documentary analysis. Data organization and analysis was done using NVivo 10 QSR software. The study demonstrates that, notwithstanding the fast development and uptake of Information and Communication Technologies (ICTs), the implementation of the CAS in Tanzania is hampered by the fact that most of the end-users of CAS (particularly applicants) have relatively low access to the ICT infrastructure. Several factors continue to have a significant effect on the implementation of CAS, which in turn lead to implications for the uptake of improved admissions service delivery and quality assurance. A digital divide, resistance to change by some higher education institutions (HEIs), poor ICT skills among applicants, the costs of internet services, unreliable electricity supply, and inadequate IT experts continue to frustrate the objective of improved admissions service delivery and quality assurance. As a technological innovation in the workplace, the CAS has led to a restructuring of admissions work tasks among admissions officers, a need to review job descriptions, introduced tighter controls over admission work processes, and has shaped admission workers’ professional identities and self-presentations.

The ongoing quest for a better understanding of adoption behaviour, and more specifically the search for relevant, and meaningful behaviour determinants that can be useful in the understanding, analysis and change of adoption behaviour, has prompted this study. It was specifically focused on the role of intervening variables and their influence relative to the commonly used independent variables. A pre-tested, structured questionnaire was used to collect data from 113 farmers randomly selected to represent five percent samples of four villages selected to represent the biggest variation in terms of climatic conditions within the Njombe district of Tanzania. Correlations, chi-square, and regressions were used to determine the relationship between the independent and the dependent variables. The results show that most of the farmers’ (97.3 percent) production efficiency falls well below the optimum maize yield of about 40 bags per acre. Various independent and intervening factors were found to influence adoption. In general, the intervening variables show, without exception, much stronger influence relationships with adoption behaviour than is the case with independent variables. Also, unlike what is a common phenomenon among independent variables, these relationships show great consistency, which further supports the research hypothesis. The most convincing evidence in support of the critical role of intervening variables in decision making and adoption behaviour are the regressions, which explain about 73.2 to 93.6 percent of the variation in adoption as compared to the mere 6.0 to 32.9 percent of the independent variables. The explanation for this highly significant difference is that the intervening variables are probably the immediate and direct determinants of adoption behaviour and that the influence of intervening variables only becomes manifested in adoption behaviour via the intervening variables. This explains why the influence of independent variables is much smaller and more inconsistent than that of the intervening variables. The practical implications of these findings are that the emphasis in the analysis and understanding of adoption behaviour should be on the intervening variables. They lend themselves as so-called “forces of change” and thus represent the focus of extension endeavours, but also as criteria for evaluation and monitoring. From the study arise various issues that call for further research like refinement of the measurements. / Thesis (PhD(Agrarian Extension))--University of Pretoria, 2008. / Agricultural Economics, Extension and Rural Development / PhD / unrestricted

Albinism is an inherited condition affecting at least 1 in 4000 people in Africa. It is thought to be more common among black Africans although it affects the entire human populations. In most African societies, albinism is regarded to be a disability and the social attitudes against albinos are characterised by lack of understanding, fear, and also of prejudice based on the appearance of albinism. There are various myths surrounding albinos such as that they are born as a punishment, that it is a curse to give birth to albinos and that albinos are immortal and that they are in fact spirits. This causes them to be seen as outcasts in society. Albinism is an inherited, congenital condition resulting in reduced synthesis of melanin pigment in the hair, skin and eyes. It leads to a host of lifelong physical health problems, in particular visual impairment and ultraviolet induced skin damage. In Africa such problems are exacerbated by exposure to harsh sunlight and reduced access to adequate health care, especially in rural areas. / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2011. / http://www.chr.up.ac.za/ / nf2012 / Centre for Human Rights / LLM

Please read the abstract in the section 00front of this document / Dissertation (MSc (Agric) Plant Pathology)--University of Pretoria, 2003. / Microbiology and Plant Pathology / unrestricted

No description available.

