Дисертації з теми "Efficiency and equity in higher education"
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Wright, Sarah Jean, and res cand@acu edu au. "An Investigation Into the Equity and Efficiency of Australia‘s Higher Education System." Australian Catholic University. School of Arts and Sciences (NSW & ACT), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp179.11112008.
Повний текст джерелаWright, Sarah Jean. "An investigation into the equity and efficiency of Australia's higher education system." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/d1683e0b74db960f896d63b31c64016e51ec173290179d7f86be96f630fa8b28/3094491/65151_downloaded_stream_376.pdf.
Повний текст джерелаRobinson, Shannon. "Neither Clear nor Convincing: How New Title IX Guidelines Undermine Equity, Security, Efficiency, Liberty and Welfare Goals for American Colleges." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586970200919108.
Повний текст джерелаLau, Hieng Soon. "Financing of higher education in Malaysia : an equity and efficiency analysis of student loans and scholarships." Thesis, Institute of Education (University of London), 2001. http://eprints.ioe.ac.uk/6634/.
Повний текст джерелаSutherland, Carla. "Equity, efficiency and sustainability in higher education in sub-Saharan Africa : a case study of Makerere University, Uganda." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/2885/.
Повний текст джерелаHess, Robert Thomas. "Tension generators : how principals of secondary schools in Oregon process the demands for excellence, equity, and efficiency /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113009.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 134-147). Also available for download via the World Wide Web; free to University of Oregon users.
Graziosi, Grazia. "Il ruolo degli incentivi economici nell'istruzione universitaria." Doctoral thesis, Università degli studi di Trieste, 2012. http://hdl.handle.net/10077/7350.
Повний текст джерелаThe aim of this thesis is to investigate whether the Italian University grants are an effective tool to prevent student drop out and to favor the degree attainment whitin accademic path, both for merit and need-based financial aids. The survey units are italian student enrolled on a degree course in Chemistry, Physics and Mathematics from 2002/02 until 2007/08 in the University of Trieste. On the one hand, the Erdisu (Local Governmental Agency) offers some grants every year to eligible students from low-income families (scarcely related to the merit). The main objective of this intervention is to give equal opportunity to achieve higher education to motivated students irrespective of their income. On the other hand, Fonda Foundation offers some (only) merit-based grants to students enrolled in Chemistry, Physics and Mathematics degree courses. The goal is to award the best students enrolled in the above courses. In order to estimate the causal effect of receiving a grant, we follow the literature on counterfactual analysis and we matching treated and control units using Genetic matching and Coarsened Exact Matching. The results suggest that the need-based financial aids have positive impact to prevent drop-out at 2nd year, but non significant effect on graduation time, whereas the merit-based scholarships increase the probability to achieve the degree on time.
XXIV Ciclo
1973
Charoenkul, Nuntarat. "Equity in Thai private institutions of higher education." Thesis, University of Newcastle Upon Tyne, 2005. http://hdl.handle.net/10443/220.
Повний текст джерелаKoshy, Paul Malcolm. "Equity Policy and Participation in Australian Higher Education." Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/70567.
Повний текст джерелаKawana, Sanae. "Gender equity policies in higher education in Japan." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/43464/1/Sanae_Kawana_Thesis.pdf.
Повний текст джерелаMorales, Rodríguez Adriana. "Quality, efficiency and customer orientation in higher education." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/400659.
Повний текст джерелаHigher education institutions play an important role in the economy of any region or country as they contribute to the formation of human capital, new knowledge and entrepreneurship. Due to increased competition, universities are under constant pressure to improve their performance. In this vein, literature has long indicated that quality, productivity and customer orientation should be considered as key elements in order to achieve superior performance. However, assessing these concepts in the context of higher education is complex. The purpose of this thesis is to examine the determinants of quality, efficiency and customer orientation in higher education and the possible relationship between these concepts. Thus, the specific objectives of this research are the following: to examine the impact of attributes of quality and reputation on the dynamic evolution of productivity in a sample of Latin American universities (Chapter 2); to examine the nature and determinants of student evaluations of teaching performance (Chapter 3); and to examine the influence of the student-customer orientation and other personal variables on the assessment of university teachers’ performance (Chapter 4). Our findings reaffirm the idea that more reliable results in productivity measurement are sought by grouping universities into more homogeneous subsets of institutions. The results also indicate that attributes of quality and reputation have an impact on productivity analysis. Findings also show that student evaluation of teaching is a complex phenomenon that depends on factors related to teacher, student and course profiles. Students basically assess the expertise, attitude and behavior of teachers. Findings also suggest that student-customer orientation enhances teachers’ performance. This thesis integrates the literature on services marketing, operations management and higher education in order to provide a wider and deeper insight into the assessment of educational performance. From a practical perspective, this research may help managers to create a competitive advantage in higher education institutions.
