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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> 11</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Sabo</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Adoption of Inorganic Insecticides and Resistant Varieties among Cowpea Producers in Mubi Zone, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabo%20Elizabeth">Sabo Elizabeth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cowpea production is presently mainly done with inorganic insecticides, but the growing environmental problems linked with their use and the rising costs of the chemicals are stimulating all categories of stakeholders towards the adoption of less impacting practices. 611 respondents were interviewed between 2008 and 2009. Respondents are young adults and are fairly educated. Awareness is high about insecticide use, but is low for bio-pesticides and resistant varieties. Adoption of inorganic insecticides is related to age, educational level, and contacts with dealers. Low adoption rate for resistant varieties is associated with inadequate information and poor extension service. To adopt IPM techniques with limited health hazards and compatible with the environment, a properly designed extension program is consequently needed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vigna%20unguiculata" title="Vigna unguiculata">Vigna unguiculata</a>, <a href="https://publications.waset.org/abstracts/search?q=IPM" title=" IPM"> IPM</a>, <a href="https://publications.waset.org/abstracts/search?q=bio-pesticides" title=" bio-pesticides"> bio-pesticides</a>, <a href="https://publications.waset.org/abstracts/search?q=resistant%20varieties" title=" resistant varieties"> resistant varieties</a>, <a href="https://publications.waset.org/abstracts/search?q=extension" title=" extension"> extension</a> </p> <a href="https://publications.waset.org/abstracts/29754/adoption-of-inorganic-insecticides-and-resistant-varieties-among-cowpea-producers-in-mubi-zone-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29754.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">339</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">10</span> Dialect as a Means of Identification among Hausa Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Sabo">Hassan Sabo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language is a system of conventionally spoken, manual and written symbols by human beings that members of a certain social group and participants in its culture express themselves. Communication, expression of identity and imaginative expression are among the functions of language. Dialect is a form of language, or a regional variety of language that is spoken in a particular geographical setting by a particular group of people. Hausa is one of the major languages in Africa, in terms of large number of people for whom it is the first language. Hausa is one of the western Chadic groups of languages. It constitutes one of the five or six branches of Afro-Asiatic family. The predominant Hausa speakers are in Nigeria and they live in different geographical locations which resulted to variety of dialects within the Hausa language apart of the standard Hausa language, the Hausa language has a variety of dialect that distinguish from one another by such features as phonology, grammar and vocabulary. This study intends to examine such features that serve as means of identification among Hausa speakers who are set off from others, geographically or socially. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialect" title="dialect">dialect</a>, <a href="https://publications.waset.org/abstracts/search?q=features" title=" features"> features</a>, <a href="https://publications.waset.org/abstracts/search?q=geographical%20location" title=" geographical location"> geographical location</a>, <a href="https://publications.waset.org/abstracts/search?q=Hausa%20language" title=" Hausa language"> Hausa language</a> </p> <a href="https://publications.waset.org/abstracts/81241/dialect-as-a-means-of-identification-among-hausa-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81241.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">198</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">9</span> Effect of Surface Treatment on Physico-Mechanical Properties of Sisal Fiber-Unsaturated Polyester Composites</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20H.%20Birniwa">A. H. Birniwa</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20Salisu"> A. A. Salisu</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Y.%20Yakasai"> M. Y. Yakasai</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Sabo"> A. Sabo</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Aujara"> K. Aujara</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Isma%E2%80%99il"> A. Isma’il</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sisal fibre was extracted from Sisal leaves by enzymatic retting method. A portion of the fibre was subjected to treatment with alkali, benzoyl chloride and silane compounds. Sisal fibre composites were fabricated using unsaturated polyester resin, by hand lay-up technique using both the treated and untreated fibre. Tensile, flexural and water absorption tests were conducted and evaluated on the composites. The results obtained were found to increase in the treated fibre compared to untreated fibre. Surface morphology of the fibre was observed using scanning electron microscopy (SEM) and the result obtained showed variation in the morphology of the treated and untreated fibre. FT-IR results showed inclusion of benzoyl and silane groups on the fibre surface. The fibre chemical modification improves its adhesion to the matrix, mechanical properties of the composites were also found to improve. