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Proceedings of the West Africa Built Environment Research (WABER) Conference 2021
No full textFOREWORD: I would like to welcome each participant to the WABER 2021 Conference. Since its inception in 2009, the WABER Conference series has done a great deal to nurture and support researchers, initially in West Africa, also, in other parts of Africa and elsewhere. I would like to thank all delegates for your participation which enables us to keep this Conference going. The WABER Conference enjoys a positive international reputation and has continued to grow from strength to strength over the past 13 years. For this, I would like to thank our team, keynote speakers and participants over the years for every contribution you have made to the success of this Conference. This year's Conference has an excellent programme, line up of speakers and authors.
I would like to thank and commend the authors of all 72 papers in this Conference proceedings. If the research paper writing process was compared to a marathon, the authors of the 72 papers in this publication would be adjudged as the ones who have endured and finished the race. We opened the call for papers for this Conference in December 2020 and over 100 abstracts were submitted by authors. However, it is one thing to propose to write a paper, and it is quite another thing to actually write the paper. Therefore, I would like to thank and congratulate all authors who succeeded in completing the process of getting published in this conference proceedings. It is befitting that we have an excellent range of interesting topics in the 72 papers to be discussed at this conference. We are honoured to welcome Professor Charles Egbu, Vice Chancellor of Leeds Trinity University, to give us a special opening address. In the three days of this conference, we will have various plenary presentations by experienced international academics and I would like to thank and welcome each of them below. Professor Albert Chan Richard Lorch Professor Taibat Lawanson Professor Dato’ Sri Ar Dr Asiah Abdul Rahim Professor George Ofori.
In addition to these speakers, we have other interesting sessions on the programme including a special session for doctoral students and supervisors several other experienced speakers addressing various topics that should be of interest to many of us.
I would like to thank all members of the organising team particularly Associate Professor Emmanuel Essah, Dr Yakubu Aminu Dodo and Dr Sam Moveh for their efforts which has helped to organise this Conference successfully. I would also like to thank all of our reviewers particularly Associate Professor Emmanuel Essah and Dr Haruna Moda for the considerable time and effort spent reviewing and checking all papers to ensure a high standard of quality.
The WABER Conference Team always plays an excellent role in the success of our events and I would like to thank and appreciate the contributions of Florence, Sam Boakye, Victor Ayitey and his team, Kwesi Kwofie and Issah Abdul Rahman to the success of this Conference.
I hope you enjoy our first hybrid conference and engage with our exciting speakers on the diverse topics that will be covered over the three days of this Conference
Emmanuel Kutik
No full textabstract: Emmanuel Kutik was almost eight years old when he left his home. He walked for three months and traveled with fifty people.
“Lost Boys Found” is an ongoing, interdisciplinary project that is collecting, recording and archiving the oral histories of the Lost Boys/Girls of Sudan. The collection is a work-in-progress, seeking to record the oral history of as many Lost Boys/Girls as are willing, and will be used in a future book.Age: 23Region: BentiuThis picture and bio was donated to the Lost Boys Found project from The Arizona Lost Boys Cente
Honorable Emmanuel Okocha Oral History Interview
No full textThis is an oral history interview with the Honorable Emmanuel Okocha, author of Blood on the Niger, the only book about the Asaba Massacre, a mass killing of civilians which occurred in 1967 during the Nigerian Civil War. Okocha, a survivor of the massacre, was a small child at the time; his father was killed at Asaba, and two older brothers also died during the war. Okocha began researching the massacre after finishing his university studies, and has interviewed hundreds of survivors and relatives of those who were killed. He describes some of his research, the publication of his book, and his efforts to document the massacre
Emmanuel Cooper OBE 1938–2012 A Retrospective Exhibition
