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Directorate Schools</title> <meta name="description" content="Search results for: South Hebron Directorate Schools"> <meta name="keywords" content="South Hebron Directorate Schools"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="South Hebron Directorate Schools"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3285</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: South Hebron Directorate Schools</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3285</span> The Impact of Democratic Leadership on Job Satisfaction Among Teachers in South Hebron Directorate Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Mahmoud%20Rjoob">Mohammad Mahmoud Rjoob</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore the impact of democratic leadership on job satisfaction among teachers in the South Hebron Directorate schools. The study was applied to a random sample representing the study population of teachers in the South Hebron Directorate of Education, with a sample size of 301 teachers from 12 schools. The researcher adopted the descriptive approach as it is the most suitable for the nature of this study, and a questionnaire was used as a tool for data collection and measuring various variables. The study recommended the importance of enhancing the concept of democratic leadership in schools to boost teachers' morale and improve the quality of the educational process. It also encouraged the adoption of democratic leadership styles by administrations, educational areas, and new principals due to their positive and effective impact on job performance. Additionally, the study suggested providing training courses for school principals and new teachers on how to apply the principles of democratic leadership that contribute to creating a positive educational environment and enhance the spirit of cooperation to achieve the school's goals. Finally, the study called for granting school principals more authority and powers to increase their ability to effectively deal with challenges and problems, which contributes to improving the educational process and enhances teachers' job satisfaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=democratic%20leadership" title="democratic leadership">democratic leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Hebron%20Directorate%20Schools" title=" South Hebron Directorate Schools"> South Hebron Directorate Schools</a> </p> <a href="https://publications.waset.org/abstracts/194567/the-impact-of-democratic-leadership-on-job-satisfaction-among-teachers-in-south-hebron-directorate-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194567.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">9</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3284</span> Religion, Education, and Nation: Anticlerical Principle of France and Private School Law of South Korea</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minjeoung%20Kim">Minjeoung Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The education plays an important role of political socialization in politics. In Korean and in France, religion in education is situated in an important place, but religious education in school is dealt differently in two countries. In this article, the author tries to reveal the reason why in France private Catholic schools can keep their religious discipline, but in Korea, private Christian schools cannot insist Christianism to their students. This is because of the different situation of their budget. In Korea, even though private schools are named ‘private’, they cannot be managed without government subsidy but in France, private Catholic schools are owned by private foundation and their budget is based on their own resource. That’s why French private schools do not need to follow governmental guidance but not in Korean case. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=religion" title="religion">religion</a>, <a href="https://publications.waset.org/abstracts/search?q=politics" title=" politics"> politics</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Korea" title=" South Korea"> South Korea</a>, <a href="https://publications.waset.org/abstracts/search?q=France" title=" France"> France</a> </p> <a href="https://publications.waset.org/abstracts/88673/religion-education-and-nation-anticlerical-principle-of-france-and-private-school-law-of-south-korea" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3283</span> Non-Revenue Water Management in Palestine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samah%20Jawad%20Jabari">Samah Jawad Jabari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Water is the most important and valuable resource not only for human life but also for all living things on the planet. The water supply utilities should fulfill the water requirement quantitatively and qualitatively. Drinking water systems are exposed to both natural (hurricanes and flood) and manmade hazards (risks) that are common in Palestine. Non-Revenue Water (NRW) is a manmade risk which remains a major concern in Palestine, as the NRW levels are estimated to be at a high level. In this research, Hebron city water distribution network was taken as a case study to estimate and audit the NRW levels. The research also investigated the state of the existing water distribution system in the study area by investigating the water losses and obtained more information on NRW prevention and management practices. Data and information have been collected from the Palestinian Water Authority (PWA) and Hebron Municipality (HM) archive. In addition to that, a questionnaire has been designed and administered by the researcher in order to collect the necessary data for water auditing. The questionnaire also assessed the views of stakeholder in PWA and HM (staff) on the current status of the NRW in the Hebron water distribution system. The important result obtained by this research shows that NRW in Hebron city was high and in excess of 30%. The main factors that contribute to NRW were the inaccuracies in billing volumes, unauthorized consumption, and the method of estimating consumptions through faulty meters. Policy for NRW reduction is available in Palestine; however, it is clear that the number of qualified staff available to carry out the activities related to leak detection is low, and that there is a lack of appropriate technologies to reduce water losses and undertake sufficient system maintenance, which needs to be improved to enhance the performance of the network and decrease the level of NRW losses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-revenue%20water" title="non-revenue water">non-revenue water</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20auditing" title=" water auditing"> water auditing</a>, <a href="https://publications.waset.org/abstracts/search?q=leak%20detection" title=" leak detection"> leak detection</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20meters" title=" water meters"> water meters</a> </p> <a href="https://publications.waset.org/abstracts/45389/non-revenue-water-management-in-palestine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45389.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3282</span> Integrating Accreditation and Quality Assurance Exercises into the Quranic School System in the South-Western Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Popoola%20Sulaimon%20Akorede">Popoola Sulaimon Akorede</a>, <a href="https://publications.waset.org/abstracts/search?q=Muinat%20A.%20Agbabiaka-Mustapha"> Muinat A. Agbabiaka-Mustapha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Quranic / piazza school where the rudiments of Islam are being imparted from the teaching of Arabic/ Quranic alphabets which later metamorphosized to higher fundamental principles of Islam is the major determinant of the existence of Islam in any part of south western Nigeria. In other words, one can successfully say that where there is a few or non-existence of such schools in that part of the country, the practice of the religion of Islam would be either very low or not existing at all. However, it has been discovered in the modern worlds that several challenges are militating against the development of these schools and among these challenges are poor admission policy, inadequate facilities such as learning environment and instructional materials, curriculum inadequacy and the management and the administration of the schools which failed to change in order to meet the modern contemporary Educational challenges. The focus of this paper therefore is to improve the conditions of these basic Islamic schools through the introduction of quality assurance and integrating accreditation Exercise to improve their status in order to enhance economic empowerment and to further their educational career in the future so that they will be able to compete favourably among the graduates of conventional universities. The scope of this study is limited to only seven (7) states of yorubaland and with only three (3) proprietors/ schools from each state which are Lagos, Oyo, Ogun, Osun, Ekiti, Ondo and parts of Kwara State. The study revealed that quality assurance as well as accreditation exercise are lacking in all the local Arabic/Quranic schools. Suggestions are proffered towards correcting the anomalies in these schools so that they can meet the modern Educational standard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accreditation" title="accreditation">accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=Quranic%20schools" title=" Quranic schools"> Quranic schools</a>, <a href="https://publications.waset.org/abstracts/search?q=South-western%20Nigeria" title=" South-western Nigeria"> South-western Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/42095/integrating-accreditation-and-quality-assurance-exercises-into-the-quranic-school-system-in-the-south-western-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42095.