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The paper examines e-government development in Africa. This study is based on the Cape Gateway project in South Africa, a leading e-government initiative on the continent. We observe that African countries have jumped on the e-government band wagon by looking mostly at the benefits without a clear risk assessment. We argue that African countries should question the pace and pathway for their e-government programs. We caution that e-government models from developed countries do not necessarily work in Africa. E-government programs in Africa should be balanced with the provision of basic needs and infrastructure. We conclude that e-government in South Africa should adopt multi-cultural approaches, and must be underpinned by national development priorities. We recommend that the Cape Gateway must address the socio-economic context and needs of the country. The pace and pathway of its e-government must depend on the availability of both financial and human resources and also user satisfaction. 相似文献
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Benita McLachlan 《Support for Learning》2014,29(3):230-243
This paper reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP). This was a source of professional development for learning support assistants who were supporting students with additional learning needs in a college for further education in England. The purpose of this paper is to share findings from the project and to report on how learning support assistants experienced their work in inclusive college classrooms. The research project was a mixed methods study with participants drawn from learning support assistants within one college for further education in England. Data was collected throughout the 14‐week intervention. Findings indicate that issues exist around the uniqueness of the vocational curriculum and the implications this has for classroom support. It also shows how conflicting classroom procedures can generate feelings of confusion and how learning support workers often feel lonely in their role with no natural opportunity to mix with others. Furthermore, it indicates how a general lack of knowledge about teaching and learning contribute to them experiencing difficulty when performing their role which feed their views that a college for further education can be a complex and hostile environment to work in. 相似文献
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Beatriz Prieto Perla Ferrer Patricia Sanmartín Victor Cárdenes Benita Silva 《Journal of Cultural Heritage》2011,12(4):420
Substitution of slate roofing tiles is a conventional operation during building restoration, since tiles are very difficult to restore or clean because of the high degree of alteration they suffer. Criteria for replacement of historical building stones must be based on geological, geotechnical and esthetic parameters, among which color is of great importance. In this sense, this paper constitutes a comprehensive and useful colorimetric study of roofing slates from the Iberian Peninsula, for the purposes of restoration. The color of 50 commercial varieties of roofing slate mined in quarries from the 12 mining districts in the Iberian Peninsula was analyzed with a spectrophotometer device, by considering the CIELAB color space. The results of the study were used to develop a protocol for characterizing the color of roofing slate and to define the color range of roofing slate from the Iberian Peninsula. In addition, the similarities and differences in the color and microstructure of the different commercial varieties of Iberian roofing slate were established and the limit of acceptability of replacement of one type of slate by another was determined. Parameter hab was found to be the most important CIELAB color coordinate as regards the formation of homogeneous color groups, and the specular component excluded (SCE) mode was most sensitive as regards detecting color differences between two samples. 相似文献
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This article reports findings from a research project which developed and introduced the Enhanced Learning Support Assistant Programme (ELSAP) as a source of professional development for learning support assistants who were supporting students with additional learning needs in a college of further education in England. The purpose of this article is to share findings from the project and to highlight the benefits experienced when learning support assistants can participate in professional development activity. The research project was a mixed methods study with participants drawn from learning support assistants within one college of further education in England. Data were collected throughout the 14‐week intervention. Findings indicate that the programme had a positive effect on participants' confidence, sense of professional identify and of being valued, as well as improving their ability to perform their role. 相似文献
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Benita McLachlan 《Support for Learning》2016,31(3):235-245
Local Authorities (LAs) in Britain traditionally employ Visual Impairment (VI) teams as integrative statutory Special Educational Needs and Inclusion (SENI) provision. Teaching Assistants (TAs) work alongside Qualified Teachers (QTs) in VI teams to support children and young people (CYP) with VI. The VI TA has a broad role in covering early years, primary, secondary and special school settings and their key duties can include implementing visual targets, providing sensory support, delivering touch typing lessons, to name a few. Based on systemic and work‐based learning theories, this article explores the learning stories of seven VI TAs who volunteered to participate in professional development focus group discussions between September 2014 and November 2015. The seven participants all work in the VI team of one LA in Cambridgeshire. The focus of the fortnightly focus group discussions were to explore the impact which eye conditions had on the education and learning of CYP. Participants were encouraged to engage in reflective writing about their new knowledge and how this may have changed their VI practice. Findings from qualitative data generated for analysis and interpretation demonstrated that most participants did improve their knowledge and understanding of specific eye conditions. Some participants benefited and changed their practice based on their newly acquired knowledge whereas some were not aware of any impact on their practice. Themes also highlighted constructive comments on how future professional learning for TAs can be improved. There are currently no mandatory training requirements for specialist VI TAs. 相似文献
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Benita A. Blachman 《Annals of dyslexia》1983,33(1):91-109
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Blachman Benita A. Tangel Darlene M. Ball Eileen Wynne Black Rochella McGraw Collen K. 《Reading and writing》1999,11(3):239-273
Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition. 相似文献
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Michael Chimalizeni Gracian Chimwaza Blessing Chataira Chipo Msengezi 《New Review of Academic Librarianship》2013,19(3):332-338
This article shares the experience and lessons learned by Information Training and Outreach Center for Africa (ITOCA) in rolling out an on-line distance learning course. Key objectives were to explore the efficacy of online courses in increasing skills and awareness of electronic resources access initiatives. This is in the context of responding to limited funding alongside low awareness and usage of the resources. The initiative involved several stake-holders including ITOCA, Research 4 Life (R4Life), and the World Health Organization (WHO). The process used to set up the course and the results are described. Challenges and lessons learned are highlighted. Various recommendations for improving future courses are proposed. It is concluded that on-line learning is the fastest, least expensive, and most convenient mode of training and outreach, especially when compared with face-to-face delivery. It should be acknowledged that this mode of training requires much time, planning, and effective communication between the different parties. 相似文献
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Patricia H. Miller Jennifer Slawinski Blessing Stephanie Schwartz 《International Journal of Science Education》2013,35(4):363-381
This study examined gender differences in 79 high‐school students’ attitudes towards their science classes, their perceptions of science and scientists, and their views about majoring in science. The study identified some of the subtleties underlying females’ low participation in, and interest in, science documented in previous research. Four themes emerged from responses on the rating scales and questionnaire. First, even when females planned to major in science, they were more interested than males in the people‐oriented aspects of their planned majors. Second, biology was the one exception to females’ low interest in science. Third, females often planned a science major mainly because they needed a science background in order to enter a health profession such as medicine or physical therapy. Fourth, females generally found science uninteresting and the scientific lifestyle (as perceived by them) unattractive. Implications for teaching science were discussed. 相似文献