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=composite" title="composite">composite</a>, <a href="https://publications.waset.org/abstracts/search?q=flexural%20strength" title=" flexural strength"> flexural strength</a>, <a href="https://publications.waset.org/abstracts/search?q=matrix" title=" matrix"> matrix</a>, <a href="https://publications.waset.org/abstracts/search?q=sisal%20fibre" title=" sisal fibre"> sisal fibre</a> </p> <a href="https://publications.waset.org/abstracts/34084/effect-of-surface-treatment-on-physico-mechanical-properties-of-sisal-fiber-unsaturated-polyester-composites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34084.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">401</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">8</span> Investigating Reservior Sedimentation Control in the Conservation of Water </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mosupi%20Ratshaa">Mosupi Ratshaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite years of diligent study, sedimentation is still undoubtedly the most severe technical problem faced by the dam industry. The problem of sedimentation build-up and its removal should be the focus as an approach to remedy this. The world's reservoirs lose about 1% of their storage capacity yearly to sedimentation, what this means is that 1% of water that could be stored is lost the world-over. The increase in population means that the need for water also increases and, therefore, the loss due to sedimentation is of great concern especially to the conservation of water. When it comes to reservoir sedimentation, the thought of water conservation comes with soil conservation since this increasing sediment that takes the volume meant for water is being lost from dry land. For this reason, reservoir sediment control is focused on reducing sediment entering the reservoir and reducing sediment within the reservoir. There are many problems with sediment control such as the difficulty to predict settling patterns, inability to greatly reduce the sediment volume entering the river flow which increases the reservoirs trap efficiency just to mention a few. Notably reservoirs are habitats for flora and fauna, the process of removing sediment from these reservoirs damages this ecosystem so there is an ethical point to be considered in this section. This paper looks at the methods used to control the sedimentation of reservoirs and their effects to the ecosystem in the aim of reducing water losses due to sedimentation. Various control measures which reduce sediment entering the reservoir such as Sabo dams or Check dams along with measures which emphasize the reduction in built-up settled sediment such as flushing will be reviewed all with the prospect of conservation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sedimentation" title="sedimentation">sedimentation</a>, <a href="https://publications.waset.org/abstracts/search?q=conservation" title=" conservation"> conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=ecosystem" title=" ecosystem"> ecosystem</a>, <a href="https://publications.waset.org/abstracts/search?q=flushing" title=" flushing "> flushing </a> </p> <a href="https://publications.waset.org/abstracts/35796/investigating-reservior-sedimentation-control-in-the-conservation-of-water" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35796.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">7</span> Change Detection of Vegetative Areas Using Land Use Land Cover of Desertification Vulnerable Areas in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Garba">T. Garba</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Y.%20Sabo%20A.%20Babanyara"> Y. Y. Sabo A. Babanyara</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20G.%20Ilellah"> K. G. Ilellah</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20K.%20Mutari"> A. K. Mutari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study used the Normalized Difference Vegetation Index (NDVI) and maps compiled from the classification of Landsat TM and Landsat ETM images of 1986 and 1999 respectively and Nigeria sat 1 images of 2007 to quantify changes in land use and land cover in selected areas of Nigeria covering 143,609 hectares that are threatened by the encroaching Sahara desert. The results of this investigation revealed a decrease in natural vegetation over the three time slices (1986, 1999 and 2007) which was characterised by an increase in high positive pixel values from 0.04 in 1986 to 0.22 and 0.32 in 1999 and 2007 respectively and, a decrease in natural vegetation from 74,411.60ha in 1986 to 28,591.93ha and 21,819.19ha in 1999 and 2007 respectively. The same results also revealed a periodic trend in which there was progressive increase in the cultivated area from 60,191.87ha in 1986 to 104,376.07ha in 1999 and a terminal decrease to 88,868.31ha in 2007. These findings point to expansion of vegetated and cultivated areas in in the initial period between 1988 and 1996 and reversal of these increases in the terminal period between 1988 and 1996. The study also revealed progressive expansion of built-up areas from 1, 681.68ha in 1986 to 2,661.82ha in 1999 and to 3,765.35ha in 2007. These results argue for the urgent need to protect and conserve the depleting natural vegetation by adopting sustainable human resource use practices i.e. intensive farming in order to minimize persistent depletion of natural vegetation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=changes" title="changes">changes</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=desertification" title=" desertification"> desertification</a>, <a href="https://publications.waset.org/abstracts/search?q=vegetation%20changes" title=" vegetation changes"> vegetation changes</a> </p> <a href="https://publications.waset.org/abstracts/8292/change-detection-of-vegetative-areas-using-land-use-land-cover-of-desertification-vulnerable-areas-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8292.