Papadimitriou, Maria. "Drivers of efficiency in higher education in England." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/126156/.
Повний текст джерелаMourad, Maha Moustafa M. Kamel. "Service brand equity : an application to higher education in Egypt." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408618.
Повний текст джерелаNelson, Jesse Y. "In pursuit of postsecondary equity evaluating the Washington State Achievers Program /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243777.
Повний текст джерелаTitle from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4478. Adviser: Edward P. St. John.
Stein, Jordan. "The Path to Innovation and Efficiency in Higher Education." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/763.
Повний текст джерелаFrank, Lawrence E. McCarthy John R. Hickrod G. Alan. "New dimensions of equity and efficiency in Illinois school finance." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101111.
Повний текст джерелаTitle from title page screen, viewed November 3, 2005. Dissertation Committee: John R. McCarthy, G. Alan Hickrod (co-chairs), Robert L. Arnold, Ramesh B. Chaudhari, David L. Franklin. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.
Yussof, Ahmad Basri. "A study of school costs in Malaysia : efficiency, equity and sustainability." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310673.
Повний текст джерелаDadzie, Dominic S. "Cost Sharing and Equity in Higher Education: Experiences of Selected Ghanaian Students." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371486.
Повний текст джерелаHarris, Joanne. "Improving participation in higher education for young people from low socio-economic backgrounds: Changing beliefs about higher education." Thesis, The University of Sydney, 2011. http://hdl.handle.net/2123/8651.
Повний текст джерелаGall, Zoe. "The Change in Impact of Education Debt on Graduates' Home Equity Post 2008 Recession." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/796.
Повний текст джерелаPerkins, Anne G. "Unescorted Guests| Yale's First Women Undergraduates and the Quest for Equity, 1969-1973." Thesis, University of Massachusetts Boston, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787470.
Повний текст джерела“Unescorted Guests” provides a richly detailed portrait of a fundamental change at one US institution: Yale University’s 1969 transition from an all-men’s to a coed college. This study disputes several dominant narratives about the 1970s youth and women’s movements, and deepens our understanding of three core issues in higher education research: access, the experiences of previously excluded students, and change towards greater equity. I contest the myth of alumni as foes to coeducation, and show that the greatest opposition to equity for women came instead from Yale’s president and trustees. I document how women students, absent as powerful figures in youth movement history, played a key role in pushing change at Yale. I show how women administrators, missing from standard social movement depictions of change, created power to advance equity despite efforts to undermine them. I chronicle the key role played by the federal government and the broader women’s movement in advancing change for women at Yale, and conversely the ways that Yale used its power to slow progress for women. I challenge, through multiple sources of evidence, the idea that access alone brought equity for women.
“Unescorted Guests” also provides for the first time a comparison of the experiences and activism of black and white women students in a predominantly white college, a description of the sexual harassment and assault experienced by women at an elite college in the early 1970s, a joint portrait of women administrators and students at a newly coeducational institution, and 1970s student outcome data broken out by race, class, and gender. Lastly, this study contributes to the literature through using archival evidence, interviews, and contemporary press absent in earlier studies, most notably those providing the voices of women; showing how theory can strengthen the trustworthiness of historical narrative; and probing the practical implications of this historical study.
Ellerbe, LaVerne Wingate. "Connecting Access and Efficiency: Community College Course-Taking Patterns That Predict Vertical Transfer." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1550153974.
Повний текст джерелаChan, Sheng-Ju. "Mergers in Taiwanese higher education : with special reference to efficiency effects." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020517/.
