THE EFFECTS OF WEB-BASED TECHNOLOGICAL RESOURCES IN A RURAL SCIENCE CLASSROOM

Today’s technology is evolving at an exponential rate. Everyday technology is finding more inroads into our education system. This study seeks to determine if having access to technology, including iPad tablets and a teacher's physical science webpage resources (videos, PowerPoint® presentations, and audio podcasts), assists ninth grade high school students in attaining greater comprehension and improved scientific literacy. Comprehension of the science concepts was measured by comparing current student pretest and post test scores on a teacher-written assessment. The current student post test scores were compared with prior classes’ (2010-2011 and 2009-2010) to determine if there was a difference in outcomes between the technology interventions and traditional instruction. Students entered responses to a technology survey that measured intervention usage and their perception of helpfulness of each intervention. The current year class’ mean composite scores, between the pretest and post test increased by 6.9 points (32.5%). Student composite scores also demonstrated that the interventions were successful in helping a majority of students (64.7%) attain the curriculum goals. The interventions were also successful in increasing student scientific literacy by meeting all of Bloom's cognitive levels that were assessed. When compared with prior 2010-2011 and 2009-2010 classes, the current class received a higher mean post test score indicating a positive effect of the use of technological interventions. The survey showed a majority of students utilized at least some of the technology interventions and perceived them as helpful, especially the videos and PowerPoint® presentations.

Assessment of soil erosion and soil conservation practices in Angereb watershed, Ethiopia: Technological and land user context

Soil conservation technologies that fit well to local scale and are acceptable to land users are increasingly needed. To achieve this at small-holder farm level, there is a need for an understanding of specific erosion processes and indicators, the land users’ knowledge and their willingness, ability and possibilities to respond to the respective problems to decide on control options. This study was carried out to assess local erosion and performance of earlier introduced conservation terraces from both technological and land users’ points of view. The study was conducted during July to August 2008 at Angereb watershed on 58 farm plots from three selected case-study catchments. Participatory erosion assessment and evaluation were implemented along with direct field measurement procedures. Our focus was to involve the land users in the action research to explore with them the effectiveness of existing conservation measures against the erosion hazard. Terrace characteristics measured and evaluated against the terrace implementation guideline of Hurni (1986). The long-term consequences of seasonal erosion indicators had often not been known and noticed by farmers. The cause and effect relationships of the erosion indicators and conservation measures have shown the limitations and gaps to be addressed towards sustainable erosion control strategies. Less effective erosion control has been observed and participants have believed the gaps are to be the result of lack of landusers’ genuine participation. The results of both local erosion observation and assessment of conservation efficacy using different aspects show the need to promote approaches for erosion evaluation and planning of interventions by the farmers themselves. This paper describes the importance of human factor involving in the empirical erosion assessment methods towards sustainable soil conservation.

Approximating method of frames

In this paper, the well-known method of frames approach to the signal decomposition problem is reformulated as a certain bilevel goal-attainment linear least squares problem. As a consequence, a numerically robust variant of the method, named approximating method of frames, is proposed on the basis of a certain minimal Euclidean norm approximating splitting pseudo-iteration-wise method.

Frames in the Ethiopian Debate on Biofuels

Biofuel production, while highly contested, is supported by a number of policies worldwide. Ethiopia was among the first sub-Saharan countries to devise a biofuel policy strategy to guide the associated demand toward sustainable development. In this paper, I discuss Ethiopia’s biofuel policy from an interpretative research position using a frames approach and argue that useful insights can be obtained by paying more attention to national contexts and values represented in the debates on whether biofuel production can or will contribute to sustainable development. To this end, I was able to distinguish three major frames used in the Ethiopian debate on biofuels: an environmental rehabilitation frame, a green revolution frame and a legitimacy frame. The article concludes that actors advocating for frames related to social and human issues have difficulties entering the debate and forming alliances, and that those voices need to be included in order for Ethiopia to develop a sustainable biofuel sector.