No / Approaches to projects and development have undergone considerable change in the last decade with significant policy shifts on governance, gender, poverty eradication, and environmental issues. Most recently this has led to the adoption and promotion of the sustainable livelihood (SL) approach. The adoption of the SL approach presents challenges to development interventions including: the future of projects and programmes, and sector wide approaches (SWAPs) and direct budgetary support.This paper `A livelihoods-grounded audit of the Sustainable Management of the Usangu Wetland Catchment (SMUWC) project in Tanzania¿ is the eighth in the series of project working papers. / Department for International Development

Approaches to projects and development have undergone considerable change in the last decade with significant policy shifts on governance, gender, poverty eradication, and environmental issues. Most recently this has led to the adoption and promotion of the sustainable livelihood (SL) approach. The adoption of the SL approach presents challenges to development interventions including: the future of projects and programmes, and sector wide approaches (SWAPs) and direct budgetary support. This paper `A livelihoods-grounded audit of the Magu District Livelihoods and Food Security Project¿ is the ninth in the series of project working papers. / Department for International Development

Lack of access to safe drinking water is a crisis of great proportion. An estimated 1.8 billion people rely on unsafe drinking water. This study focuses on the case of Tanzania, in which an estimated 29 million people, or 44% of the population, lack access to safe drinking water. Furthermore, the Tanzanian Ministry of Water estimates that approximately 38% of all water access points in the country are nonfunctional. As the Government of Tanzania and other actors work to improve water access, they employ innovations to facilitate water service delivery that is both high quality and sustainable over time. These innovations must be field-tested prior to large-scale implementation to ensure they are appropriate and effective in varying contexts. User perceptions of innovations are valuable for gauging the potential benefits and barriers to incorporating new innovations in the water sector. This study investigates the use of solar power and mobile prepayment to improve water services in Tanzania. There are currently no data on user perceptions of these innovations in Tanzania. Thus, this study fills this data gap through the analysis of focus group discussions (n=6) and key informant interviews (n=14) collected during summer 2016 in three urban and three rural communities in Tanzania. Urban sites are located in the city of Dar es Salaam, and rural sites are scattered throughout Tanzania. Using qualitative methods, this study identifies themes related to user perceptions of water services, solar power, and mobile prepayment. While perceptions varied between urban and rural study settings and within study sites, most people perceived major challenges with the current water system. These perceived challenges included the poor reputation of the water service provider, health problems related to water, and the general lack of consistent high-quality water provision. Research participants perceive that mobile prepayment is a modern solution to water service challenges, but perceive that cost, particularly for the poor, may be a barrier. Generally, people in the rural setting perceive that solar power will reduce costs and increase water service reliability, while those in Dar es Salaam were less familiar with the technology. While perceptions indicate that solar and mobile phone innovations have great potential in both urban and rural settings, they also indicate that there exist significant challenges to implementing the innovations. User perceptions ultimately manifest in real behaviors related to water services, and thus must be incorporated before these innovations are scaled-up across Tanzania. / Master of Science