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3281</span> Post Apartheid Language Positionality and Policy: Student Teachers' Narratives from Teaching Practicum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Mort">Thelma Mort</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This empirical, qualitative research uses interviews of four intermediate phase English language student teachers at one university in South Africa and is an exploration of student teacher learning on their teaching practicum in their penultimate year of the initial teacher education course. The country’s post-apartheid language in education policy provides a context to this study in that children move from mother tongue language of instruction in foundation phase to English as a language of instruction in Intermediate phase. There is another layer of context informing this study which is the school context; the student teachers’ reflections are from their teaching practicum in resource constrained schools, which make up more than 75% of schools in South Africa. The findings were that in these schools, deep biases existed to local languages, that language was being used as a proxy for social class, and that conditions necessary for language acquisition were absent. The student teachers’ attitudes were in contrast to those found in the schools, namely that they had various pragmatic approaches to overcoming obstacles and that they saw language as enabling interdisciplinary work. This study describes language issues, tensions created by policy in South African schools and also supplies a regional account of learning to teach in resource constrained schools in Cape Town, where such language tensions are more inflated. The central findings in this research illuminate attitudes to language and language education in these teaching practicum schools and the complexity of learning to be a language teacher in these contexts. This study is one of the few local empirical studies regarding language teaching in the classroom and language teacher education; as such it offers some background to the country’s poor performance in both international and national literacy assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20apartheid" title=" post apartheid"> post apartheid</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher" title=" student teacher"> student teacher</a> </p> <a href="https://publications.waset.org/abstracts/101586/post-apartheid-language-positionality-and-policy-student-teachers-narratives-from-teaching-practicum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3280</span> The Appropriation of Education Policy on Information and Communication Technology in South African Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Vandeyar">T. Vandeyar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to explore how Government policy on ICT influences teaching and learning in South African schools. An instrumental case study using backward mapping principles as a strategy of inquiry was used. Utilizing a social constructivist lens and guided by a theoretical framework of a sociocultural approach to policy analysis, this exploratory qualitative research study set out to investigate how teachers appropriate government policy on ICT in South African schools. Three major findings emanated from this study. First, although teachers were ignorant of the national e-education policy their professionalism and agency were key in formulating and implementing an e-education policy in practice. Second, teachers repositioned themselves not as recipients or reactors of the e-education policy but as social and cultural actors of policy appropriation and formulation. Third, the lack of systemic support to teachers catalyzed improved school and teacher collaborations, teachers became drivers of ICT integration through collaboration, innovation, institutional practice and institutional leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20as%20change%20agents" title=" teachers as change agents"> teachers as change agents</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20as%20policy" title=" practice as policy"> practice as policy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20beliefs" title=" teacher's beliefs"> teacher's beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20attitudes" title=" teacher's attitudes"> teacher's attitudes</a> </p> <a href="https://publications.waset.org/abstracts/3109/the-appropriation-of-education-policy-on-information-and-communication-technology-in-south-african-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3279</span> Assessment of Compost Usage Quality and Quality for Agricultural Use: A Case Study of Hebron District, Palestine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20A.%20A.%20Sarhan">Mohammed A. A. Sarhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Issam%20A.%20Al-Khatib"> Issam A. Al-Khatib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Complying with the technical specifications of compost production is of high importance not only for environmental protection but also for increasing the productivity and promotion of compost use by farmers in agriculture. This study focuses on the compost quality of the Palestinian market and farmers’ attitudes toward agricultural use of compost. The quality is assessed through selection of 20 compost samples of different suppliers and producers and lab testing for quality parameters, while the farmers’ attitudes to compost use for agriculture are evaluated through survey questionnaire of 321 farmers in the Hebron area. The results showed that the compost in the Palestinian markets is of medium quality due to partial or non-compliance with the quality standards and guidelines. The Palestinian farmers showed a positive attitude since 91.2% of them have the desire to use compost in agriculture. The results also showed that knowledge of difference between compost and chemical fertilizers, perception of compost benefits and previously experiencing problems in compost use, are significant factors affecting the farmers’ attitude toward the use of compost as an organic fertilizer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=compost" title=" compost"> compost</a>, <a href="https://publications.waset.org/abstracts/search?q=compost%20quality" title=" compost quality"> compost quality</a>, <a href="https://publications.waset.org/abstracts/search?q=organic%20fertilizer" title=" organic fertilizer"> organic fertilizer</a>, <a href="https://publications.waset.org/abstracts/search?q=manure" title=" manure"> manure</a> </p> <a href="https://publications.waset.org/abstracts/93546/assessment-of-compost-usage-quality-and-quality-for-agricultural-use-a-case-study-of-hebron-district-palestine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93546.