Agricultural, architectural and archaeological evidence for the role and ecological adaptation of a scattered mountain oasis in Oman

The recent discovery of the monumental 5000 years old tower tombs on top of the up to 1850 m high Shir plateau has raised numerous questions about the economic and infrastructural basis of the agro-pastoral-piscicultural society which likely has constructed them. The scattered oasis settlement of Maqta, situated just below the towers in a rugged desert environment has therefore been studied from 2001 to 2003 to understand its prehistoric and present role along the ancient trade route which connected the inner-Omani Sharqiya across the southern Hajar mountains with the ocean port of Tiwi. Maqta consists of a central area with 59 buildings and 12 scattered temporary settlements comprising a total of about 200 semi-nomadic inhabitants and next to 900 sheep and goats. The 22 small springs with a flow rate between 5 and 1212-l h^-1 are watering 16 terrace systems totaling 4.5 ha of which 2.9 ha are planted to date palms (Phoenix dactylifera L.), 0.4 ha to wheat landraces (Triticum durum and Triticum aestivum) during the cooler winter months, 0.4 are left fallow and 0.8 h are abandoned. During a pronounced drought period from 2001 to 2003, the springs’ flow rate declined between 38% and 72%. Most of the recent buildings of the central housing area were found empty or used as temporary stores by the agro-pastoral population watching their flocks on the surrounding dry mountains. There is no indication that there ever was a settlement older than the present one. A number of Hafit (3100–2700 BC) and Umm an-Nar (2700–2000 BC) tombs just above the central housing area and further along one of the trade routes to the coast are the only indication of an old pastoral landuse in Maqta territory where oasis agriculture may have entered only well after 1000 AD. With this little evidence of existence during the 3rd millennium BC, Maqta is unlikely to have played any major role favouring the construction of the nearby monumental Shir tower tombs other than providing water for herders and their flocks, early migrant traders or tower tomb constructors.

The status and barriers to the implementation and continuation of the school gardening projects in Germany, Nigeria and the United States of America

In drawing a conclusion for this study, care must be taken in generalizing findings since the population of students and teachers investigated were limited to certain levels in the different schools and countries. This study recognized some complexity of the factors underlying the status of school gardening instruction and activities in Germany, Nigeria and the U.S. as inadequate time for decision-making in the process of gardening, motivation of teachers and students. This was seen as the major impediments that influenced the status of gardening in the three countries. However, these factors were considered to have affected students’ mode of participation in the school gardening projects. This research finding suggests that the promotion and encouragement of students in gardening activities will promote vegetable production and increasing the numbers of practical farmers. Gardening has the potential to create opportunities for learning in an environment where children are able to experience nature first hand and to use the shared experience for communication (Bowker & Tearle, 2007). Therefore, the need for students to be encouraged to participate in gardening programs as the benefit will not only reduce the rate of obesity currently spreading among youths, but will contribute to the improve knowledge on science subjects. To build a network between community, parents and schools, a parent’s community approach should be used as the curriculum. The community approach will tighten the link between schools; community members, parents, teachers and students. This will help facilitate a better gardening projects implementation. Through a close collaboration, teachers and students will be able to identify issues affecting communities and undertake action learning in collaboration with community organizations to assess community needs and plan the implementation strategies as parents are part of the community. The sense of efficacy is a central factor in motivational and learning processes that govern educational improvement, standard and performance on complex tasks of both teachers and students. Dedication and willingness are the major stimulator and achievement of a project. Through a stimulator and provision of incentives and facilities, schools can achieve the best in project development. Teachers and principals should be aware that students are the lever for achieving the set goals in schools. Failure to understand what students need will result in achieving zero result. Therefore, it is advised that schools focus more on how to lure students to work through proper collaboration with the parents and community members. Principals and teachers should identify areas where students need to be corrected, helping them to correct the problem will enable them be committed in the schools’ programs.