Browsing by Author "Gizaw, Dejene"

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    A project Submitted in partial fulfllment of the requirements of the degree of master of science in mathematics
    (Addis Ababa University, 2014-06) Gizaw, Dejene; Mitiku, Semu (PhD)
    In this project work a smooth parametric nonlinear optimization problems subject to equality and inequality constraints are considered. Emphasis is given on those conditions under which the optimal solutions are di_erentiable functions of parameters. In theory these conditions are related to regularity conditions and to second order su_cient conditions. The interest in conditions for solution di_erentiability originates in the real-time computation (approximation) of perturbed optimal solutions under parameter changes through _rst order Taylor expansions. We study the explicit formulae and methods for computing for the sensitivity derivatives of the solution vector and the associated multipliers with respect to parameters. We discuss post-optimal evaluations of sensitivity derivatives and their numerical implementation. The purpose of this work is to describe the application of sensitivity analysis to approximate perturbed solutions in view of optimality and admissibility by using Taylor expansion and extend the sensitivity theory to provide a complete map of the optimal solution in the space of varying parameters for the case of multi-parametric quadratic programming(mpQP). Keywords. Nonlinear Optimization, Parametric nonlinear programming, Parametric quadratic programming
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    Teacher Educators' Understanding, Attitude and Pra("tice of Multicultural Education: The Case of Bonga College of Teacher Education
    (Addis Ababauniversity, 2007-07) Gizaw, Dejene; whose, Ambisa (PhD)
    I~'thi()pia is a COL/lltry olhighly diversified ethnic and cultural groups. To reach all its ethnic and cultural groups with quality educatiol/, the countly needs to have an education .~ystem that considers IIIlIlticulturalism. To this effect, al1 educational policy in favor of multicultural education has been forlllulated and been implemented; its effective implementation is the question of this paper. For the effective implementation of an educotional policy, particularly multicultural-based education, teacher education colleges play significant role. In a teacher education program, teacher educators playa pivotal role in determining the quality of opportunities, experiences, and out comes that the would be teachers receil,le in colleges .. , To be role models in practicing instruction with multicultural perspectives, tellcher eduwtors need to have kl/owledge of it and hold positive a"ilude towards it first. Ac:cordingly, this study has aillled at investigating teacher educators ' awareness, attitude and practice of illstruction with multicultural perspectives. All teacher educators (numbered to 78) at Bonga College of Teacher Education have been the subjects of this study. Data were collected and analyzed using quantitative and qualitative research methods. Questionnaire, that comprises of 33 relevant items was designed and distributed amollg teacher educators found in the college. Furthermore, 6 interview guidelines and II itw1s ofobservalion checklist were and utilized to gather data from 20-sample teacher educators. 71,e results revealed that the teacher educators (under question) were aware of multicultural education. Ukewise, they lriggered positive attitude towards teaching with multicultural perspectives. Nevertheless, the quantitative and qualitotil'e data cll7(/~ysis results depict that the teacher educators were unclear about holl' to olfe I' instruction l1'ith tIIulticultural spirit. As a result, they were poorly practicing teachirlgfrom multicultural penpectil·es. The findings imply that teacher educators need to be provided with an intensive and sustainable training that equip them with skills and strategies to instruct with lIIullicultural consideration. In connection, the dota suggest thot teocher educators need discussion on diversity, education and national integration
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    Teacher Educators' Understanding, Attitude and Practice of Multicultural Education: The case of Bonga College of Teacher Education
    (Addis Ababa University, 2007-07) Gizaw, Dejene; whose, Ambisa (PhD)
    Ethiupia is a counlly afhighly diversified ethnic and cultural groups. To reach all its ethnic and cultural groups with quality education, Ihe country needs to have an education system that considers multiculturalism. To this ejjeci. an educational policy in favor of multicultural education has been formulaled and been implemented; its ejjective implementation is the question of th is paper. For the effective implementation of an educational policy, particularly multicultural-based education, te(fcher education colleges plc~y significol1l role. In a teacher educalion program, teacher educators playa IJiv(}/al role in determining the quality of opportunities, experiences, and out comes fhal the ·would be teachers receive in colleges .. To be role lIIodels in practicing ins/ruction with multicultural perspectives, teucher educators need to have knuwledge ofil and hold pusitive attitude towards itjirst. Accordingly. this study has aimed at investigatillg teacher educators' awareness, olliLUde and practice of illstruction with multicultural perspectives. All teacher educators (numbered to 78) at Bonga College of Teacher Education have been the subjects oj Ihis sludy. Dala were collected and analyzed using q"antitative and qualitative research methods. Questionnaire, thai comprises of 33 relevant items was designed and distributed among teacher educators found in the college. Furthermore, 6 interview guidelines (lnd J I itell1S vlubservuliull checklist were und utilized Iv gather dalaji-om 20-sample teacher educators. The resulfs revealed fhal the teacher eell/culors (under quesNol1) were aware oj lIIullieullural educalion. Likewise, Ihey Iriggered posiNve allilude towards leaching "l'vilh multicultural perspectives. Nevertheless, Ihe quantitative and (IUalitutive dola al7o~vs is resu!ls depictlhal lhe leacher educators l>vel'e unclear aboul IIIJII' to oiler illstruetioll Il'it" IIIlIltieultllml spirit. As a result, they were poorly practicing leaching Jroll1 mlliticultural perspeClires. The/indings imply that teacher educators need to be provided with on intensive and sustainable training that equip them with skills and strategies to instruct with multicultural consideration. In connection, the dolo suggesllhalleor:her educ£llors need discussion on diversity, education and national integra/ion.