Повний текст джерелаShoger, Suzanne Grassel. "Engaging the Gatekeepers: Empowering Male Collegians to Promote Gender Equity in Engineering." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1524234416029571.
Повний текст джерелаMochebelele, Amelia Mamohau. "Equity and efficiency in education textbook distribution policy and practice : a case study." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/14349.
Повний текст джерелаThe primary aim of this study is to investigate the Lesotho Education Ministry textbook distribution policy in order to * understand the relationship between equity and efficiency in textbook distribution policy and practice * investigate whether there is differentiation between urban and rural schools in textbook distribution policy and practice. The study examined policy and practice at the level of the Ministry of education as implemented by the School Supply Unit, and at the level of the school. The study took the form of a case study. First, official documents were analysed to develop an account of the textbook provision scheme, its origins, objectives, form and content. Secondly, interviews and a questionnaire provided participants views, attitudes, perspectives, expectations and experiences in relation to the scheme. Finally, an inventory of books and an analysis of order and inventory forms supplied evidence of what books were actually available in the schools. This was sometimes but not always, motivated by the desire to effect equity. On the whole, the outcomes of the textbook distribution scheme were found to be fairly equitable. This can be explained with reference to * the fact that up to a point improved efficiency also brought improved equity * the ad hoc adaptations of policy in practice by officials and school staff and * the efforts of the rural based school parent community to take full advantage of the scheme.
Yeld, Nan. "Assessment, equity and language of learning : key issues for higher education selection in South Africa." Doctoral thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/8771.
Повний текст джерелаThe central problem investigated by this study arises from the fact that South African Senior Certificate results are not, for the majority of educationally disadvantaged candidates, reliable predictors of academic success in Higher Education. Despite this limitation, however, the Senior Certificate examination plays a vital role in the education system. The aims of the study are thus to investigate procedures that could be used in addition to, rather than instead of, the Senior Certificate, and that would provide useful information about the future academic performance of educationally disadvantaged candidates. The purpose of these procedures is to widen effective access opportunities for such students. It is clear that such procedures need to provide different information from that provided by the Senior Certificate which, like all achievement tests, aims to test learners' understandings in terms of the knowledge and skills covered in a preceding course of instruction. In contexts where great educational disparities exist, as is the case in the South African education system, it is neither fair nor defensible to base key gate-keeping events (such as entry to Higher Education) entirely on performance on such an examination. Apart from issues of fairness, however, for students whose prior opportunities to learn have been grossly inadequate, achievement (curriculum-aligned) tests yield little useful information about candidates' underlying capacities and abilities. The study therefore investigates alternatives to achievement tests, and concludes that non curriculum-aligned testing of core skills and abilities could provide a workable alternative. However, moving from curriculum-aligned to non curriculum-aligned tests can not in itself address the assessment challenge posed in identifying talented students in highly heterogeneous populations, in terms of educational preparation. In such contexts, educationally disadvantaged students will inevitably perform poorly in competition with their more advantaged peers, regardless of the basis of the tests. The study therefore reviews various approaches to what has become known as dynamic assessment, and concludes that non curriculum-aligned, core skills tests developed as far as possible on dynamic lines may represent the most effective and fair approach to assessment in this context. After reviewing major theories of knowing and learning, the roles of language in teaching and learning processes, and the history and possibilities of language testing, a set of specifications (a construct) is developed and proposed as the basis for an academic literacy test designed on dynamic lines. The study then sets out to examine the Placement Tests in English for Educational Purposes (PTEEP), developed by the Alternative Admissions Research Project at the University of Cape Town. These tests aim to provide access opportunities for students whose Senior Certificate results do not necessarily reveal their potential to succeed at UCT. The investigation focuses on the extent to which the tests can be said to be (i) valid in terms of the construct established earlier, and (ii) useful in terms of providing useful, additional information about educationally disadvantaged candidates for selection purposes. In other words, the first part of the study is devoted to developing, on the basis of an extensive literature review, a set of requirements for an academic literacy test for selection to Higher Education in South Africa. The second part of