38 research outputs found
Legal Study on the Population Change in Myanmar
No full textThere are two reasons on the conditions of Myanmar population change. It depended on the migration and 1982 Myanmar Citizenship Law. Many intellectuals and experts in Myanmar have been moved and settled in other countries. Resettling of those people into Myanmar is mainly subject to the Myanmar Citizenship Law. Therefore, this article provided a historical account of successive Citizenship Law in Myanmar which has acquired and lost the rights of citizenship. In addition, this article presented two points of view that are derived from the special matter: (a) a number of persons in Myanmar have acquired citizenship in other countries; and then (b) Myanmar citizenship law attacked the rights of citizens which would resettle to Myanmar. Finally, it concluded the need to explore the consequences of the value of citizenship in the matters of the Myanmar population change
Detection of Blast Resistance genes on Cultivated Rice in Myanmar using SSR and InDel Markers
No full textThe present study was conducted to detect the presence of blast resistance genes in cultivated rice in Myanmar. Thirteen blast resistance genes _Pib, Pik, Pik-h, Pik-m, Pik-s,
Pi7, Pish, Pita, Pita-2, Piz-t, Pi(5)t and Piz-5_were screened on 57 released varieties by
using 13 linked markers; 12 Simple Sequence Repeats and one Insertion Deletion, through
polymerase chain reaction based methods. The genetic frequencies of these 13 major blast
resistance genes ranged from 43.86% (Pik-m) to 7.02% (Piz-t) whereas Pita resistance gene amplicon was not observed on all tested varieties. The Pik-m gene was detected as the most prevalent one amongst the genotypes followed by Pi7 which distributed in frequency of 42.11%, Pik , Pita-2 and Pi5(t) (22.81%), Pik-s (21.05%) , Pib and Pik-h (19.30%), Pik (17.54%), Piz-5 (14.04%) and Pish (12.28%). The genotypic variation between the released varieties was detected. Among 57 released varieties, two varieties — Manawthuka and Mote Soe Ma Kyway Pyay line MMK 03-23-3 — possessed seven blast resistance genes the other 12 varieties carried single genes, five varieties five resistance genes, 13 varieties four resistance genes, six varieties three resistance genes and 15 varieties two resistance genes. In the rest four varieties resistance genes could not be amplified by tested markers. This study provided the information of resistant varieties that will be beneficial in pre-breeding program for developing of rice blast resistance varieties
An aerostable drag-sail device for the deorbit and disposal of sub-tonne, low earth orbit spacecraft
No full textThere is an increasing amount of debris in low Earth orbit arising from the
disintegration and collision of old spacecraft which have not been removed from
orbit. A ‘bolt-on’ deorbit device to be attached to new spacecraft is therefore
proposed, which would deploy an aerostable drag sail at end-of-life. This drag sail
would interact with the rarefied atmospheric gases and plasma present at altitudes of
up to 1,000 km and thus denude energy from the orbit, causing it to become lower
and lower until final re-entry of the host becomes inevitable. At this point the drag
sail would collapse and both the host and the deorbit device would be destroyed by
aerothermodynamic forces.
This work develops the deorbit device concept by demonstrating that aerostable drag
enhancement is an effective and competitive deorbit mechanism. This is done by:
• Calculating the aerodynamic, solar radiation pressure and gravitational
influences on the deployed drag sail and using them to model the
performance of the device.
• Using the results of that modelling to identify the optimum shape, size and
deployment conditions of the drag sail.
• Further calculating the structural strength required to resist the aerodynamic
loads until the desired collapse altitude.