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">396</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">6</span> Assessment of E-learning Facilities and Information Need by Open and Distance Learning Students in Jalingo, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20Bashir">R. M. Bashir</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabo%20Elizabeth"> Sabo Elizabeth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic learning is an increasingly popular learning approach in higher educational institutions due to vast growth of internet technology. An investigation on the assessment of e-learning facilities and information need by open and distance learning students in Jalingo, Nigeria was conducted. Structured questionnaires were administered to 70 students of the university. Information sourced from the respondents covered demographic, economic and institutional variables. Data collected for demographic variables were computed as frequency count and percentages. Information on assessment of e-learning facilities and information need among open and distance learning students was computed on a three or four point Likert Rating Scale. Findings indicated that there are more men compared to women, a large proportion of the respondents are married and there are more matured students. A high proportion of the students obtained qualifications higher than the secondary school certificate. The proportion of computer literate students was higher compared with those students that owned a computer. Inadequate e-books and reference materials, internet gadgets and inadequate books (hard copies) and reference material are factors that limit utilization of e-learning facilities. Inadequate computer facilities caused delay in examination schedule at the study center. Open and distance learning students required to a high extent information on university timetable and schedule of activities, books (hard and e-books) and reference materials and contact with course coordinators via internet for better learning and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20and%20distance%20learning" title="open and distance learning">open and distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20required" title=" information required"> information required</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20books" title=" electronic books"> electronic books</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20gadgets" title=" internet gadgets"> internet gadgets</a>, <a href="https://publications.waset.org/abstracts/search?q=Likert%20scale%20test" title=" Likert scale test"> Likert scale test</a> </p> <a href="https://publications.waset.org/abstracts/5786/assessment-of-e-learning-facilities-and-information-need-by-open-and-distance-learning-students-in-jalingo-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5786.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">293</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">5</span> Assessment of E-Learning Facilities in Open and Distance Learning and Information Need by Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabo%20Elizabeth">Sabo Elizabeth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic learning is increasingly popular learning approach in higher educational institutions due to vast growth of internet technology. This approach is important in human capital development. An investigation of open distance and e-learning facilities and information need by open and distance learning students was carried out in Jalingo, Nigeria. Structured questionnaires were administered to 70 registered ODL students of the NOUN. Information sourced from the respondents covered demographic, economic and institutional variables. Data collected for demographic variables were computed as frequency count and percentages. Assessment of the effectiveness of ODL facilities and information need among open and distance learning students was computed on a three or four point Likert Rating Scale. Findings indicated that there are more men compared to women. A large proportion of the respondents are married and there are more matured students in ODL compared to the youth. A high proportion of the ODL students obtained qualifications higher than the secondary school certificate. The proportion of computer literate ODL students was high, and large number of the students does not own a laptop computer. Inadequate e -books and reference materials, internet gadgets and inadequate books (hard copies) and reference material are factors that limit utilization of e-learning facilities in the study areas. Inadequate computer facilities and power back up caused inconveniences and delay in administering and use of e learning facilities. To a high extent, open and distance learning students needed information on university time table and schedule of activities, availability and access to books (hard and e-books) and reference materials. The respondents emphasized that contact with course coordinators via internet will provide a better learning and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20and%20distance%20learning" title="open and distance learning">open and distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20required" title=" information required"> information required</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20books" title=" electronic books"> electronic books</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20gadgets" title=" internet gadgets"> internet gadgets</a>, <a href="https://publications.waset.org/abstracts/search?q=Likert%20scale%20test" title=" Likert scale test "> Likert scale test </a> </p> <a href="https://publications.waset.org/abstracts/28838/assessment-of-e-learning-facilities-in-open-and-distance-learning-and-information-need-by-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28838.