Transferred and Adapted Models of Secondary Education in Ghana: What Implications for National Development?

The secondary-education models implemented in Ghana since colonial times constitute a classic case of "educational transfer and adaptation". Transferred from England, and in recent years the United States of America and Japan, these models have had a significant impact on Ghana's development in diverse ways. Yet educational research on Ghana has under-recognized this important issue of "educational transfer and adaptation", especially the relationship between these transferred models and national development. This study addresses such neglect by first focusing on those institutions that served as prototypes. Second, it appraises the models pointing out their implications for national development. It is contended that the foreign models that were adapted (indigenised) have been significant instruments for the human- resource and socio-political development of Ghana. However, their emphasis on the academic type of education ultimately has tended to create a situation of dependency particularly with respect to techno-scientific and economic development.     

Infants Rely More on Gaze Cues From Own‐Race Than Other‐Race Adults for Learning Under Uncertainty

Differential experience leads infants to have perceptual processing advantages for own‐ over other‐race faces, but whether this experience has downstream consequences is unknown. Three experiments examined whether 7‐month‐olds (range = 5.9–8.5 months; N = 96) use gaze from own‐ versus other‐race adults to anticipate events. When gaze predicted an event's occurrence with 100% reliability, 7‐month‐olds followed both adults equally; with 25% (chance) reliability, neither was followed. However, with 50% (uncertain) reliability, infants followed own‐ over other‐race gaze. Differential face race experience may thus affect how infants use social cues from own‐ versus other‐race adults for learning. Such findings suggest that infants integrate online statistical reliability information with prior knowledge of own versus other race to guide social interaction and learning.     

Transferred and Adapted Models of Secondary Education in Ghana: What Implications for National Development?

The secondary-education models implemented in Ghana since colonial times constitute a classic case of "educational transfer and adaptation". Transferred from England, and in recent years the United States of America and Japan, these models have had a significant impact on Ghana's development in diverse ways. Yet educational research on Ghana has under-recognized this important issue of "educational transfer and adaptation", especially the relationship between these transferred models and national development. This study addresses such neglect by first focusing on those institutions that served as prototypes. Second, it appraises the models pointing out their implications for national development. It is contended that the foreign models that were adapted (indigenised) have been significant instruments for the human- resource and socio-political development of Ghana. However, their emphasis on the academic type of education ultimately has tended to create a situation of dependency particularly with respect to techno-scientific and economic development.     

Physical modelling and scale effects of air-water flows on stepped spillways

INTRODUCTION The stepped channel design has been used fomore than 3500 years. Greek and Minoan engineerswere probably the first to design an overflow steppedweir and stepped storm waterways respectively(Chanson, 2001). Later, Roman, Moslem, Mughaand Spanish designers used a similar technique. Thesteps increase significantly the rate of energy dissipation taking place on the channel face, reducing thesize of the required downstream energy dissipationand the risks of scouring. Rec…     

Back in the bazaar: taking Pierre Bourdieu to a trading room

Drawing on Pierre Bourdieu's theory of aesthetic judgment, this text offers an inductive account of financial reasoning inside a trading room. Driven to maximise bank profits, trading room operators do not find ‘one best way’. Rather they choose among several possible winning strategies: mathematical arbitrage, economic analysis, chartist analysis. These strategies differ sharply from one another in their conception of the market, method, proximity to scholarly knowledge, and legitimacy. We show that the choice of one method depends on a system of tastes and distastes that are both historical – depending on individuals’ social and educational background – and relational – depending on the individual's relative position within the trading room viewed as a field.     

Stability of reflective–impulsive style in coincidence–anticipation motor tasks

The relationships between response latencies and accuracy on the matching familiar figures test (MFFT) and two gross motor tasks (batting or catching a ball) were studied in twenty-nine 9-year-old boys. Children were classified into four groups using a double dichotomy of response latencies and errors on the MFFT: reflective, impulsive, fast-accurate, and slow-inaccurate on intertask comparison. The components (errors and time) used to classify the children show stability for errors but not latencies on cognitive versus motor intertask comparison. The comparison between motor tasks shows the stability for latencies and accuracy, a nonlinear relationship between latency and accuracy for the ball-hitting but not the ball-catching task, and reflective boys to be the most efficient on the task requirement.These results lend support to the hypothesis that strategies are more a consequence of a “competence” than a “conceptual tempo” factor.     

Der Einfluss von Bildungs- und Wirtschaftspolitik auf den Ertrag des Hochschulstudiums in 21 OECD-Ländern

Returns to Higher Education in 21 OECD Countries: The impact of economic and university policies. – We present new estimates of the private internal rate of return (IRR) to Higher Education (HE) in 21 OECD countries. In 2001 the IRR varied considerably across countries, ranging from 4 percent for women in Italy (5 percent for men in Spain) to 14 percent in Ireland. IRR are relatively homogeneous across gender. At 6¼ percent the IRR for Germany falls short of the OECD average (8½ percent). The largest contributor to benefits from HE is the educational wage premium; the largest contributor to costs is foregone income while studying. Cross-country differences in IRR are driven by differences in the wage premium (27 percent in Spain versus 91 percent in Hungary and the United States), in the duration of HE, the marginal tax rate, and direct costs of HE. We then simulate the effect of policy reforms on the IRR. An increase in tuition fees equivalent to 15 percent of average national income would reduce the IRR by 0.8 to 1.6 percentage points (Germany: 1.1 percent). Shortening the duration of studies by 10 percent and reducing the progressiveness of the income tax schedule would compensate for the fall in the IRR.     

Using Robotics and Game Design to Enhance Children’s Self-Efficacy,STEM Attitudes,and Computational Thinking Skills

Journal of Science Education and Technology - This paper describes the findings of a pilot study that used robotics and game design to develop middle school students’ computational thinking...     

The internationalization of in-service teacher training in Québec cégeps and their foreign partners: An institutional perspective

Through a case study of Québec??s general and vocational colleges (cégeps), this article analyzes the role that institutions play in internationalizing the in-service training they provide to their teachers, and explains how partnerships with educational institutions in developing countries contribute to this process. Data from a questionnaire completed by 39 cégeps show that cégeps sustain internationalized in-service teacher training through teacher mobility, international cooperation, and training activities. Teacher mobility and international cooperation support efforts to establish partnerships with foreign institutions. The relationships that cégeps have with developing countries are changing: international cooperation, associated with a ??selling?? relationship, is decreasing, while teacher mobility, associated with a ??gelling?? approach, is increasing. Finally, the consistency between cégep activities and the government??s strategies is explained by considering the community of interest composed of cégeps, the government of Québec, and Cégep International.