• And finally by using that information to assemble a conceptual design which
demonstrates the practicability of the system
Student Expectations in the New Millennium
No full textHigher education has experienced vast changes as a result of global political and economic developments. Cultural and social changes in the last decade have also added to the continuing evolution of higher education. These changes inevitably lead to changing expectations of students entering higher education. An adequate understanding of student expectations is crucial in ensuring a good fit between higher educational institutions and their students. This study attempts to carry out a baseline descriptive-quantitative research on student expectations in the higher education of Hong Kong. Four scales have been developed to measure students’ attitude toward: 1. job-oriented curriculum design, 2. user-friendly course delivery method, 3. opportunities for lifelong learning, and 4. student consumerism. Students’ priority of what makes a good university, their reasons for going to university, and their self-perception of ability to cope with university life are also explored. The Student Expectations Questionnaire (developed by the author) was used to gather data from 857 first-year undergrads from nine institutions of higher education in Hong Kong. Analyses include, among others, gender, age, major of study as well as institution comparisons
The Perceptions of Beginning Secondary Teachers about their Professional Learning Experiences in the Solomon Islands Context
No full textThis thesis was designed to investigate the professional learning experiences of beginning secondary teachers (BSTs) in the Solomon Islands context. The study sought to interpret and document the lived experiences of a cohort of BSTs who graduated from the Diploma in Secondary Teaching programme at the School of Education, Solomon Islands College of Higher Education (SOE-SICHE) in 2007. The focus of the study was on the sense of preparedness of the BSTs at the end of their initial teacher education, and their induction and professional learning experiences during the first two years of their teaching careers. The aim of the study was to find out how prepared the secondary teacher graduates from SOE-SICHE felt at the end of their teacher education programmes, the kind of professional support they needed as beginning teachers, and whether Solomon Islands secondary schools have adequate professional support systems in place to promote early career learning and development for beginning teachers. It is anticipated that the findings of this study will add to the body of knowledge in the field of teacher learning and professional development experiences of beginning teachers from a Pacific Island, Melanesian, socio-cultural context. Existing studies on teacher learning and development have been conducted mainly in economically developed western countries, which are significantly different from a developing Pacific Island nation such as the Solomon Islands. This study is the first of its kind to be conducted in the Solomon Islands. There is growing recognition in the literature that teacher learning and professional development should be linked to learning experiences that match teachers’ socio-cultural contexts (Flores, 2004). Proponents of such a view contend that learners assimilate new information better when their learning experiences are based on the integration of what they already know and the new phenomena and ideas with which they come in contact (Bruner, 1996; Vygotsky, 1978b; Wertsch, 1997). Hence, there is a need for education systems to provide effective learning opportunities and professional support for teachers that are relevant to the teaching and learning contexts in which they are going to find themselves during their teaching careers (Darling-Hammond & Bransford, 2005). It is also important to note that initial teacher education (ITE) programmes cannot fully prepare beginning teachers for their teaching roles. Rather, teachers should be viewed as learners who need ongoing professional support throughout their teaching careers (Loughran, 2007; Murdoch, 1979). Two phases of teacher professional learning that are considered to have significant impact on teachers’ practice and retention in the profession are induction and continuing teacher professional development (Feiman-Nemser, 2001a). Therefore, it is vitally important that pedagogies used during these phases are not only well supported and resourced by school systems but also appropriate to teachers’ socio-cultural contexts (Anthony, Bell, Haigh, & Kane, 2007a). There is ample research evidence to suggest that ITE does have an impact on the quality of teaching in the classroom and students’ learning achievements (Cochran-Smith, 2003). This research took an interpretive qualitative case study research approach, drawing on social constructivism and socio-cultural theoretical perspectives to make meaning of the professional learning experiences of beginning secondary teachers in the Solomon Islands context. The experiences of the 11 BSTs who participated in this study informed the collective case of BSTs’ experiences in Solomon Islands secondary schools. The study explored the experiences of the BSTs in the five secondary schools where they were posted, in light of the personal and contextual factors that might have influenced their perceptions about their initial teacher education, induction, and professional learning experiences. The primary sources of data were a questionnaire and three in-depth semi-structured interviews, each of which lasted 50 to 60 minutes. The data analysis process was based on the interpretive qualitative research methodology adopted in the study. Content analysis techniques were used to identify emerging themes, and interpretive phenomenological analysis techniques were then used to interpret and make meaning of the relationships within and between the key themes that emerged. This study highlighted the BSTs’ perceptions of their sense of preparedness and professional learning experiences from initial teacher education through to their second year of teaching. The findings of the study suggest that the BSTs felt inadequately prepared in some aspects of their teaching roles, and needed guidance and support from their school communities. The lack of formal induction and planned professional development opportunities for beginning teachers in the five secondary schools that were involved in this study meant that they were deprived of the kind of advice and guidance needed by new teacher graduates at the beginning of their teaching careers. The findings also suggested that beginning teachers had little opportunity to observe, reflect, and learn from their teaching practices because they were assigned the same teaching load as their experienced colleagues from day one. The BSTs also taught under difficult conditions, given the general lack