Browsing by Author "Tilahun, Tesfaye"

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    Assessment of Bpr Implementation in the Wareda Education Offices of Borena Zone
    (Addis Ababa University, 2011-04) Tilahun, Tesfaye; Hagos, Taddele (PhD)
    The Government of Ethiopia started to introduce Business Process Reengineering in some federal institution in 2004 and this was latter expanded to all federal and state level offices. As such, this study was conducted to assess the status of BPR implementation in the wareda education offices of Borena Zone by examining the existing BPR related awareness and attitude of education office workers and clients towards the design, BPR implementation practices, existing implementation monitoring and' valuation mechanism and the challenges impeding the implementation of BPR in the offices. A Descriptive survey method and qualitative and quantitative research approach were used to collect and analyze the data. Instruments such as questionnaire, interview, document analyses and observatioll were used to gather data. Availability sampling technique was used to select 5 wareda education office heads, 10 process owners,34 case workers, , 5 PTA chairmen, purposive sampling technique to select 5 CSGGOHs and 5 school directors'; lottery system to sample 20 teachers and accidental sampling method to select 5 other stakeholders (investors). Quantitative data obtained from the questionnaire was analyzed by using mean and percentage and data from interview, document analysis and observation qualitatively analyzed to complement the quantitative one. The study concludes that even if large majority of workers have positive attitude towards BPR, the implementation status of BPR in woreda education offices of Borena Zone is low due to: weak team sprit emanated from variability in awareness of the workers, poor communication net work, over focus on its hardware, weak monitoring and evaluation, lack of motivation and reward, inadequate training and education, poor commitment of the leadership and problem related to creating culture of change. To alleviate this, it is worth recommending that availing a system of offering regular research based training, s tretching open, honest, and clear communication Ildwork, strengthening monitoring and evaluation, establis h.ing reliable performance measurement system as well as reward and sanction and improving commitment of leaders by evaluating them based on their level of p erfonnance in implementing BPR.
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    Collective Phenomea In Highly Excited Bose Gas
    (Addis Ababa University, 1981-06) Tilahun, Tesfaye
    e}wij:ed gas is meant a 90."1 in which thet'e exisi: a s.i9nificant number of exalted particles. Tlw number of ~jxcited part 1cles depends on external sources (la.ser illumination, electron beams, etc.) and can be arbitrary. In typical case" the number of excited atoms N .i" smaller than the number of pal;t.icles .in the 1 ground state. As.is \'1e11 lmoVin the energy of interaction between pa,'ticles in the same quantum Bt_ate is proportional to lid' ~Ihere R 1s the distance between partlcles. 'I'his shortrange interaction is responslblc 1:or tho coll()ct:i,ve properties of 1:he convelltional gas Huch as condensation and pha"e transitions. '1'he int_m:action hel:vl8cn dlf ferently·-exci'ced particles 1s proportional to I/n 3 and can be 21ttnlctive as Vlell as repulsive. 'rhus, t_he ava:llab.il.ity of even a comparaU.vely small number of excited -paxticles can and does l(-lad to 21 signU'icant change of the propertles of th,~ gas compared \~i til the non-(~xcited gas. The properties of Huch exc:l.tec1 (jas are invest.i.gated on the basis of the second'-quantJzecl Hilmil tonian and the method of equations of IUo-tion of Green functions. 1~hiB method yields I in a most natural and direct "THY, the enor(w~spectrulU of elllmentary excitations and t:he t:hGl:l!lodynaroiGCll functions of excited gas
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    Factors that Contribute to the Problems Efl Learners Face in the Listening Skills Classroom
    (Addis Ababa University, 2008-06) Tilahun, Tesfaye
    This study explores the factors that contribute to the problems learners encounter in EFL listening comprehension, assesses whether the factors are associated with the text, the speaker, the listener, or the environment, and identifies which particular factor poses the most difficulty for the learners. The subjects of the study were first year English major students of Bahir Dar University and 149 students who took the listening course in 2007/8 were selected for the study. Data was collected using questionnaire, interview, observation, material analysis and document analysis. The study confirmed that EFL learners in college encounter listening problems whenever they are engaged in EFL listening activities on the listening course. The study identified thirty six factors that influenced the learners listening comprehension, and it further identified that the learners’ listening difficulties emerged from the defects of the listening materials used in the course, from the students lack of exposure to native speaker English, and from the inconvenience of the listening environment where the EFL listening took place. The study also revealed that the students perceive native speaker pronunciation and fast speed of delivery posed the most difficulties for them while they are engaged in EFL listening activities.