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3278</span> Perspectives on Educational Psychological Support Services in New Zealand and South African Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johnnie%20Hay">Johnnie Hay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New Zealand is well known for its natural beauty, diversity of people but also for its strong focus on mental health through the provision of a vast network of psycho-social support services. South African-trained psychologists often make New Zealand their new home when emigrating - as it is relatively simple to slot into the well-established mental health system. South Africa is bigger in size, population, GDP and probably people diversity than New Zealand but struggles to provide adequate educational and psychological support services to schools. This is mainly due to budgetary pressures brought about by the imperative to first ensure that the approximately 13 million learners all have a teacher in front of their classes and at an average ratio of not more than 40 learners per class. In this paper, perspectives on educational and psychological support in New Zealand and South African schools will be shared. Through basic qualitative research encompassing semi-structured interviews with two South African educational psychologists who returned from New Zealand, supplemented by document analysis, the New Zealand situation will be scrutinized. South African perspectives will be obtained through a number of semi-structured interviews and questionnaires administered by education support services specialists working in district-based support teams in three provinces of the country. This research is in process, but preliminary findings indicate large disparities between the two countries' emphasis, funding, post provisioning and structure regarding educational and psychological support services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20psychological%20support%20services" title="educational psychological support services">educational psychological support services</a>, <a href="https://publications.waset.org/abstracts/search?q=support%20for%20learners%20experiencing%20special%20needs" title=" support for learners experiencing special needs"> support for learners experiencing special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20support%20services" title=" education support services"> education support services</a>, <a href="https://publications.waset.org/abstracts/search?q=diverse%20learner%20population" title=" diverse learner population"> diverse learner population</a> </p> <a href="https://publications.waset.org/abstracts/170502/perspectives-on-educational-psychological-support-services-in-new-zealand-and-south-african-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/170502.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3277</span> Inflation and Unemployment in South Africa: A Review of the Relationship 2000 - 2022</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chigozie%20Azunna">Chigozie Azunna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various studies have been carried out in several countries to determine the relationship between inflation and unemployment. The study was carried out to review this relationship in South Africa. Secondary data was obtained from Statistics South Africa, Reserve bank, and other reliable secondary sources to review this relationship. The study incorporated yearly inflation and unemployment data in South Africa from 2000 to 2022 to explain the relationship between inflation and unemployment in South Africa. The study found the relationship to be nonlinear and lacking any significant association or relationship. Various economic schools of thought postulations were incorporated in the review as it is applied to South Africa. Essentially, the Phillips Curve was reviewed in-line with the study objective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inflation%20and%20unemployment%20in%20south%20africa" title="inflation and unemployment in south africa">inflation and unemployment in south africa</a>, <a href="https://publications.waset.org/abstracts/search?q=philips%20curve" title=" philips curve"> philips curve</a>, <a href="https://publications.waset.org/abstracts/search?q=monetarists" title=" monetarists"> monetarists</a>, <a href="https://publications.waset.org/abstracts/search?q=neo%20keynesian" title=" neo keynesian"> neo keynesian</a>, <a href="https://publications.waset.org/abstracts/search?q=new-classical" title=" new-classical"> new-classical</a> </p> <a href="https://publications.waset.org/abstracts/179012/inflation-and-unemployment-in-south-africa-a-review-of-the-relationship-2000-2022" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3276</span> Violence and Unintentional Injuries among Secondary School Students in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malakeh%20Zuhdi%20Malak">Malakeh Zuhdi Malak</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Taher%20Kalaldeh"> Mahmoud Taher Kalaldeh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Jordan, no available data exists regarding violence and unintentional injuries among secondary school students aged 15-19 years. The purpose of this study was to assess the violence and unintentional injuries among those students, and to compare these two behaviors between male and female students. A descriptive cross-sectional design was carried out on randomly selected eight comprehensive secondary schools (four schools for females and four schools for males) from the public school educational directorate located in Amman. A modified Arabic version of the General School Health Survey questionnaire was used to measure violence and unintentional injuries. A sample of 750 secondary school students was studied. The findings showed that 26.8 % of students had been physically attacked. Overall, 43.3 % of students had been involved in a physical fight and 20.1% of them had been bullied. Overall, 45.3% of students were seriously injured. There was a difference between male and female students regarding to physical attack, physical fight, and serious injuries. In conclusion, it is necessary to develop effective training program in life skills for students that functions to reduce risk-taking behaviors that often leading to violence and unintentional injuries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=secondary%20school%20students" title="secondary school students">secondary school students</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=unintentional%20injuries" title=" unintentional injuries"> unintentional injuries</a>, <a href="https://publications.waset.org/abstracts/search?q=bullying" title=" bullying"> bullying</a> </p> <a href="https://publications.waset.org/abstracts/26417/violence-and-unintentional-injuries-among-secondary-school-students-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3275</span> Assessment of Socio-Economic and Water Related Topics at Community Level in Yatta Town, Palestine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nibal%20Al-Batsh">Nibal Al-Batsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Issam%20A.%20Al-Khatib"> Issam A. Al-Khatib</a>, <a href="https://publications.waset.org/abstracts/search?q=Subha%20%20Ghannam"> Subha Ghannam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Yatta is a town in the Governorate of Hebron, located 9 km south of Hebron City in the West Bank. The town houses over 100,000 people, 49% of which are females; a population that doubles every 15 years. Yatta has been connected to a water network since 1974 serving nearly 85% of the households. The water network is old and inadequate to meet the needs of the population. The water supply made available to the area is also very limited, estimated to be around 20 l/c/d. Residents are thus forced to rely on water vendors which supply water with a lower quality compared to municipal water while being 400% more expensive. As a cheaper and more reliable alternative, rainwater harvesting is a common practice in the area, with the majority of the households owning at least one cistern. Rainwater harvesting is of great socioeconomic importance in areas where water sources are scarce or polluted. In this research, the quality of harvested rainwater used for drinking and domestic purposes in the Yatta area was assessed throughout a year. A total of 100 samples, were collected from (cisterns) with an average capacity of 69 m3, which are adjacent to cement-roof catchment areas with an average area of 145 m2. Samples were analyzed for a number of parameters including: pH, alkalinity, hardness, turbidity, Total Dissolved Solids (TDS), NO3, NH4, chloride and salinity. Biological and microbiological contents such as Total Coliforms (TCC) and Fecal Coliforms (FC) bacteria were also tested. Results showed that most of the rainwater samples were within WHO and EPA guidelines set for chemical parameters. The research also addressed the impact of different socioeconomic attributes on rainwater harvesting through questionnaire that was pre-tested before the actual statically sample is collected. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rainwater" title="rainwater">rainwater</a>, <a href="https://publications.waset.org/abstracts/search?q=harvesting" title=" harvesting"> harvesting</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20quality" title=" water quality"> water quality</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20aspects" title=" socio-economic aspects"> socio-economic aspects</a> </p> <a href="https://publications.waset.org/abstracts/69900/assessment-of-socio-economic-and-water-related-topics-at-community-level-in-yatta-town-palestine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69900.