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">332</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">4</span> An Empirical Exploration of Factors Influencing Lecturers' Acceptance of Open Educational Resources for Enhanced Knowledge Sharing in North-East Nigerian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bello">Bello</a>, <a href="https://publications.waset.org/abstracts/search?q=A."> A.</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammed%20Ibrahim%20Abba."> Muhammed Ibrahim Abba.</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullahi"> Abdullahi</a>, <a href="https://publications.waset.org/abstracts/search?q=M."> M.</a>, <a href="https://publications.waset.org/abstracts/search?q=Dauda"> Dauda</a>, <a href="https://publications.waset.org/abstracts/search?q=Sabo"> Sabo</a>, <a href="https://publications.waset.org/abstracts/search?q=%26%20Shittu"> & Shittu</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20T."> A. T.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the Predictors of Lecturers Knowledge Sharing Acceptance on Open Educational Resources (OER) in North-East Nigerian in Universities. The study population comprised of 632 lecturers of Federal Universities in North-east Nigeria. The study sample covered 338 lecturers who were selected purposively from Adamawa, Bauchi and Borno State Federal Universities in Nigeria. The study adopted a prediction correlational research design. The instruments used for data collection was the questionnaire. Experts in the field of educational technology validated the instrument and tested it for reliability checks using Cronbach’s alpha. The constructs on lecturers’ acceptance to share OER yielded a reliability coefficient of; α = .956 for Performance Expectancy, α = .925; for Effort Expectancy, α = .955; for Social Influence, α = .879; for Facilitating Conditions and α = .948 for acceptance to share OER. the researchers contacted the Deanery of faculties of education and enlisted local coordinators to facilitate the data collection process at each university. The data was analysed using multiple sequential regression statistic at a significance level of 0.05 using SPSS version 23.0. The findings of the study revealed that performance expectancy (β = 0.658; t = 16.001; p = 0.000), effort expectancy (β = 0.194; t = 3.802; p = 0.000), social influence (β = 0.306; t = 5.246; p = 0.000), collectively indicated that the variables have a predictive capacity to stimulate lecturer’s acceptance to share their resources on OER repository. However, the finding revealed that facilitating conditions (β = .053; t = .899; p = 0.369), does not have a predictive capacity to stimulate lecturer’s acceptance to share their resources on OER repository. Based on these findings, the study recommends among others that the university management should consider adjusting OER policy to be centered around actualizing lecturers career progression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptance" title="acceptance">acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title=" open educational resources"> open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a> </p> <a href="https://publications.waset.org/abstracts/176505/an-empirical-exploration-of-factors-influencing-lecturers-acceptance-of-open-educational-resources-for-enhanced-knowledge-sharing-in-north-east-nigerian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176505.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">77</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">3</span> The Views of German Preparatory Language Programme Students about German Speaking Activity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eda%20%C3%9Cst%C3%BCnel">Eda Üstünel</a>, <a href="https://publications.waset.org/abstracts/search?q=Seval%20Karacabey"> Seval Karacabey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The students, who are enrolled in German Preparatory Language Programme at the School of Foreign Languages, Muğla Sıtkı Koçman University, Turkey, learn German as a foreign language for two semesters in an academic year. Although the language programme is a skills-based one, the students lack German speaking skills due to their fear of making language mistakes while speaking in German. This problem of incompetency in German speaking skills exists also in their four-year departmental study at the Faculty of Education. In order to address this problem we design German speaking activities, which are extra-curricular activities. With the help of these activities, we aim to lead Turkish students of German language to speak in the target language, to improve their speaking skills in the target language and to create a stress-free atmosphere and a meaningful learning environment to communicate in the target language. In order to achieve these aims, an ERASMUS+ exchange staff (a German trainee teacher of German as a