Profile of planning: A study of a three-year project on the implementation of collaborative library media programs

The implementation of collaborative planning and teaching models in ten flexibly scheduled elementary and middle school library media centers was studied to determine which factors facilitated the collaborative planning process and to learn what occurs when library media specialists (LMSs) and classroom teachers (CTs) plan together. In this qualitative study, 61 principals, CTs, and LMSs were interviewed on a range of topics including the principal's role, school climate, the value of team planning, the importance of information literacy instruction, and the ideal learning environment. Other data sources were observations, videotapes of planning sessions, and documents. This three-year school reform effort was funded by the Library Power Project to improve library programs, to encourage collaborative planning, and to increase curricular integration of information literacy skills instruction. ^ The findings included a description of typical planning sessions and the identification of several major factors which impacted the success of collaborative planning: the individuals involved, school climate, time for planning, the organization of the school, the facility and collection, and training. Of these factors, the characteristics and actions of the people involved were most critical to the implementation of the innovation. The LMS was the pivotal player and, in the views of CTs, principals, and LMSs themselves, must be knowledgeable about curriculum, the library collection, and instructional design and delivery; must be open and welcoming to CTs and use good interpersonal skills; and must be committed to information literacy instruction and willing to act as a change agent. The support of the principal was vital; in schools with successful programs, the principal served as an advocate for collaborative planning and information literacy instruction, provided financial support for the library program including clerical staff, and arranged for LMSs and CTs to have time during the school day to plan together. ^ CTs involved in positive planning partnerships with LMSs were flexible, were open to change, used a variety of instructional materials, expected students to be actively involved in their own learning, and were willing to team teach with LMSs. Most CTs planning with LMSs made lesson plans in advance and preferred to plan with others. Also, most CTs in this study planned with grade level or departmental groups, which expedited the delivery of information literacy instruction and the effective use of planning time. ^ Implications of the findings of this research project were discussed for individual schools, for school districts, and for colleges and universities training LMSs, CTs, and administrators. Suggestions for additional research were also included. ^

Variation in composition of macro-benthic invertebrates as an indication of water quality status in three bays in Lake Victoria

Knowledge of how biota can be used to monitor ecosystem health and assess impacts by human alterations such as land use and management measures taken at different spatial scales is critical for improving the ecological quality of aquatic ecosystems. This knowledge in Uganda is very limited or unavailable yet it is needed to better understand the relationship between environmental factors at different spatial scales, assemblage structure and taxon richness of aquatic ecosystems. In this study, benthic invertebrate community patterns were sampled between June 2001 and April 2002 and analysed in relation to water quality and catchment land use patterns from three shallow near-shore bays characterized by three major land uses patterns: urban (Murchison Bay); semi-urban (Fielding Bay); rural (Hannington Bay). Variations in density and guild composition of benthic macro-invertebrates communities were evaluated using GIS techniques along an urban-rural gradient of land use and differences in community composition were related to dissolved oxygen and conductivity variation. Based on numerical abundance and tolerance values, Hilsenhoff's Biotic Index ofthe invertebrates was determined in order to evaluate the relative importance of water quality in the three bays. Murchison Bay supported a relatively taxa-poor invertebrate assemblage mainly comprising stenotopic and eurytopic populations of pollution-tolerant groups such as worms and Chironomus sp. with an overall depression in species diversity. On the contrary, the communities in Fielding and Hannington bays were quite similar and supported distinct and diverse assemblages including pollution-intolerant forms such as Ephemeroptera (mayflies), Odonata (dragonflies). The Hilsenhoff Biotic Index in Murchison Bay was 6.53. (indicating poor water quality) compared to 6.34 for Fielding Bay and 5.78 for Hannington Bay (both indicating fair water quality). The characterization of maximum taxa richness balanced among taxa groups with good representation of intolerant individuals in Hannington Bay relative to Fielding and Murchison bays concludes that the bay is the cleanest in terms of water quality. Contrary, the dominance of few taxa with many tolerant iqdividuals present in Murchison Bay indicates that the bay is degraded in terms of water quality. These result are ofimportance when planning conservation and management measures, implementing large-scale biomonitoring programs, and predicting how human alterations (e.g nutrient loading) affect water ecosystems. Therefore, analysis of water quality in relation to macro-invertebrate community composition patterns as bio-indicators can lead to further understanding of their responses to environmental manipulations and perturbations.