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3274</span> Examining the Teaching and Learning Needs of Science and Mathematics Educators in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Shaheed%20Hartley">M. Shaheed Hartley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been increasing pressure on education researchers and practitioners at higher education institutions to focus on the development of South Africa’s rural and peri-urban communities and improving their quality of life. Many tertiary institutions are obliged to review their outreach interventions in schools. To ensure that the support provided to schools is still relevant, a systemic evaluation of science educator needs is central to this process. These prioritised needs will serve as guide not only for the outreach projects of tertiary institutions, but also to service providers in general so that the process of addressing educators needs become coordinated, organised and delivered in a systemic manner. This paper describes one area of a broader needs assessment exercise to collect data regarding the needs of educators in a district of 45 secondary schools in the Western Cape Province of South Africa. This research focuses on the needs and challenges faced by science educators at these schools as articulated by the relevant stakeholders. The objectives of this investigation are two-fold: (1) to create a data base that will capture the needs and challenges identified by science educators of the selected secondary schools; and (2) to develop a needs profile for each of the participating secondary schools that will serve as a strategic asset to be shared with the various service providers as part of a community of practice whose core business is to support science educators and science education at large. The data was collected by a means of a needs assessment questionnaire (NAQ) which was developed in both actual and preferred versions. An open-ended questionnaire was also administered which allowed teachers to express their views. The categories of the questionnaire were predetermined by participating researchers, educators and education department officials. Group interviews were also held with the science teachers at each of the schools. An analysis of the data revealed important trends in terms of science educator needs and identified schools that can be clustered around priority needs, logistic reasoning and educator profiles. The needs database also provides opportunity for the community of practice to strategise and coordinate their interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=needs%20assessment" title="needs assessment">needs assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20mathematics%20education" title=" science and mathematics education"> science and mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/75272/examining-the-teaching-and-learning-needs-of-science-and-mathematics-educators-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75272.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">182</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3273</span> Perceptions and Experiences of Learners on the Banning of Corporal Punishment in South African Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Londeka%20Ngubane">Londeka Ngubane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of corporal punishment is not a new phenomenon in the South African education system as it was, for a long time, recognised as a fitting form of punishment for ill-disciplined and disobedient children. The growing recognition that corporal punishment is an act of violence against children has resulted in the abolishment of this form of punishment in society and particularly in schools. However, regardless of criminalising corporal punishment, it appears to be a disciplinary measure that is persistently used by some educators. Historically and currently, the intimate connection between corporal punishment and discipline has not merely been a convention of human thinking, as this practice is given recognition in various definitions in dictionaries. ‘To discipline’ is habitually stated to mean ‘to punish’. The notion of ‘disciplining children’ also comes from entrenched common conceptions about children and their relationship with adults. Corporal punishment has, for a long time, been associated with the rearing and education of children, and this practice thus pervades schooling across nations. In many societies, punishment is a term that is closely linked with the self-perception of teachers who feel that they must be ‘in control’ and have ‘the upper hand’ in order to be respected. This impression of control is evident in the widespread conception of education which is to ‘socialize’ children in ‘desirable ways’ of ‘sitting in a formal classroom’, ‘behaving’ in school, ‘following instructions’ from the teacher, talking only when asked to, and finishing tasks on time. It was against this backdrop that a comprehensive review of relevant literature was undertaken and that individual interviews were conducted with fifty learners from four schools (two junior secondary and two senior secondary schools) in a selected township area in KwaZulu-Natal Province. The main aim of the study was to explore and thus understand learners’ views on the administration of corporal punishment regardless of the fact that it was legally abolished. It was envisaged that the interviews with the learners would elicit rich data that would enhance the researcher’s insight into their perceptions of the persistent use of corporal punishment as a disciplinary measure in their schools. The study was thus premised on the assumption, which had been strengthened by anecdotal and media evidence, that corporal punishment was still administered in some schools in South Africa and in schools in the study area in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporal%20punishment" title="corporal punishment">corporal punishment</a>, <a href="https://publications.waset.org/abstracts/search?q=ban" title=" ban"> ban</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20learners" title=" school learners"> school learners</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/110082/perceptions-and-experiences-of-learners-on-the-banning-of-corporal-punishment-in-south-african-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3272</span> Managing and Leading through African Philosophies at Secondary Schools in South Africa: A Case Study of King Cetshwayo District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alan%20Bhekisisa%20Buthelezi">Alan Bhekisisa Buthelezi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to explore African management and leadership philosophies at secondary schools in post-apartheid South Africa. The research was conducted in the King Cetshwayo district of KwaZulu-Natal province in South Africa. Apart from the literature on participative management, the paper reports on a research in which an empirical investigation based on a quantitative research paradigm was used to collect data from secondary school principals. The literature findings revealed that secondary school principals need to rethink their management and leadership philosophies in the twenty-first century. The findings of this research further reveal that ubuntu (humanness) and lekgotla (Sesotho term for “an African participatory approach to decision-making”) should be embedded in the art of school management and leadership in the South African context. The paper concludes with the submission that ongoing capacity-building workshops should be fast-tracked on matters pertaining to management and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title="distributed leadership">distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20leadership" title=" team leadership"> team leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralization%20of%20power" title=" decentralization of power"> decentralization of power</a>, <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title=" transformational leadership"> transformational leadership</a> </p> <a href="https://publications.waset.org/abstracts/167458/managing-and-leading-through-african-philosophies-at-secondary-schools-in-south-africa-a-case-study-of-king-cetshwayo-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3271</span> Managing and Leading Through African Philosophies at Secondary Schools in South Africa: A Case Study of King Cetshwayo District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alan%20Bhekisisa%20Buthelezi">Alan Bhekisisa Buthelezi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to explore African management and leadership philosophies at secondary schools in post-apartheid South Africa. The research was conducted in the King Cetshwayo district of KwaZulu-Natal province in South Africa. Apart from the literature on participative management, the paper reports on research in which an empirical investigation based on a quantitative research paradigm was used to collect data from secondary school principals. The literature findings revealed that secondary school principals need to rethink their management and leadership philosophies in the twenty-first century. The