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This paper demonstrates the effects of
modeling an endogenous rate of time preference and two cash-in-advance constraints.
If the constraint is levied on consumption and capital goods, time preference
effects are neutral and cash-in-advance constraint effects invert the Tobin
Effect. If the constraint applies solely to consumption goods, opposing motives
are offsetting and monetary policy is super neutral.
The government of Ghana’s effort on
increasing access to basic education led to removal of school fees,
introduction of capitation grants, school feeding and free school uniforms.
While such moves have been applauded leading to improved access, child
migration remains a barrier to educational access for children living in
fishing communities in Ghana. This paper presents the experiences of
schoolchildren who drop out of school as a result of child labour and seasonal
migration. The central questions of the study are how and why migration acts as
a barrier to education of children who had initial access. The paper presents
in-depth analysis of qualitative data. The findings presented in the paper
demonstrate that children enroll and attend school until they begin to migrate
during mid-school sessions resulting in their exclusion from basic school. The
paper concludes by highlighting some policy implications of children’s seasonal
migration during school sessions and
access to basic school in Ghana.
One of the more critical issues in a changing climate is the
behavior of extreme weather events, such as severe tornadic storms as seen
recently in Moore and El Reno, Oklahoma. It is generally thought that such
events would increase under a changing climate. How to evaluate this extreme
behavior is a topic currently under much debate and investigation. One approach
is to look at the behavior of large scale indicators of severe weather. The use
of the generalized extreme value distribution for annual maxima is explored for
a combination product of convective available potential energy and wind shear.
Results from this initial study show successful modeling and high quantile
prediction using extreme value methods. Predicted large scale values are
consistent across different extreme value modeling frameworks, and a general
increase over time in predicted values is indicated. A case study utilizing
this methodology considers the large scale atmospheric indicators for the
region of Moore, Oklahoma for Class EF5 tornadoes on May 3, 1999 and more
recently on May 20, 2013, and for the class EF5 storm in El Reno, Oklahoma on May
In this paper, we explore the often-fractured attempt at theoretical integration within contemporary sociological thought. Theoretical integration was a goal of the early pioneers of sociology but has since been discounted by many as unattainable idealistic vision. We challenge this virtually universal assessment. The belief that theoretical integration is beyond grasp has been owed to a number of debates within contemporary sociological thought, including but not limited to, those surrounding human nature and rationality. We conclude our paper with a proposal for a new direction forward and a hopeful starting place for a promising integrated sociological perspective.
This study examines
the relationship between mobile-learning and teachers’ initial professional
development in Cameroon, more specifically the relationship
between access to telephone resources and teachers’ professional development,
use of multimedia telephone and teachers’ professional development, mobile-learning
environment and teachers’ professional development.The incessant
penetration of mobile phones in schools, and the need for a teaching strategy
that can help institutions address their learning problems motivated the
researcher to carry out this study. In order to proceed, three hypotheses were
formulated to guide the study. A survey of two hundred (200) student-teachers
drawn from three (3) primary government teacher training colleges and three
higher teacher training colleges was carried out. Data were collected using a
questionnaire. Pearson correlation coefficient, t-test and mediated regression
were used to analyse the research hypotheses. Findings revealed that m-learning
has a significant influence on teachers’ initial professional development.
Results further suggest that attitude towards learning with a multimedia
telephone has a direct impact on teachers’ professional development. Based on these
findings, recommendations are made to teacher education institutions and
education stake-holders to develop a positive attitude towards m-learning,
redefined their interaction strategies, above all, adopt teaching and learning
strategies that are innovative, dynamic and multidimensional.