No full textDr Emmanuel Cooper OBE (HonDFA) 1938–2012 was a distinguished craftsman, writer, teacher and broadcaster. A potter of international standing, his work is represented in many public collections. The author of nearly thirty books, he was editor of Ceramic Review, visiting Professor at London’s Royal College of Art, and a regular broadcaster on television and radio. He was awarded an OBE in 2002 for services to art. Emmanuel’s contribution to the world of ceramics was hugely significant. This will be celebrated with a touring exhibition of his ceramics and a publication looking at his life in pots – produced by Ruthin Craft Centre in collaboration with the University of Derby
Immobile History: An Interview with Emmanuel Le Roy Ladurie
No full textThe author spoke with renowned French historian Emmanuel Le Roy Ladurie about Computers, Geography and History. Le Roy Ladurie was the "standard bearer" of the third generation of the French Annales school, a group of French intellectuals that combined different disciplines such as history, geography, anthropology, and more to delve into social history
Emmanuel B. Dongala
No full textA chapter on Congolese writer Emmanuel B. Dongala in the Dictionary of Literary Biography. (Vol. 360: Contemporary Arican Writers). --author-supplied descriptio
SIMULATING THE ENERGY BENEFITS AND REDUCTION IN CONDENSATION FORMATION THAT COULD BE OBTAINED FROM HOUSES WITH COLD PITCHED ROOFS
No full textVentilation often accounts for a significant portion of the heating or cooling load of a building and also affects the moisture levels of buildings. Arguably in the UK, houses with cold pitched roofs, with insulation on a horizontal ceiling, are the most vulnerable to the formation of condensation in the roof. This study is a numerical investigation of the occurrence and the risk of condensation formation in a cold pitched roof fitted with a vapour permeable underlay (VPU) as well as the energy benefits that would be obtained from reducing the ventilation gap in the eaves and improving the airtightness of the ceiling. In order to visualize these effects, several cases and scenarios have been modelled with a HAM software package. The results showed that the VPU is most effective at very low vapour resistances, Sd< 0.02. To a large extent, the proposed characteristic performance of the VPU as predicted by manufacturers and some researchers may only be realistic if gaps in the ceiling are sealed off completely when houses are being built, which may be practically difficult given current construction practice. Substantial energy gains were predicted when the roof was completely sealed off. Ideally, reducing the overall tightness of the building envelope to smaller air change rates (< 5 ach at 50 Pa), would reduce the airflow through the ceiling, and would help in controlling condensation formation in the roof as well as reduce the energy loss through the roof and hence of the building. Keywords: Vapour permeable underlay, airtightness, condensation, cold pitched roofsPresenters:
name: Emmanuel Adu Essah
affiliation: (Glasgow Caledonian University, UK)
email: [email protected]
Spatial control of transgene expression in rice (Oryza sativa L.) using the GAL4 enhancer trapping system
No full textThe definitive version is available at www.blackwell-synergy.comWe used enhancer trapping with the GAL4 transcriptional activator from yeast to obtain spatial control of transgene expression in all organs of the model monocotyledonous species rice (Oryza sativa L. cv. Nipponbare). Our T-DNA enhancer trapping cassette consisted of two principle components: (1) the minimal promoter-equipped gal4 gene placed adjacent to the right border, and (2) the green fluorescent protein gene (gfp) fused to the upstream activation sequence element (UAS) to which GAL4 binds and activates expression, so that gfp expression corresponds to gal4 expression. Agrobacterium-mediated integration of the cassette into the rice genome often brings the gal4 gene under transcriptional control of local genomic enhancers and promoters, resulting in gal4/gfp expression patterns ranging in specificity from single-cell types to constitutive expression. We produced more than 13 000 enhancer trap lines with this cassette and screened T0 adult plants (1982 lines), T1 seed (2684 lines) and T1 seedlings (2667 lines) for gfp expression. Approximately 30% of the lines produced GFP, and we identified lines with gfp expression in specific cell types of all major organs of the rice plant. Subsequently, using the GUS reporter gene (uidA), we demonstrated that UAS:geneX constructs can be transactivated in specific cell types where gal4 and gfp are expressed, thus providing an excellent system for the manipulation of gene expression and physiological function in specific cell types of rice.Alexander A.T. Johnson, Julian M. Hibberd, Céline Gay, Pauline A. Essah, Jim Haseloff, Mark Tester, Emmanuel Guiderdon
Can reforming global institutions help developing countries share more in the benefits from globalization?