findings of this research further reveal that ubuntu (humanness) and lekgotla (Sesotho term for ‘an African participatory approach to decision-making’) should be embedded in the art of school management and leadership in the South African context. The paper concludes with the submission that ongoing capacity-building workshops should be fast-tracked on matters pertaining to management and leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformational%20leadership" title="transformational leadership">transformational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20leadership" title=" distributed leadership"> distributed leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20leadership" title=" team leadership"> team leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=decentralisation%20of%20power" title=" decentralisation of power"> decentralisation of power</a> </p> <a href="https://publications.waset.org/abstracts/192687/managing-and-leading-through-african-philosophies-at-secondary-schools-in-south-africa-a-case-study-of-king-cetshwayo-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3270</span> The Examination of Organizational DNA of General Directorate of Youth and Sport Organization of Fars Province Based on Hnald Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Rastegari%20Ghiri">Mehdi Rastegari Ghiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Baradaran"> Mohammad Reza Baradaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mirsanjari"> Zahra Mirsanjari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was the investigation of DNA Corporate General Administration of Sports and Youth in Fars province. The descriptive research method is a survey that was conducted by field survey. For data collection, questionnaires were used that designed based on Hnald and Silverman model. In this model the organizational DNA model is stated in four types: objective, individualistic, field-oriented and Spiritual. The reliability of the questionnaire by the researcher obtained by using Cronbach's alpha equal to 89/0 respectively. The statistical population includes all managers and specialists of Fars Province Directorate of Youth and Sport that 48 of them were selected as the samples of the research. The results showed the organizational DNA Directorate General for Youth and Sports Organization of Fars province has a field –oriented and nearly field-oriented DNA. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=organizational" title="organizational">organizational</a>, <a href="https://publications.waset.org/abstracts/search?q=DNA" title=" DNA"> DNA</a>, <a href="https://publications.waset.org/abstracts/search?q=Hnald" title=" Hnald"> Hnald</a>, <a href="https://publications.waset.org/abstracts/search?q=Silverman%20model" title=" Silverman model"> Silverman model</a> </p> <a href="https://publications.waset.org/abstracts/30925/the-examination-of-organizational-dna-of-general-directorate-of-youth-and-sport-organization-of-fars-province-based-on-hnald-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3269</span> Social Responsibility in Reducing Gap between High School and 1st Year University Maths: SMU Case, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Solly%20M.%20Seeletse">Solly M. Seeletse</a>, <a href="https://publications.waset.org/abstracts/search?q=Joel%20L.%20Thabane"> Joel L. Thabane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students enrolling at the Sefako Makgatho Health Sciences University (SMU) come mostly from the previously disadvantaged communities of South Africa. Their backgrounds are deprived in resources and modern technologies of education. Most of those admitted in the basic sciences were rejected in medicine and health related study programmes in SMU. Mathematics (maths) is the main subject for admission into SMU study programmes. However, maths results are usually low. In an attempt to help to prepare the students in the neighbourhood schools of SMU, some Maths educators partnered with local schools to communicate the needs and investigate the causes of poor maths results. They embarked on an action research to determine the level of educators’ maths education. The general aim of the research was to investigate the causes of deficiencies in maths teaching and results in the local secondary schools, focusing on teachers and learners. Asking the teachers about their education and learners about maths concepts of most difficulty, these were identified. The researchers assisted in teaching the difficult concepts. The study highlighted the most difficult concepts and the teachers’ lack of training in some content. Intervention of the researchers showed to be effective only for the very poor performing schools. Those with descent pass rates of over 50% did not benefit from it. This was the sign of lack of optimality in the methods used. The research recommendations suggested that intervention methods should be improved to be effective in all schools, and extension of the endeavours to more schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20responsibility" title=" social responsibility"> social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=support" title=" support"> support</a> </p> <a href="https://publications.waset.org/abstracts/29861/social-responsibility-in-reducing-gap-between-high-school-and-1st-year-university-maths-smu-case-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">268</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3268</span> Teachers Influence on Encouraging Physical Activity and Recreation in Township Schools in the City of Tshwane</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rapuane%20Eric%20Jan%20Pule">Rapuane Eric Jan Pule</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sport participation plays a significant role in learners’ well-being and lifestyle. Learners spend most of their time in the school environment, where they are monitored, guided and advised by teachers. Teachers have a good relationship with the learners, therefore they can play a major role in promoting and influencing learners to participate in physical activities, both competitive and recreational purposes. Their influence and involvement could assist in increasing the number learners' involvement in physical activities, sport and recreation at Township schools. The national sport and recreation plan in South Africa, recommends that promotion of sport and physical activities at primary and secondary schools should play an important role in helping learners commit to a live-long participation in sport, recreational and physical activities. Schoolteachers could play an influential role in ensuring that learners spent their leisure time productively through physical and recreational activities. However, the role and the influence of teachers in promoting physical and recreational activities have been previously overlooked in the literature. Part of this study focuses on the in-depth challenges encountered by primary and secondary school teachers at Township schools in promoting and influencing learners’ involvement in sport, recreation and physical activities. 109 primary and secondary teachers at Township schools agreed to participate in the study through the provision of informed consent. The participants consisted of 49 primary school teachers and 60 secondary school teachers. Quantitative approach was followed using validated structured questionnaire comprising 12 close-ended items were used. Findings indicated that teachers' can play a significant role in influencing and encouraging learners to participate in sport, recreation or physical activities. Teachers view physical activity as an important developmental component for learners. Primary school teachers believe that they have a significant role to play in encouraging and promoting physical activities, sport and recreation, as compared to the secondary school teachers. Both group of teachers at primary and secondary schools, believe that infrastructure development, financial support, and extra incentives could motivate them to promote physical, recreational and sporting activities at schools. Teachers also acknowledge that schools are facing challenges in implementing and coordinating physical activities and recreational programmes as required by the Department of sport and recreation South Africa. It is recommended that the Department of Basic Education and Sport and Recreation South Africa revise their policies regarding the role of teachers in promoting and administering physical and recreational activities at schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=township" title="township">township</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20activities" title=" physical activities"> physical activities</a>, <a href="https://publications.waset.org/abstracts/search?q=sport%20and%20recreation%20participation" title=" sport and recreation participation"> sport and recreation participation</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20and%20secondary%20schools" title=" primary and secondary schools"> primary and secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education" title=" physical education"> physical education</a> </p> <a href="https://publications.waset.org/abstracts/52371/teachers-influence-on-encouraging-physical-activity-and-recreation-in-township-schools-in-the-city-of-tshwane" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52371.