In der Arbeit geht es um die Geschichte der protestantischen theologischen Ausbildung in Tanganyika, dem Festlandteil des späteren Tansania. Es ist hauptsachlich ein Teil der Geschichte der protestantischen Missionen aus Deutschland und den USA, die diese in Tanganyika geschrieben haben. Allerdings wäre die theologische Geschichte ohne das Wirken der Einheimischen nicht denkbar. Ihr Wirken war aber - bedingt durch deren Status - mehr im Hintergrund. Begonnen hat die theologische Ausbildung erst zwischen den beiden Weltkriegen. Eine konstante Ausbildung an einem Ort gibt es erst seit der Gründung der Schule in Makumira in den fünfziger Jahren. Die ersten Forderungen nach einer theologischen Ausbildung gab es allerdings bereits vor dem ersten Weltkrieg. Bedingt durch den ersten Weltkrieg und die Repatriierung der Deutschen kam es im Bereich der Bethel Mission zu Notordinierungen. Eine weitere Folge war, dass durch eine Vereinbarung zwischen der Leipziger Mission und der Augustana Lutheran Mission, diese treuhänderisch die Leipziger Gebiete übernahm. Dadurch kam diese Mission nach Tanganyika. Nach der Rückkehr blieben die Amerikaner dort. Wiederum durch die Folgen des 1. Weltkrieges konnten die Deutschen nicht mehr in der Weise missionieren, wie sie dies fruher getan hatten. Man erkannte schnell, dass man die Strategie andern musste. Die Betheler Mission sandte sogar einen Missionar aus, der sich um den Aufbau einer theologischen Ausbildung kummern sollte. Doch kam es dazu zunachst nicht. Wie bei vielen weiteren Verzporgerungen war hier die Arbeitsbelastung und der chronische Geldmangel der Mission ursachlich. Dies gait fur alle deutschen Missionen. Doch waren sie zum Handeln gezwungen, da sie durch den Staat Vorgaben im Bereich der Schule und der Lehrerausbildung hatten. Diese Vorgaben bewirkten, dass man auch das Niveau der Pastoren heben musste. Die Betheler Mission hat noch in den zwanziger Jahren einen Pastor nach einer kurzen Schulung ordiniert. Danach setzten sich die Krafte durch, die eine Ordinierung Einheimischer ablehnten. Durch das Wachstum der Kirche und dem Drangen der (einheimischen) Altesten wurden dann immer wieder von den jeweiligen Missionen Versuche unternommen, eine Ausbildung aufzubauen. Den ersten wirklichen Kursus boten die Leipziger 1933/34. Auch die anderen Missionen mussten aufgrund der Notwendigkeit eine Ausbildung und Ordination anbieten. Teilweise wurde ohne Ausbildung ordiniert. All dies war nicht befriedigend und durch den Devisenmangel immer eine vorubergehende Erscheinung. 1935 machte die Betheler Missionsgesellschaft einen Vorstoss und regte konkret den schon zuvor geausserten, aber nie umgesetzten Gedanken einer gemeinsamen Ausbildung erneut an. Mit diesem Vorstoss setzte sich der Gedanke fest und wurde verhandelt. Leider spielte bei aller Devisenknappheit auch noch Konfessionalismus eine Rolle, so dass die Grundung dieser gemeinsamen Schule beinahe gescheitert ware. Man konnte sich dann doch noch einigen und beschloss die Grundung dieser Schule dem noch zu grundenden Missionskirchenbund (MKB) zu uberlassen. Durch Verzogerungen bei der Planung und dem Aufbau der gemeinsamen Hirtenschule kam es wiederum zu Notausbildungen und Notordinationen im Bereich der Missionen. Zum einen waren nicht die Mittel vorhanden, die Gebaude aufzubauen, zum anderen waren die personellen Moglichkeiten begrenzt. Mit hinein spielte auch hier wieder Kirchenpolitik, dass namlich eine Person nicht Leiter sein konnte, weil sie eine nicht konfessionsgebundene Schule wollte. Um sich dann durchz setzen, stellten die Leipziger die anderen Missionen vor vollendete Tatsachen und planten die gemeinsame Schule in ihrem Gebiet unter der Leitung eines ihrer Missionare. Notwendige Heimataufenthalte und der Tod eines fur die Leitung der Schule vorgesehenen Missionars bewirkten weitere Verzogerungen. Nachdem dann im Lauf der Zeit die notwendigen Gebaude erstellt worden waren und das Lehrerkollegium aus den verschiedenen Missionen so zusammengestellt worden war, dass alle dies akzeptieren konnten, wurde die Eroffnung auf den Oktober 1939 festgesetzt. Doch durch den Beginn des 2. Weltkrieges und den damit verbundenen Auswirkungen auf Tanganyika war die Eroffnung nicht mehr moglich. Die Ausgustana Lutheran Mission ubernahm dann die Arbeitsgebiete der Deutschen. Zu Beginn arbeiteten die Deutschen zwar noch an ihren Platzen, wurden aber dann doch im Laufe der Zeit interniert. Obwohl der Leiter des MKB, Paul Rother, sich noch leidenschaftlich und mit grossr Opferbereitschaft fur die Eroffnung der Schule einsetzte, lehnte die Mission vorlaufig ab. Nachdem auch Paul Rother und weitere Deutsche interniert waren und das Ende des Krieges nicht absehbar war, setzte sich die Einsicht bei den Leitern der Augustana Lutheran Mission durch, dass man eine Schule benotigt, um die Missionare zu entlasten und um die Bedurfnisse der Gemeinden befriedigen zu konnen. Daher betraute man Dr. Reusch mit einem Lehrauftrag. So wurde wahrend des Krieges der erste Kursus unter der Leitung der Amerikaner durchgefuhrt. Auch wahrend des Krieges kam es zu Notordinationen, teilweise verbunden mit kurzen Kursen. / This work is about the history of the protestant theological