foreign language), who is from Schwabisch Gmünd University, Germany, conducted out-of-class German speaking activities once a week for three weeks in total. Each speaking activity is lasted for one and a half hour per week. 7 volunteered students of German preparatory language programme attended the speaking activity for three weeks. The activity took place at a cafe in the university campus, that’s the reason, we call it as an out-of-class activity. The content of speaking activity is not related to the topics studied at the units of coursebook, that’s the reason, we call this activity as extra-curricular one. For data collection, three tools are used. A questionnaire, which is an adapted version of Sabo’s questionnaire, is applied to seven volunteers. An interview session is then held with each student on individual basis. The interview questions are developed so as to ask students to expand their answers that are given at the questionnaires. The German trainee teacher wrote fieldnotes, in which the teacher described the activity in the light of her thoughts about what went well and which areas were needed to be improved. The results of questionnaires show that six out of seven students note that such an acitivity must be conducted by a native speaker of German. Four out of seven students emphasize that they like the way that the activities are designed in a learner-centred fashion. All of the students point out that they feel motivated to talk to the trainee teacher in German. Six out of seven students note that the opportunity to communicate in German with the teacher and the peers enable them to improve their speaking skills, the use of grammatical rules and the use of vocabulary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Learning%20a%20Foreign%20Language" title="Learning a Foreign Language">Learning a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Speaking%20Skills" title=" Speaking Skills"> Speaking Skills</a>, <a href="https://publications.waset.org/abstracts/search?q=Teaching%20German%20as%20a%20Foreign%20Language" title=" Teaching German as a Foreign Language"> Teaching German as a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkish%20Learners%20of%20German%20Language" title=" Turkish Learners of German Language"> Turkish Learners of German Language</a> </p> <a href="https://publications.waset.org/abstracts/66249/the-views-of-german-preparatory-language-programme-students-about-german-speaking-activity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66249.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">323</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">2</span> Comparative Studies and Optimization of Biodiesel Production from Oils of Selected Seeds of Nigerian Origin</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ndana%20Mohammed">Ndana Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdullahi%20Musa%20Sabo"> Abdullahi Musa Sabo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The oils used in this work were extracted from seeds of Ricinuscommunis, Heaveabrasiliensis, Gossypiumhirsutum, Azadirachtaindica, Glycin max and Jatrophacurcasby solvent extraction method using n-hexane, and gave the yield of 48.00±0.00%, 44.30±0.52%, 45.50±0.64%, 47.60±0.51%, 41.50±0.32% and 46.50±0.71% respectively. However these feed stocks are highly challenging to trans-esterification reaction because they were found to contain high amount of free fatty acids (FFA) (6.37±0.18, 17.20±0.00, 6.14±0.05, 8.60±0.14, 5.35±0.07, 4.24±0.02mgKOH/g) in order of the above. As a result, two-stage trans-esterification reactions process was used to produce biodiesel; Acid esterification was used to reduce high FFA to 1% or less, and the second stage involve the alkaline trans-esterification/optimization of process condition to obtain high yield quality biodiesel. The salient features of this study include; characterization of oils using AOAC, AOCS standard methods to reveal some properties that may determine the viability of sample seeds as potential feed stocks for biodiesel production, such as acid value, saponification value, Peroxide value, Iodine value, Specific gravity, Kinematic viscosity, and free fatty acid profile. The optimization of process parameters in biodiesel production was investigated. Different concentrations of alkaline catalyst (KOH) (0.25, 0.5, 0.75, 1.0 and 1.50w/v, methanol/oil molar ratio (3:1, 6:1, 9:1, 12:1, and 15:1), reaction temperature (500 C, 550 C, 600 C, 650 C, 700 C), and the rate of stirring (150 rpm,225 rpm,300 rpm and 375 rpm) were used for the determination of optimal condition at which maximum yield of biodiesel would be obtained. However, while optimizing one parameter other parameters were kept fixed. The result shows the optimal biodiesel yield at a catalyst concentration of 1%, methanol/oil molar ratio of 6:1, except oil from ricinuscommunis which was obtained at 9:1, the reaction temperature of 650 C was observed for all samples, similarly the stirring rate of 300 rpm was also observed for all samples except oil from ricinuscommunis which was observed at 375 rpm. The properties of biodiesel fuel were evaluated and the result obtained conformed favorably to ASTM and EN standard specifications for fossil diesel and biodiesel. Therefore biodiesel fuel produced can be used as substitute for fossil diesel. The work also reports the result of the study on the evaluation of the effect of the biodiesel storage on its physicochemical properties to ascertain the level of deterioration with time. The values obtained for the entire samples are completely out of standard specification for biodiesel before the end of the twelve months test period, and are clearly degraded. This suggests the biodiesels from oils of Ricinuscommunis, Heaveabrasiliensis, Gossypiumhirsutum, Azadirachtaindica, Glycin max and Jatrophacurcascannot be stored beyond twelve months. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biodiesel" title="biodiesel">biodiesel</a>, <a href="https://publications.waset.org/abstracts/search?q=characterization" title=" characterization"> characterization</a>, <a href="https://publications.waset.org/abstracts/search?q=esterification" title=" esterification"> esterification</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=transesterification" title=" transesterification"> transesterification</a> </p> <a href="https://publications.waset.org/abstracts/32382/comparative-studies-and-optimization-of-biodiesel-production-from-oils-of-selected-seeds-of-nigerian-origin" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32382.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">427</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">1</span> The Mediating Effects of Student Satisfaction on the Relationship Between Organisational Image, Service Quality and Students’ Loyalty in Higher Education Institutions in Kano State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ado%20Ismail%20Sabo">Ado Ismail Sabo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Statement of the Problem: The global trend in tertiary education institutions today is changing and moving towards engagement, promotion and marketing. The reason is to upscale reputation and impact positioning. More prominently, existing rivalry today seeks to draw-in the best and brightest students. A university or college is no longer just an institution of higher learning, but one adapting additional business nomenclature. Therefore, huge financial resources are invested by educational institutions to polish their image and improve their global and national ranking. In Nigeria, which boasts of a vast population of over 180 million people, some of whose patronage can bolster its education sector; standard of education continues to decline. Today, some Nigerian tertiary education institutions are shadows of their pasts, in terms of academic excellence. Quality has been relinquished because of the unquenchable quest by government officials, some civil servants, school heads and educators to amass wealth. It is very difficult to gain student satisfaction and their loyalty. Some of the student’s loyalties factor towards public higher educational institutions might be confusing. It is difficult to understand the extent to which students are satisfy on many needs. Some students might feel satisfy with the academic lecturers only, whereas others may want everything, and others will never satisfy. Due to these problems, this research aims to uncover the crucial factors influencing student loyalty and to examine if students’ satisfaction might impact mediate the relationship between service quality, organisational image and students’ loyalty towards public higher education institutions in Kano State, Nigeria. The significance of the current study is underscored by the paucity of similar research in the subject area and public tertiary education in a developing country like Nigeria as shown in existing literature. Methodology: The current study was undertaken by quantitative research methodology. Sample of 600 valid responses were obtained within the study population comprising six selected public higher education institutions in Kano State, Nigeria. These include: North West University Kano, Bayero University Kano, School of Management Studies Kano, School of Technology Kano, Sa’adatu Rimi College Kano and Federal College of Education (FCE) Kano. Four main hypotheses were formulated and tested using structural equation modeling techniques with Analysis of Moment Structure (AMOS Version 22.0). Results: Analysis of the data provided support for the main issue of this study, and the following findings are established: “Student Satisfaction mediates the relationship between Service Quality and Student Loyalty”, “Student Satisfaction mediates the relationship between Organizational Image and Student Loyalty” respectively. The findings of this study contributed to the theoretical implication which proposed a structural model that examined the relationships among overall Organizational image, service quality, student satisfaction and student loyalty. Conclusion: In addition, the findings offered a better insight to the managerial (higher institution of learning service providers) by focusing on portraying the image of service quality with student satisfaction in improving the quality of student loyalty. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20loyalty" title="student loyalty">student loyalty</a>, <a href="https://publications.waset.org/abstracts/search?q=service%20quality" title=" service quality"> service quality</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20satisfaction" title=" student satisfaction"> student satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=organizational%20image" title=" organizational image"> organizational image</a> </p> <a href="https://publications.waset.org/abstracts/150586/the-mediating-effects-of-student-satisfaction-on-the-relationship-between-organisational-image-service-quality-and-students-loyalty-in-higher-education-institutions-in-kano-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150586.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> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" 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