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3267</span> Environmental Variables as Determinants of Students Achievement in Biology Secondary Schools in South West Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayeni%20Margaret%20Foluso">Ayeni Margaret Foluso</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20A.%20Omotayo"> K. A. Omotayo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the impact of selected environmental variables as determinants of students’ achievements in biology in secondary schools. The selected environmental variables are class size and laboratory adequacy. The purpose was to find out whether these environmental variables can bring about improvement in the learning of biology by Senior Secondary School Students. The study design used was descriptive research of the survey type. Two instruments were used that is, Biology Achievement Test and School Environment Questionnaire .The population of the study consisted of all Biology students in both public and private Senior Secondary Schools class III (SSIII) in all the three selected states in South West Nigeria. A sample of 900 Biology students and 45 Biology Teachers from both public and private Senior Secondary Schools Class III were used. Two research hypotheses were generated for the study. The data collected were subjected to both descriptive statistics of mean and standard deviation; and the inferential statistics of regression Analyses was employed to test the hypotheses formulated. From the results, it was revealed that the selected environmental variables had influence on the students’ achievement in biology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20variables" title="environmental variables">environmental variables</a>, <a href="https://publications.waset.org/abstracts/search?q=determinants" title=" determinants"> determinants</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20science" title=" school science"> school science</a> </p> <a href="https://publications.waset.org/abstracts/41204/environmental-variables-as-determinants-of-students-achievement-in-biology-secondary-schools-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">488</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3266</span> An Evaluation of Digital Literacy Skills among First-year Students at a Higher Education Institution in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdu%20Feroz%20Maluleke">Abdu Feroz Maluleke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital literacy skills among first-year university students has been under scrutiny in recent years. This is largely due to the pressure faced by the South African higher education sector as the battle to integrate educational technologies into the teaching curriculum. This study aims to investigate the relationship between the Technology Acceptance Model (TAM) and the digital literacy skills of first-year students at the Tshwane University of Technology in South Africa. A positivism quantitative research methodology will be employed to collect data from 468 first-year students at a higher education institution through a validated questionnaire. Descriptive analyses, T-tests, ANOVA, and Spearman's correlation will be conducted using SPSS. Anticipated findings suggest that various demographic factors, such as previous school, self-efficacy, and age, significantly influence learners' digital literacy competency. Furthermore, the projected findings highlight the importance of rural secondary schools adopting and implementing technological pedagogies in their curriculum. This research aims to make a substantial contribution to the development of ICT adoption guidelines for the secondary school curriculum, which would aid the basic educational sector in South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title="technology acceptance model">technology acceptance model</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy%20skills" title=" digital literacy skills"> digital literacy skills</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=south%20africa" title=" south africa"> south africa</a> </p> <a href="https://publications.waset.org/abstracts/169852/an-evaluation-of-digital-literacy-skills-among-first-year-students-at-a-higher-education-institution-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169852.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3265</span> Dutch Schools: Their Ventilation Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Milad%20Golshan">Milad Golshan</a>, <a href="https://publications.waset.org/abstracts/search?q=Wim%20Zeiler"> Wim Zeiler</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the last decade research was done to clarify the importance of good Indoor Air Quality in schools. As a result, measurements were undertaken in different types of schools to see whether naturally ventilated schools could provide adequate indoor conditions. Also, a comparison was made between schools with hybrid ventilation and those with complete mechanical ventilation systems. Recently a large survey was undertaken at 60 schools to establish the average current situation of schools in the Netherlands. The results of the questionnaires were compared with those of earlier measured schools. This allowed us to compare different types of schools as well as schools of different periods. Overall it leads to insights about the actual current perceived quality by the teachers as well as the pupils and enables to draw some conclusions about the typical performances of specific types of school ventilation systems. Also, the perceived thermal comfort and controllability were researched. It proved that in around 50% of the schools there were major complains about the indoor air quality causing concentration problems and headaches by the pupils at the end of class. Although the main focus of the latest research was focused more on the quality of recently finished nearly Zero Energy schools, this research showed that especially the main focus school be on the renovation and upgrading of the existing 10.000 schools in the Netherlands. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20ventilation" title="school ventilation">school ventilation</a>, <a href="https://publications.waset.org/abstracts/search?q=indoor%20air%20quality" title=" indoor air quality"> indoor air quality</a>, <a href="https://publications.waset.org/abstracts/search?q=perceiver%20thermal%20comfort" title=" perceiver thermal comfort"> perceiver thermal comfort</a>, <a href="https://publications.waset.org/abstracts/search?q=comparison%20different%20types" title=" comparison different types"> comparison different types</a> </p> <a href="https://publications.waset.org/abstracts/88536/dutch-schools-their-ventilation-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3264</span> Iodine Nutritional Knowledge of Food Handlers: A Capricorn and Waterberg District Study, Limpopo Province, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Solomon%20Ngoako%20Mabapa">Solomon Ngoako Mabapa</a>, <a href="https://publications.waset.org/abstracts/search?q=Selekane%20Ananias%20Motadi"> Selekane Ananias Motadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nteseng%20Mailula"> Nteseng Mailula</a>, <a href="https://publications.waset.org/abstracts/search?q=Hlekani%20Vanessa%20%20Mbhatsani"> Hlekani Vanessa Mbhatsani</a>, <a href="https://publications.waset.org/abstracts/search?q=Lindelani%20Fhumudzani%20Mushaphi"> Lindelani Fhumudzani Mushaphi </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: South Africa has indeed made good progress towards IDD elimination, as far as implementation of salt iodization and coverage of iodized salt are concerned, the education and promotion aspects of the iodized salt intervention are seriously lacking. Objective: To determine the iodine nutritional knowledge of food handlers at primary schools under the National School Nutrition Programme in Capricorn and Waterberg district. Design: This study included 300 food handlers recruited from 95 primary schools in Capricorn district and 105 primary schools in Waterberg district, Limpopo Province, South Africa. Primary schools and study participants where conveniently selected. The data was collected by means of a structured questionnaire. Information obtained was on the socio-demographic characteristics of the participants, general knowledge on salt fortification and knowledge test. Results: The iodine knowledge for the food