of teaching resources, crowded classrooms, and lack of specialised classroom facilities and equipment for subjects such as science, home economics, industrial arts, and agriculture. Information and clear guidelines on school processes and procedures were also lacking, including advice about new teacher registration processes and procedures. Such teaching conditions were a major source of anxiety for the BSTs during the first two years of their teaching careers. The study raises questions about how well secondary teachers are prepared and supported as beginning teachers during their early years of teaching in the Solomon Islands context. It also raises questions about the quality of leadership, school cultures, expectations of individual beginning teachers, the nature of teachers’ work, government and societal expectations, and government support for quality teaching and learning in Solomon Islands secondary schools. It is anticipated that the findings of this study will help improve initial teacher education and teacher professional development practices in the Solomon Islands. This thesis argues that there is a need to develop secondary schools as professional learning communities, or ‘villages of learning’ that promotes and encourages reflective dialogue, ongoing professional conversations, and collaboration between education authorities, school principals and teachers, to enhance teachers teaching practices, and promote students’ learning outcomes
An essay on economic reforms and social change in China
No full textThe author applies a systems-oriented"holistic"approach to China's radical economic reforms during the past quarter of a century. He characterizes China's economic reforms in terms of a multidimensional classification of economic systems. When looking at the economic consequences of China's change of economic system, he deals with both the impressive growth performance and its economic costs. The author also studies the consequences of the economic reforms for the previous social arrangements in the country, which were tied to individual work units-agriculture communes, collective firms, and state-owned enterprises. He continues with the social development during the reform period, reflecting a complex mix of social advances, mainly in terms of poverty reduction, and regresses for large population groups in terms of income security and human services, such as education and, in particular, health care. Next, the author discusses China's future policy options in the social field, whereby he draws heavily on relevant experiences in industrial countries over the years. The future options are classified into three broad categories: policies influencing the level and distribution of factor income, income transfers including social insurance, and the provision of human services.Economic Theory&Research,Banks&Banking Reform,Investment and Investment Climate,Privatization,Economic Systems
Exploring social identity through theatre : an examination of the process of creating Jingle Dreams with youth in the coloured community of Clanwilliam
No full textIncludes bibliographical references (leaves 58-62).This dissertation examines the process of creating Jingle Dreams with the youth in Clanwilliam. It aims to ascertain whether the processes of Community Theatre drama create opportunities for the individuals in the identified community to explore a social identity influenced by historical legacy, heritage, memory (or absence thereof) and socio-economic environment. The intention of the dissertation is influenced by the Applied Drama mission to benefit individuals, communities and societies through artistic forms of intervention such as dramatic activities, theatre directing, mediation and discussions. I will examine how the processes and the performative qualities of drama and theatre have the potential to transform individuals and society. Community Theatre creates the space for young people to share and question common experiences of life. This ensures that marginalised voices are heard which has psychological and social benefits for the participants. The dissertation proposes to interrogate how young people revealed their social identity through the narrative structure, dialogue, stereotypes and symbols in Jingle Dreams. I have been strongly motivated by the work of Augusto Boal which was the source of a large part of the dramatic processes. In the research process, the young people belonging to The Community Networking Creative Arts Group were encouraged to find their own forms of artistic, cultural and theatrical expression. During the rehearsal process, the group improvised and developed many scenes which reflected issues such as alcoholism, drug abuse, domestic violence and intergenerational tension. The narrative of the performance was based both on their stories and on stories from their community. It reflected their circumstances, their struggles, their hopes and their dreams. Theatre devised in community situations reflects concern with the representation of memory, and participants are invited to recognise that autobiographical narratives have social, communitarian and historical significance, as well as personal relevance. Performers drew on their own experiences to devise the scenes. This process often emphasised how the boundaries between truth and fiction are blurred. The lack of a clear distinction between fact and art facilitated the revelation, exploration and contestation of social identity
When is fiscal adjustment an illusion?
No full textFiscal adjustment is an illusion when it lowers the budget deficit or public debt but leaves the government's net worth unchanged, says the author. Conventional measures of the budget deficit largely measure the change in explicit public sector liabilities (debt). A more appropriate measure of the deficit would be the change in public sector net worth, but many criticize this concept as impossible to measure. The author takes a positive, rather than normative, approach to the net worth definition of fiscal balance. A simple model shows that when an outside agent forces a reduction in a government's conventional deficit (debt accumulation), the government will respond by lowering its asset accumulation or by increasing hidden liabilities. That leaves net worth unchanged, so fiscal adjustment is an illusion. He performs some simple empirical tests on the observational predictions of the model, examining a sample of countries with World Bank and International Monetary Fund adjustmentprograms and case studies of Maastricht Euro countries. The results confirm the model predictions: Fiscal adjustment in these countries was at least partly an illusion.Environmental Economics&Policies,Payment Systems&Infrastructure,Banks&Banking Reform,Economic Theory&Research,Public Sector Economics&Finance,Economic Theory&Research,National Governance,Public Sector Economics&Finance,Economic Stabilization,Environmental Economics&Policies