Final report of the fisheries catch assessment survey in the Ugandan waters of Lake Victoria for the May 2014 survey

This report presents findings of the CAS conducted in the Ugandan waters of Lake Victoria in December 2015. The results of the previous thirteen harmonized CASs conducted since July 2005 (July, August, September and November 2005; in March, August and December 2006; in March and August 2007; in February and December 2008; March 2010; May 2011 and May 2014) are included to show the emerging trends. The report also presents annual catch estimates for the Ugandan part of the lake from 2005 to 2015. This information together with other fish stock assessment and socio-economic monitoring survey data can now be utilized in the planning and management of the fisheries resources of Lake Victoria. The 2014 CAS results were very vital in the development of the Lake Victoria Fisheries Management Plan 2014.

Fishing effort and fish yield over a 15 year period on Lake Victoria, Uganda: management implications

The National Fisheries Resources Research Institute (NaFIRRI), the Directorate of Fisheries Resources (DiFR), the Local Government fisheries staff and those from the Beach Management Units (BMUs) of the riparian districts to Lake Victoria regularly and jointly conduct Frame and Catch Assessment Surveys. The information obtained is used to guide fisheries management and development. We reveal the trends in the commercial fish catch landings and fishing effort on the Uganda side of Lake Victoria, over a 15 year period (2000-2015) and provide the underlying factors to the observed changes. The contribution of the high value large size species (Nile perch and Tilapia) to the commercial catch of Lake Victoria has significantly reduced while that of the low value small size species, Mukene has increased over a ten year (2005-2015)period. The information is intended to update and sensitize the key stakeholders on the status of the Lake Victoria fisheries. In addition, the information provided is expected to guide policy formulation and management planning by the fisheries managers at all levels including the BMUs and Landing Site Management Committees (LSMCs), the Local government fisheries staff and the Directorate of Fisheries Resources. The information is anticipated to create awareness among the lakeside fisher communities to reverse the current trend in fish declines.

Farm visits: interdisciplinary outdoor learning for primary school pupils and Scotland’s Curriculum for Excellence

There is concern around children’s lack of knowledge and understanding of food sources and production, and more broadly around their apparent disconnection from nature. Spending time in the outdoors has been shown to yield a range of benefits, although the mechanisms underpinning these are not well understood. Studies have suggested, however, that there has been a decline in time spent outdoors by children. The introduction of the ‘Curriculum for Excellence’ guidelines in Scotland was heralded as an opportunity to address this decline. Although the guidelines advocate the use of outdoor environments, little research has been conducted, and little guidance is available, on how teachers can and do use outdoor learning in relation to the guidelines, particularly beyond ‘adventure’ activities. Farms are utilised as an educational resource around the world. This research explored the use of educational farm visits, as an example of outdoor learning, in the context of Curriculum for Excellence. A qualitatively driven, mixed methods study, comprising survey and case study methodologies, was undertaken. A questionnaire for teachers informed subsequent interviews with teachers and farmers, and ‘group discussions’ with primary school pupils. The study found that teachers can link farm visits and associated topics with the Curriculum for Excellence guidelines in a range of ways, covering all curriculum areas. There was a tendency however for farm visits to be associated with food and farming topics at Primary 2-3 (age 6-7), rather than used more widely. Issues to consider in the planning and conduct of farm visits were identified, and barriers and motivations for teachers, and for farmers volunteering to host visits, were explored. As well as practical examples of the use of farm visiting, this research offers a perspective on some of the theoretical literature which seeks to explain the benefits of spending time outdoors. Furthermore, five main recommendations for farm visiting in the context of Curriculum for Excellence are given. These relate to the type of visit appropriate to different age groups, opportunities for teachers to become more familiar with what farms visits can offer, and raising awareness of the organisations and networks which can support volunteer farmers to host visits.