handlers in two districts was poor with the entire population’s iodine nutritional knowledge of 12% on the Lickert scale. The mean score on the Lickert scale for Capricorn and Waterberg districts was 17% and 8.6% respectively indicated poor iodine nutritional knowledge. Conclusion: The two districts had poor iodine nutritional knowledge. Giving nutrition education to the public on the importance of iodine and the consequences of iodine deficiency disorder (IDD) and continue advocacy on mass media on the iodine fortification as an intervention strategy to combat the escalating problem of micronutrient malnutrition control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20handlers" title="food handlers">food handlers</a>, <a href="https://publications.waset.org/abstracts/search?q=nutritional%20knowledge" title=" nutritional knowledge"> nutritional knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=iodine" title=" iodine"> iodine</a>, <a href="https://publications.waset.org/abstracts/search?q=National%20School%20Nutrition%20Programme" title=" National School Nutrition Programme "> National School Nutrition Programme </a> </p> <a href="https://publications.waset.org/abstracts/52161/iodine-nutritional-knowledge-of-food-handlers-a-capricorn-and-waterberg-district-study-limpopo-province-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3263</span> Net Zero Energy Schools: The Starting Block for the Canadian Energy Neutral K-12 Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamed%20Hakim">Hamed Hakim</a>, <a href="https://publications.waset.org/abstracts/search?q=Roderic%20Archambault"> Roderic Archambault</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20J.%20Kibert"> Charles J. Kibert</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Mirhadi%20Fard"> Maryam Mirhadi Fard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Changes in the patterns of life in the late 20th and early 21st century have created new challenges for educational systems. Greening the physical environment of school buildings has emerged as a response to some of those challenges and led to the design of energy efficient K-12 school buildings. With the advancement in knowledge and technology, the successful construction of Net Zero Energy Schools, such as the Lady Bird Johnson Middle School demonstrates a cutting edge generation of sustainable schools, and solves the former challenge of attaining energy self-sufficient educational facilities. There are approximately twenty net zero energy K-12 schools in the U.S. of which about six are located in Climate Zone 5 and 6 based on ASHRAE climate zone classification. This paper aims to describe and analyze the current status of energy efficient and NZE schools in Canada. An attempt is made to study existing U.S. energy neutral strategies closest to the climate zones in Canada (zones 5 and 6) and identify the best practices for Canadian schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canada%20K-12%20schools" title="Canada K-12 schools">Canada K-12 schools</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20school" title=" green school"> green school</a>, <a href="https://publications.waset.org/abstracts/search?q=energy%20efficient" title=" energy efficient"> energy efficient</a>, <a href="https://publications.waset.org/abstracts/search?q=net-zero%20energy%20schools" title=" net-zero energy schools"> net-zero energy schools</a> </p> <a href="https://publications.waset.org/abstracts/29725/net-zero-energy-schools-the-starting-block-for-the-canadian-energy-neutral-k-12-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29725.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3262</span> A Quantitative Study of Blackboard Utilisation at a University of Technology in South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lawrence%20Meda">Lawrence Meda</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Dumas"> Christopher Dumas</a>, <a href="https://publications.waset.org/abstracts/search?q=Moses%20Moyo"> Moses Moyo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zayd%20Waghid"> Zayd Waghid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of some schools embracing technology to enhance students’ learning experiences in the digital era, the Faculty of Education at a University of Technology in South Africa has mandated lecturers to scale up their utilisation of technology in their teaching. Lecturers have been challenged to utilise the institution’s Learning Management System - Blackboard among other technologies - to adequately prepare trainee teachers to be able to teach competently in schools. The purpose of this study is to investigate the extent to which lecturers are utilising Blackboard to enhance their teaching. The study will be conducted using a quantitative approach, and its paradigmatic position will be positivist. The study will be done as a case study of the university’s Faculty of Education. Data will be extracted from all 100 lecturers’ Blackboard sites according to their respective modules, and it will be analysed using the four pillars of Blackboard as a conceptual framework. It is presumed that there is an imbalance on the lecturers’ utilisation of the four pillars of Blackboard as the majority use it as a content dumping site. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blackboard" title="blackboard">blackboard</a>, <a href="https://publications.waset.org/abstracts/search?q=digital" title=" digital"> digital</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/100397/a-quantitative-study-of-blackboard-utilisation-at-a-university-of-technology-in-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100397.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3261</span> Exploring Selected Cultures in Mitigating an Array of Social Vices in South Africa: A Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Kang%27ethe%20Simon">M. Kang'ethe Simon</a>, <a href="https://publications.waset.org/abstracts/search?q=Nomngcoyiya%20Thanduxolo"> Nomngcoyiya Thanduxolo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this article is to explore the role of selected cultural practices and assess how they can be a panacea in mitigating the state of social vices in South Africa. The article uses a review of literature methodology. Findings indicate that Africans were hoodwinked by white people to abandon their cultures for western based cultures. African cultures continue to weaken as they succumb to forces of westernization, eurocentrism, modernization, civilization, and globalization. Africans have realised that their cultures abandoned such as virginity testing, sexual mores and taboos and circumcision could be a panacea in mitigating some of the societal ills such as moral decadence and HIV/AIDS. The article urges for a resuscitation of cultural practices such as virginity testing, thigh sex (ukumetsha), circumcision and teachings that accompanied initiation schools; and societies to undergo an attitudinal and cultural paradigm shift that will consider the invaluable aspects of cultures that can effectuate and facilitate mitigation of social ills in African countries such as South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virginity%20testing%20%28reed%20dance%29" title="virginity testing (reed dance)">virginity testing (reed dance)</a>, <a href="https://publications.waset.org/abstracts/search?q=circumcision" title=" circumcision"> circumcision</a>, <a href="https://publications.waset.org/abstracts/search?q=initiation%20schools" title=" initiation schools"> initiation schools</a>, <a href="https://publications.waset.org/abstracts/search?q=African%20Renaissance" title=" African Renaissance"> African Renaissance</a>, <a href="https://publications.waset.org/abstracts/search?q=thigh%20sex" title=" thigh sex"> thigh sex</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20decadence" title=" moral decadence"> moral decadence</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20custodians" title=" cultural custodians"> cultural custodians</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20of%20anomie" title=" state of anomie"> state of anomie</a> </p> <a href="https://publications.waset.org/abstracts/11650/exploring-selected-cultures-in-mitigating-an-array-of-social-vices-in-south-africa-a-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11650.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">494</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3260</span> Special Education in a Virtual Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20K.%20Johnson">Anna K. Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology can provide endless opportunities for students with special needs. Virtual learning, particularly virtual charter schools in the US, provides opportunities for students with special needs for alternative education besides Brick and Mortar schools. Virtual schools have proven to be successful in the way they are able to provide quality education for their students. Virtual schools, just like Brick and Mortar schools, are not for everybody. This research is designed to look at the effectiveness of online charter schools, so parents can make decisions based on data. This article explains what inclusion is and how inclusion is addressed in the virtual environment. Often, students with special needs have limited options for schooling, and new charter schools provide that alternative education for students who don’t fit in the local brick-and-mortar school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=special%20education" title="special education">special education</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20school" title=" virtual school"> virtual school</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a> </p> <a href="https://publications.waset.org/abstracts/156128/special-education-in-a-virtual-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3259</span> Leading Gifted Education in Saudi Rural Schools: Case Studies of Differently Performing Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Almalky">Abdullah Almalky</a>, <a href="https://publications.waset.org/abstracts/search?q=Colin%20Evers"> Colin Evers</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gifted individuals in rural areas may lack access and opportunities compared with urban students. This case study research provides research-based evidence to identify the professional needs of principals running rural schools with gifted education (GE) programs. The data were obtained from diverse cases (high-performing [HP] and low-performing [LP] schools) by conducting interviews with principals and teachers, conducting focus groups with gifted students, and analyzing policy documents. The findings reveal a lack of knowledge among principals in relation to GE. However, HP schools were more concerned with the needs of gifted students compared with LP schools. In addition, principals of HP schools were mostly instructional leaders, whereas LP schools were mostly led by building managers. Therefore, the study recommends a revision of GE policy in Saudi Arabia and urges ministries of education and universities to consider including GE in principals’ and teachers’ preparation programs to better serve gifted students in schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gifted" title="gifted">gifted</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20education" title=" rural education"> rural education</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=interview" title=" interview"> interview</a> </p> <a href="https://publications.waset.org/abstracts/144324/leading-gifted-education-in-saudi-rural-schools-case-studies-of-differently-performing-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3258</span> Language Services as a Means of Language Repository for Tuition Support and Facilitation of Learning in Institution of Higher Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mzamani%20Aaron%20Mabasa">Mzamani Aaron Mabasa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research study examines the reality that the Language Services Directorate can be considered a language repository hub. The study postulates that multilingual education guided by language policy implementation can improve student performance and pass rate. Various documents in the form of style guides, glossaries and tutorial letters may be used to enable students to understand complex words, sentences, phrases and paragraphs when technical vocabularies are used. This paper addresses the way in which quality assurance can transform South African official languages, including Sign Language, as mandated by the Language Policy for Higher Education. The paper further emphasizes that Language Services is unique in the sense that it involves all South African officials as tools for student support and facilitation of learning. This is in line with the Constitution of the Republic of South Africa (1996) and the Unisa Language Policy of 2023, which declares the status, parity and esteem of these official languages regarding usage in formal function domains, namely education, economy, social and politics. The aim of this paper is to ensure that quality assurance is ultimately accomplished in terms of teaching and learning standards. Eventually, all South African languages can be used for official domains to achieve functional multilingualism. This paper furthermore points out that content analysis as a research instrument as far as a qualitative approach is concerned may be used as a data collection technique. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repository" title="repository">repository</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=policy" title=" policy"> policy</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/188292/language-services-as-a-means-of-language-repository-for-tuition-support-and-facilitation-of-learning-in-institution-of-higher-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3257</span> 'Internationalization': Discussing the Ethics of the Global North Developing Social Work Courses for the Global South</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Goitom">Mary Goitom</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Liegghio"> Maria Liegghio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we critically explore the ethics of Schools of Social Work from the global North developing courses for programs within the Global South. In it, we discuss our experiences of partnering with the University of Guyana to develop and teach graduate courses in a newly formed Masters of Social Work program. Under the umbrella of our university’s goal for 'internationalization', that is, developing and establishing global and local collaborations for teaching, research and scholarship, we bring into question whether a new form of academic imperialism is occurring under the guise of global citizenship and social justice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20imperialism" title="academic imperialism">academic imperialism</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20north%20and%20south" title=" global north and south"> global north and south</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalization" title=" internationalization"> internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work%20education" title=" social work education"> social work education</a> </p> <a href="https://publications.waset.org/abstracts/59550/internationalization-discussing-the-ethics-of-the-global-north-developing-social-work-courses-for-the-global-south" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59550.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3256</span> A Soil Stabilization Technique on Apa-Hotamiş Conveyance Channel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Sinan%20So%C4%9Fanc%C4%B1">Ali Sinan Soğancı</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Apa-Hotamış conveyance channel is located within in the boundaries of Konya Regional Directorate of Water Works. This channel transfers the water to the fount of Apa Dam with 17 km length of Blue Channel. Then the water is transmitted with Apa- Hotamış conveyance channel to Hotamış Water Storage. In some places along the Apa-Hotamış conveyance canal which will be constructed by Directorate of Water Works of Konya, some swelling soils have been seen. The samples taken from these places have 35-95 kPa swelling pressure. To prevent the swelling pressure arising from the penetration of water to the concrete channel, it was proposed to make 10 cm concrete coating by spreading the geomembrane and geotextile between the soil and concrete. In this way, the pressure (35-95 kPa) caused by the swelling and cracking of concrete failure will be blocked. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conveyance%20channel" title="conveyance channel">conveyance channel</a>, <a href="https://publications.waset.org/abstracts/search?q=swelling%20pressure" title=" swelling pressure"> swelling pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=geomembrane" title=" geomembrane"> geomembrane</a>, <a href="https://publications.waset.org/abstracts/search?q=geotextile" title=" geotextile"> geotextile</a>, <a href="https://publications.waset.org/abstracts/search?q=concrete" title=" concrete"> concrete</a> </p> <a href="https://publications.waset.org/abstracts/52995/a-soil-stabilization-technique-on-apa-hotamis-conveyance-channel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=South%20Hebron%20Directorate%20Schools&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=South%20Hebron%20Directorate%20Schools&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=South%20Hebron%20Directorate%20Schools&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=South%20Hebron%20Directorate%20Schools&page=5">5</a></li> <li class="page-item"><a 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