No full textGlobalization could significantly expand trade, international investment, and technological advances, but the gains from global integration have been unevenly distributed across and within nations. Greater global interdependence has also brought greater macroeconomic volatility, resulting in several serious financial crises in the second half of the 1990s. The global matrix of Bretton Woods and United Nations institutions that developed starting in the 1940s, formed under a different balance of power, in a world of fixed exchange rates and limited capital mobility. Since the 1960s regional financial institutions have emerged because of the greater autonomy of different regions and the greater financial needs of development. The author reviews different proposals for reform of the international financial institutions and changes in the roles of the International Monetary Fund (IMF) and the World Bank. He highlights the implications for developing countries of (1) Policy conditionality. (2) The countercyclical role of multilaterals'lending. (3) Greater lending to middle-income than to low-income developing countries. (3) Access to liquidity at times of crisis. (4) Mechanisms for giving low-income countries a greater voice in IMF and World Bank decisionmaking. The author streses the overlapping responsibilities of the Bretton Woods and regional financial institutions and the need to reassess the allocation of responsibilities and to develop better coordination mechanisms between these institutions. Those designing institutional reform must consider the corporate capabilities of each type of institution. The corporate cultures of global and regional institutions differ. So does the kind of knowledge they generate and disseminate, and so do patterns of interactions with, and mechanisms for representation of, client countries.Finally, the author calls attention to the need to harmonize national and global growth-oriented policies in a way that reduces volatility and promotes social equity.Environmental Economics&Policies,Governance Indicators,Financial Intermediation,Economic Theory&Research,Banks&Banking Reform
A formação de professores em e para direitos humanos na perspectiva filosófica de Emmanuel Levinas
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação, Florianópolis, 2013.O presente trabalho tem como proposta refletir a formação de professores em e para direitos humanos na perspectiva filosófica de Emmanuel Levinas. Este autor propõe a ética como filosofia primeira, uma vez que a concebe como resposta à interpelação do Outro. Ela seria um caminho para resistir à ontologização e, consequentemente, à totalização. A ética levinasiana origina-se no reconhecimento da alteridade do Outro, sendo o rosto a manifestação da singularidade de cada pessoa, motivo pelo qual todo ser humano é possuidor de dignidade, um dos fundamentos dos direitos humanos. A relação ética Eu-Outro, bem como com terceiros (estrangeiro) é assimétrica, pois, desestabiliza e exige dos sujeitos dialogantes abertura, acolhimento e responsabilidade, emergindo daí a necessidade de pensar uma política na perspectiva da outridade. Portanto, uma proposta formativa pensada e articulada a partir do reconhecimento da alteridade faz irromper o inesperado, o imprevisível da vida que viria questionar concepções e práticas formativas que subordinam e colonizam o Outro, reduzindo-o ao Mesmo. Neste sentido, ainda que se reconheça a complexidade quanto à fundamentação filosófica dos direitos humanos, é intransferível a responsabilidade de pensar a formação de professores em uma perspectiva de uma pedagogia da alteridade, justificando-se assim a relevância da abordagem a qual nos propomos. Por isso, uma formação em e para direitos humanos na perspectiva filosófica de Levinas tem de ter seu fundamento na interpelação ética do Outro, cujos encaminhamentos curriculares e metodológicos se constituem em respostas aos seus apelos. Esta formação não possui encerramento em uma cerimônia de colação de grau, pois se caracteriza como inacabamento, incompletude e constante abertura à novidade que se manifesta no rosto do Outro, exigindo outros tempos, espaços, currículos e metodologias para processos formativos emancipadores. Este trabalho é de cunho qualitativo e está organizado em cinco momentos: no primeiro apresentamos o contexto e a introdução à temática da formação e dos direitos humanos; no segundo momento, tratamos da complexidade que entorna o conceito de direitos humanos; no terceiro, abordamos o pensamento levinasiano, especialmente as categorias alteridade, responsabilidade e interpelação ética; no quarto momento, refletimos os desafios e possibilidades de pensar a formação de professores na perspectiva da ética e pedagogia da alteridade e; finalizamos com algumas considerações que percebemos como necessárias, reconhecendo várias aberturas para possibilidades futuras de pesquisas, estudos e reflexões. Abstract : This present work aims to reflect the teachers education in and for human rights in the philosophical perspective of Emmanuel Levinas. This author proposes ethics as first philosophy, once conceives it as a response to the interpellation of the Other. It would be a way to resist to the ontologization and hence aggregation. Levinasian ethics originates in the recognition of the otherness of the Other, being the face, the manifestation of the uniqueness of each person, which is because every human being is possessed of dignity, one of the foundations of human rights. The ethical relation me - Other, and with third parties (foreign) is asymmetric because destabilizes and requires from the subjects dialoguers openness, acceptance and responsibility, emerging hence the need for a policy thinking from the perspective of othernes. Therefore, a training proposal conceived and articulated from the recognition of otherness does erupt the unexpected , the unpredictable of life and it would come to question concepts and training practices that subordinate and colonize the Other , reducing him to the Same . In this sense, although it recognizes the complexity as the philosophical foundation of human rights, is non-transferable responsibility of thinking about teacher education in a perspective of alterity pedagogy, thus justifying the relevance of the approach which we propose. Therefore, training in and for human rights in Levinas philosophical perspective, must have its foundation in ethical interpellation of the Other, whose curricular and methodological referrals constitute responses to their requests. This training does not have closure in a graduation ceremony, because it characterizes itself as unfinished, incompleteness and constant opening to novelty manifested on the face of the Other, requiring other times, spaces, curricula and methodology for emancipatory educational processes. This work is a qualitative one and it is organized into five parts: the first presents the context and introduction to the theme of education and human rights, in the second moment, we deal with the complexity that spills the concept of human rights, on the third, approach the Levinasian thought, especially the categories otherness, responsibility and ethical interpellation, in the fourth part, we reflect on the challenges and possibilities of thinking about teacher education from the ethics perspective and otherness pedagogy and finalizing with some considerations that we have perceived as necessary, recognizing several openings for future research possibilities studies and reflections
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