the study assesses the extent to which a series of tests developed by the author and currently being used for selection in this context, can be considered to be valid in terms of the construct established in part one. Given the importance of English Second Language Higher Grade (ESL-HG) as the largest single subject registration in the Senior Certificate, and of English as language of learning, the study includes an investigation of the validity of the ESL-HG examinations, and of the usefulness of ESL-HG results for selection purposes. . The investigation employs both quantitative and qualitative research approaches. in summary, the analysis leads to the following major conclusions: + overall, the PTEEP tests can be considered to be valid in terms of construct and content validity; + the use of scaffolding within a test, for talented educationally disadvantaged candidates, can significantly enhance test performance; + on the basis of survival analysis techniques (Polakow 1999), the PTEEP tests are effective in predicting academic success at UCT. That is, students who score in the top quintile of their candidate pool are significantly less likely to be excluded than are comparable students who are admitted on the basis of their Senior Certificate resits alone. Students who score in the bottom quintile, however, have a very significantly higher risk of exclusion than their peers admitted on the basis of their Senior Certificate results alone; + the PTEEP tests and the ESL-HG examinations exhibit divergent validity (that is, they are not positively associated, but reveal either random or inverse correlations); and + ESL-HG and performance at UCT are not significantly associated. On the basis of these conclusions, the study recommends that Higher Education institutions include, as part of their selection criteria and in addition to Senior Certificate results, a test that is non curriculum-aligned; based on the domain of academic literacy as defined in the study; and developed on the basis of dynamic principles. The study also recommends that the potential contribution of such a test to strengthen quality assurance at the school-leaving/Higher Education interface be investigated by the national Department of Education. Finally, it is recommended that as a matter of urgency, the examining of ESL-HG be investigated, with particular reference to the extent to which the examination targets (and therefore contributes to promoting the development of) cognitive academic language proficiency.
Dick, David. "An investigation into changes in gender equity and equality in Scottish universities from 1850 to 2011." Thesis, Edinburgh Napier University, 2013. http://researchrepository.napier.ac.uk/Output/6050.
Повний текст джерелаWood, Jillian. "The Glass Ceiling is Not Broken: Gender Equity Issues among Faculty in Higher Education." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/6.
Повний текст джерелаMarrujo-Duck, Lillian Elizabeth. "Talking Ourselves into Outcomes| Teaching, Learning, and Equity in California Community Colleges." Thesis, San Francisco State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742846.
Повний текст джерелаThis qualitative collective case study explored the experiences of faculty members in the social and behavioral sciences and SLO coordinators at community colleges in California as they engaged in student learning outcomes assessment (SLOA). Semi-structured interviews with eight faculty members and five student learning outcomes coordinators revealed common goals among the participants to use education to inform social change. Engaged student learning outcomes assessment practitioners shared characteristics with Rogers' (2003) early adopters. Participation in SLOA led to an invigoration of the teaching experience. Strategically-integrated dialogue among students in the classroom, faculty within departments, and across divisions within the institutions facilitated institutional change. Engagement in SLOA led to changes in teaching practice that align with research findings on best practices in higher education and participants perceived themselves to be better teachers as a result. However, participants were reluctant to claim responsibility for student learning or to identify improvements in student learning as a result of SLOA. Still, they were willing to consider the potential of SLOA as a tool to close achievement gaps. Recommendations focus on policy, leadership, and institutional strategies for increasing faculty engagement in SLOA.
Bruns, Jeffry W. Hines Edward R. "Institutional efficiency and state appropriations to public universities, 1983-1997." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9960412.
Повний текст джерелаTitle from title page screen, viewed July 26, 2006. Dissertation Committee: Edward R. Hines (chair), Kenneth H. Strand, G. Alan Hickrod, Ramesh B. Chaudhari. Includes bibliographical references (leaves 106-108) and abstract. Also available in print.
Eijkman, Henk, and n/a. "Online learning as curricular justice? A critical framework for higher education." University of Canberra. Professional & Community Education, 2003. http://erl.canberra.edu.au./public/adt-AUC20060308.161006.
Повний текст джерелаMatsau, Liapeng. "Institutional ethnography of race and gender equity matters in three South African universities." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7587.
Повний текст джерелаHurtado, DeAnn L. "Effects of Performance-Based Funding on Ohio's Community Colleges and on Horizontal Fiscal Equity." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1428255521.