Rethinking ERP-Outsourcing Decisions for Leveraging Technological and Preserving Business Knowledge

During the selection, implementation and stabilization phases, as well as the operations and optimization phase of an ERP system (ERP-lifecycle), numerous companies consider to utilize the support of an external service provider. This paper analyses how different categories of knowledge influence the sourcing decision of crucial tasks within the ERP lifecycle. Based on a review of the IS outsourcing literature, essential knowledge-related determinants for the IS outsourcing decision are presented and aggregated in a structural model. It will be hypothesized that internal deficits in technological knowledge in comparison to external vendors as well as the specificity of the synthesis of special technological and specific business knowledge have a profound impact on the outsourcing decision. Then, a classification framework will be developed which facilitates the assignment of various tasks within the ERP lifecycle to their respective knowledge categories and knowledge carriers which might be internal or external stakeholders. The configuaration task will be used as an example to illustrate how the structural model and the classification framework may be applied to evaluate the outsourcing of tasks within the ERP lifecycle.

Theoretical frames for the new tasks in career guidance and counseling

Personal and career development interventions aim to help people find answers to personal and career development issues that stem from the societal context in which they live. Societal definitions of these career issues have a double consequence. On the one hand, these issues differ from one culture to another; and, on the other, they evolve along with the contexts in which they are expressed. Implementation of rigorous career development interventions requires, first, a scientific reconstruction of these societal issues and, second, a clear definition of these interventions' goals and ends. Our current view of the societal issues relating to personal and career development interventions may be phrased thus--"How can we help individuals direct their lives, in the (human) society where they interact?" It may be turned into the following scientific question: "What are the factors and processes of life-long self-construction?" An articulation of three major propositions (sociological, cognitive and dynamic) seems to be needed to answer this question. Such a theoretical frame does not allow for a definition of personal and career development interventions ends. In the world of today, the adoption by everyone of a personal ethic of responsibility towards all life on Earth (H. Jonas) could well be a fundamental end to these interventions.

Criteria of election of postgraduate courses in graduated students of technological/ humanistic/ artistic professions : Subjective and contextual involvements to arrive at the conclusion of them

El aumento en la cantidad de estudios de posgrado y de sus cursantes derivados de la demanda por mayores credenciales académicas en lo laboral y por la búsqueda personal para especializarse profesionalmente, es un fenómeno observado en Argentina desde mediados de los años 90. Obtener el título final de estos estudios resulta un porcentaje muy inferior en relación al número de sus inscriptos. Tales motivos focalizaron nuestra atención para analizar tanto los criterios de elección del posgrado como las condiciones contextuales y subjetivas para alcanzar la titulación. Este estudio, de tipo cualitativo, investiga en tres carreras de Especialización que se cursan en diferentes Universidades nacionales , los aspectos de su organización y estilo propuesto para cursar y lograr la finalización de los estudios, así como las motivaciones de la elección de cursantes y egresados en tres ramas diferentes: artística, humanística y tecnológica. El conocimiento sobre la lógica de la organización y la particularidad del objeto de estudio de cada carrera permite analizar diferencias y semejanzas entre ellas aportando algunas propuestas para considerar en programas de formación; mientras que los trayectos de cursantes y egresados explican aspectos subjetivos que intervienen en la finalización o no del posgrado.

Theoretical frames for the new tasks in career guidance and counseling

Personal and career development interventions aim to help people find answers to personal and career development issues that stem from the societal context in which they live. Societal definitions of these career issues have a double consequence. On the one hand, these issues differ from one culture to another; and, on the other, they evolve along with the contexts in which they are expressed. Implementation of rigorous career development interventions requires, first, a scientific reconstruction of these societal issues and, second, a clear definition of these interventions' goals and ends. Our current view of the societal issues relating to personal and career development interventions may be phrased thus--"How can we help individuals direct their lives, in the (human) society where they interact?" It may be turned into the following scientific question: "What are the factors and processes of life-long self-construction?" An articulation of three major propositions (sociological, cognitive and dynamic) seems to be needed to answer this question. Such a theoretical frame does not allow for a definition of personal and career development interventions ends. In the world of today, the adoption by everyone of a personal ethic of responsibility towards all life on Earth (H. Jonas) could well be a fundamental end to these interventions.