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Urban management: Issues, problems and Trends.
(Research Information and Publications Department, 1996) Massawe Aloys A.F
This book is the first in the series of the IDM’s Local Government publications. The publisher is the Department of Research, Information and Publication at the Institute of
Development Management, Mzumbe. The book is an attempt to document the spirit and substance of Local authorities in Tanzania.
It will provide an additional piece of information regarding local authorities. Local government legislation which aimed at setting paragon institutional structures in Tanzania seem to have some difficulties in interpretations among the practitioners. The book will serve as an aid to effective local government practice and understanding in Tanzania. Other readers may draw some lessons and apply them in their respective countries and environments.
The need for more publications in the area of Local Government in Tanzania is obvious. In this book authors give their readers a faithful picture of local government in Tanzania. Local government laws, staff regulations and other related legislation have been applied to highlight on various aspects of the Tanzanian local government system.
The basics of auditing.
(Research and Publications department., 2004) Mwisho Ambonishe Mitchel
This book is a product of the author's long experience in teaching Auditing subject in the undergraduate programmes, National Board of Accounting and Auditors (NBAA)
Professional level IV (Auding and Investigations) and training participants in various short courses at the then Institute of Development Management (IDM).
The book is a compulsory reading for the undergraduate students of any university or of any other tertiary institutions who study Auditing subject. In addition, candidates preparing themselves for NBAA Examinations will find this book a very valuable resource.
Basic academic writing: A reference guide.
(Research, and Publication Department., 1997) Shumbusho G.N
Writing is a skill which is not acquired naturally (being the result of maturation process) It is a skill which must be taught and learnt. Any normal human being once born is expected to acquire the language of those around him. Writing however, must be taught formally, It presupposes an instructor (teacher) and a person being taught (learner) in a relatively formal setting It is therefore possible for person to be born, live, and finally die without knowing how to write if not formally taught. It is indisputable among linguistic that language is speech not writing. We normally learn to speak before being introduced to graphic symbols of the language we speak.
The most important factor which makes writing difficult as opposed to speaking is the absence of para-linguistic devices. Features such as gestures, facial expression, body posture and intonation are crucial for clarifying the intended meaning. Consequently, a writer has to plan his/her facts very carefully so as to compensate for these para-linguistic features present and applied in the spoken form.
My ten years’ experience as a teacher of English for Academic purposes (commonly known as Communication Skills) has shown me that most students in tertiary institutions have a common and serious problem essay writing; particularly essays which are assigned and evaluated by a lecturer.
In view of the above, | have tried to help students by writing this reference booklet revolving around what | have observed to be the major problems facing many students. Basic Academic Writing is divided into 9chapters: (1) Pre-writing stage, (2) Essay structure, (3) Paragraphs, (4) Making a good argument
(5) Presenting references, (6) Choosing the right words, (7) Punctuation marks,
(8) Capitalization, and (9) Grammar.
Agricultural project planning in Tanzania.
(Institute of Development Management Mzumbe, Tanzania and Development and Project Planning Centre University of Bradford, United Kingdom., 1997) Howlett David; Nagu Joseph
This handbook focuses on Agricultural Project Planning with special reference to Tanzania. Agriculture plays an important role in the development of many countries especially in Tanzania where it accounts for about half of the Gross Domestic Product (GDP). It also provides employment to about 90% of the rural population. Agriculture accounts for over 70% of the country's exports earnings. The plight of most the rural population has basically not improved; land productivity is declining; population is increasing. There is considerable experience that the massive injection of foreign funds into this sector has not achieved the desired results, a point highlighted in a recent study by the World Bank. One of the major weaknesses identified has been poor project design. The traditional project cycle used in the past was founded on the premise that the planners and technicians knew the needs of the people. This top down approach did not sustain the projects, or their expected benefits.
The fundamental question still remains: what are the most appropriate project designs to make agricultural projects achieve their objectives and be more sustainable? In addition, are traditional textbooks adequately catering for the different needs of the individual farmer in developing countries? These and related questions are very crucial, especially now when resources must be allocated according to market forces. The main objective of this Handbook is to address this issue, and to assist in increasing the national capacity of
Tanzania to design better agricultural programmes and projects.
Business communication skills: Students' handdbook
(Research, Information and Publication Department, 2002) Shumbusho George N.; Mwaijande Francis A.
This handbook is our contribution to advanced students who are preparing to enter the business world. A glance on the content of this handbook reveals topics pertaining to the most common types of communication students will likely engage in orally and in writing. Interestingly, the book also deals with the type of messages students will need to write in order to get a job of their choice! Briefly, the aim of this handbook is to help students refine their communication skills when they write or speak for a business purpose.
Communication is something practiced by all, regardless of occupation or level of authority and responsibility. We all need to improve on this very vital skill, and for this reason, we felt that the choice of the typical business topics will make this handbook achieve its objective mentioned above. We have organized the handbook as follows:
Chapter One: defines the terms “business communication” and “communication”. It presents a brief theoretical discussion on communication processes.
Chapter Two: deals with oral communication. This has been considered very important because human beings spend much of their time at work speaking and listening to their colleagues and customers than in writing and reading.
Chapter Three: is about business letter writing. It discusses the principles of writing business letters and presents standard parts of a business letter. It also provides models of business letters.
Chapter Four explains the importance of business report writing. We know that our students once they secure jobs, it does not take long before they are required to produce a report of some kind. Hence we have attempted to discuss the theory of report writing and at the same time provide a sketchy model of a business report written on the basis of the discussed theory.
Chapter Five is about business meetings. As in chapter four, our students, whether they like it or not, they will attend business meetings and even chair them. That is why we have provided them with (more important) the procedures when conducting business meetings.
Chapter Six discusses the role of interviewing in the hiring of employees. We have considered this topic to be crucial in that over 90% of our students will be employed after having attended interviews. We believe that interview will continue to be the major method by which organisations will continue to use to hire personnel. We should, however, point out here that our today’s students will one day graduate and get employed in various organisations. Once employed, they may be called upon to interview other prospective job seekers; hence they will assume the role of “interviewers”. We advise our students (who will later be our graduates) to read about this aspect from other sources. At the end of each chapter, we have provided some exercises for students to practice the skills learnt in the chapter.