Повний текст джерелаMarks, Lori, Sara Beth Hitt, and Tina Hudson. "Supporting RTI Through Preservice and Inservice Higher Education." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4057.
Повний текст джерелаGralka, Sabine. "Stochastic Frontier Analysis in Higher Education: A Systematic Review." Technische Universität Dresden, 2018. https://tud.qucosa.de/id/qucosa%3A32459.
Повний текст джерелаClaxton-Freeman, Angela H. "Higher Education Governance Structures and Operational Efficiency and Effectiveness of 4 -Year Public Institutions." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2583.
Повний текст джерелаChavez-Haroldson, Maria Teresa. "LatinX Diversity Officers in Higher Education: Capacitating Cultural Values as Champions of Equity, Diversity, and Inclusion." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1583658860303437.
Повний текст джерелаNewsome, William D. "An investigation of efficiency and preference of supplemental learning modules in online instruction." abstract and full text PDF (free order & download UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453604.
Повний текст джерелаGralka, Sabine. "Persistent Inefficiency in the Higher Education Sector." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-211295.
Повний текст джерелаAshley, Evelyn LaVette. "The Gendered Nature of Student Affairs: Issues of Gender Equity in Student Affairs Professional Associations." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1288502916.
Повний текст джерелаGrimm, Maury Jayne. "Panacea or perestroika : a socio-economic analysis of the equity and efficiency effects of choice in education." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/26682.
Повний текст джерелаStewart, Margaret Patricia Ann. "Perceptions of Leadership in Equity in Relation to Sexuality and Gender Identity Within an Australian Higher Education Institution Notable for its Policies in this Area." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366284.
Повний текст джерелаThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
Erkoc, Taptuk Emre. "Efficiency analysis of public higher education institutions in Turkey with parametric and non-parametric approaches." Thesis, Keele University, 2014. http://eprints.keele.ac.uk/617/.
Повний текст джерелаLax, John R. "THE IMPACT OF LOCAL ECONOMIC DEVELOPMENT ACTIVITIES ON PERCEIVED BRAND EQUITY IN THE HIGHER EDUCATION SECTOR – AN EXAMINATION OF THREE STAKEHOLDER SEGMENTS." NSUWorks, 2017. http://nsuworks.nova.edu/hsbe_etd/133.
Повний текст джерелаVarley, Anna. "At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195038.
Повний текст джерелаTarusikirwa, Moffat. "Understanding the social and institutional factors related to the retention and progression of selected female academics in four higher education institutions in Zimbabwe." University of the Western Cape, 2011. http://hdl.handle.net/11394/8479.
Повний текст джерелаThis study set out to investigate the social and institutional factors which impact on the retention and progression of female academics in four universities in Zimbabwe. Drawing on a qualitative research methodology the aim of the study was to understand seeking to unpack the factors that shape the low representation of female academics in occupational spheres, the study finds unequal gender-based patterns in Zimbabwean society as a key condition that finds its way into the four institutions. In this regard, the patterns and shape of gender relations, based on the principles of kinship, become the platform for unequal relations among male and female academic staff. This manifests itself in different ways, including the (negative) role played by the extended kin family in the progression of married women academics to higher level management posts, resistance to women's authority by both men and women, the culture of male domination within institutions which works to the disadvantage of female academics and stereotypical behaviour by men within the institutions stand the social and institutional factors related to the retention and progression of female academics in four institutions in Zimbabwe.
Biela, Runel. "The acculturation process in hostels of a higher education institution / Runel Biela." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1384.
Повний текст джерелаRobinson-Bryant, Federica. "Defining a Stakeholder-Relative Model to Measure Academic Department Efficiency at Achieving Quality in Higher Education." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5842.
Повний текст джерелаPh.D.
Doctorate
Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering
Gopalkrishnan, Caroline, and n/a. "The Colours of Diversity: Women Educators Turning the Gaze onto Australian Universities." University of Canberra. Education & Community Studies, 2006. http://erl.canberra.edu.au./public/adt-AUC20081009.095141.
Повний текст джерелаDeLee, Brenda. "Assistive Technology Guidelines for Higher Education Disability Support Staff." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1067.
Повний текст джерела