education in Tanganyika, the continental part of the later Tanzania. It is part of the history of the protestant missions from Germany and USA which they have written in Tanganyika. The history of the theological education wouldn't be conceivable without the work of the residents. But their work was - because of their status - more in the background. Theological education began only between the two world wars. A constant education at one place came only in the fifties with the foundation of the school in Makumira, But the first demand for theological education was before the 1st world war. Conditional on the 1st world war and the repatriation of the Germans the Bethel Mission ordained residents because of the necessity. As a further result the Augustana Lutheran Mission came to Tanganyika because of an agreement with the Leipzig Mission. Augustana hold the areas of the Leipzig Mission in trust. After the Germans came back the Americans didn't leave Tanganyika. Again as a result of the 1st world war the Germans couldn't work anymore as they did before. They soon recognized that they had to change the strategy. The Bethel Mission even sent a missionary to Tanganyika for the reason to set up theological education. But at first it didn't got around to it. As the further delays the work-load and the chronic lack of money have been the causality. This applied to all German missions. But the missions had to handle because of the preconditions of the State in the sector of schooling and teachers education. These preconditions have been a cause why they had to lift up the standard of the pastors, too. The Bethel Mission then ordained as late as the twenties a pastor after a short education. Afterwards those people who refused ordination prevailed against the others. But because of the growth of the church and the urge of the (resident) elders to ordain pastors the several missions tried to keep building theological education. The first real course has been offered by the Leipzig Mission in 1933/34. The other Missions had because of the strong need to offer theological education and ordination, too. Sometimes they ordained without education. This hasn't been satisfactory and because of the lack of money the education was temporary. 1935 the Bethel Mission did a new advance and encouraged concrete the thinking about the idea of a common theological education. This idea has been uttered in the past but hasn't been put into action. With this advance the idea was fix in the minds and negotiated about. Unfortunately the denominationalism came to the lack of money. Therefore the founding of the common school nearly couldn't managed. But the Missions could agree and decided to found the school after the foundation of the missions church federation. Because of delay in the planning stage and the building of the common theological school some missions did education and ordination for their own because of the need. On the one side there was a lack of money to build the buildings and on the other side there was a lack on personnel, too. This situation was complicated because of church politics. One person couldn't be the leader of the school because he didn't want to built a confessional school. But the Leipzig Mission prevailed against the other missions and planned the common school in their area under the leadership of one of their own missionaries. Necessary furlough and the death of one person which was planned to lead the school caused further delay. After finishing the buildings within the time and combining the teaching staff out of the various missions in a way that all could accept, the opening of the school as decided on October 1939. But the school couldn't be opened because of the outbreak of World War Two and its effects on Tanganyika. The Ausgustana Lutheran Mission then took care for the areas of the German Missions. In the beginning the Germans could stay and work, but within the time they have been interned. Even though the leader of the mission church federation Rother struggled passionately and with great readiness to make sacrifices for the opening of the school the mission refused temporary. After the internment of Rother and other Germans and the fact that the end of the war was not foreseeable, the leaders of the Augustana Lutheran Mission recognized that they needed a theological school to exonerate the missionaries and to meet the needs of the churches. Therefore they entrusted Dr. Reusch with a teaching assignment. In this way the first theological course under the leading of the Americans came into being while the 2nd World War. While the World War there have been ordinations because of the need, too. Some of the new pastors have been teached in short courses. Short after the War the Augustana Lutheran Mission began with the foundation of a permanent theological education. In the first time the school was in Lwandai because there have been suitable premises. Later these haven't been sufficient any more and the school was moved to Makumira. The school gradual has been extended and built up. Today it is part of the Lutheran Tumaini University. / Christian Spirituality, Church History & Missiology / M. Th. (Missiology)