Biometric technology for voter identification: The experience in Ghana     

John Effah  Emmanuel Debrah 《The Information Society》2018,34(2):104-113

Our study examines how and why Ghana's first attempt to use biometric technology for voter identification and verification in its 2012 general elections failed. We employ activity theory as the analytical lens and interpretive case study as the methodology. Our findings show that the effectiveness of biometric technology to provide reliable identification does not depend solely on its technical qualities but also on real-time connectivity between registration centres and an electronic national register. Furthermore, the electoral officials need to be trained intensively to operate the machines and given guidance on how to handle situations when breakdowns occur. While biometric technology does introduce powerful capabilities, it is just one piece of a complex human activity system.  相似文献   

Addressing gender violence among children in the early years of schooling: insights from teachers in a South African primary school     

Emmanuel Mayeza  Deevia Bhana 《International Studies in Sociology of Education》2017,26(4):408-425

This paper explores how teachers in a poor township primary school in South Africa construct meaning regarding gender violence among children, and how they talk about addressing that violence. The paper argues that major influences on the endemic violence include complex societal structures that are inscribed with cultures of violent masculinities, extreme socio-economic conditions and gender inequality. It shows how primary school teachers recognise violent masculinities and gender power imbalances but simultaneously uphold the notion of children’s innocence as a rationale for refuting the primary school as a site of violence. The paper explores contradictions embedded in some of the solutions which the teachers suggest as a way of addressing violence. For example, while they highlight the importance of teaching peace, respect and equality, they also advocate the use of corporal punishment as an effective means of dealing with violent conduct among school children.  相似文献   

Business services as actors of knowledge transformation: the role of KIBS in regional and national innovation systems   总被引：16，自引：0，他引：16  

Emmanuel Muller  Andrea Zenker 《Research Policy》2001,30(9)

Over the last years, there has been a significant increase in the attention paid to the activities of knowledge-intensive business services (KIBS). KIBS produce and diffuse knowledge, which is crucial for innovation processes. The paper gives an overview of the role and function of KIBS in innovation systems and their knowledge production, transformation and diffusion activities. Focusing on innovation interactions between manufacturing small- and medium-sized enterprises (SMEs) and KIBS, the empirical analyses grasps KIBS position in five regional contexts. The analysis leads to the conclusion that innovation activities link SMEs and KIBS through the process of knowledge generation and diffusion.  相似文献   

The importance of respect in teaching and learning: perspectives of final year pre-service teachers in a regional university in Ireland     

Emmanuel O’Grady  Carmel Hinchion  Patricia Mannix McNamara 《欧洲师范教育杂志》2011,34(4):501-518

This article aims to address the lack of attention given to respect as an important relational construct for pre-service teachers. It seeks to inform teacher educators on how to better understand its practice and the implications for teaching and learning. This study examined second level pre-service teachers’ perceptions and experiences of respect. A qualitative design was employed and 12 undergraduate pre-service teachers in their final year of study were interviewed twice (pre and post practicum) about their perceptions of respect and their experiences of respectful teaching and learning. The emerging data indicate that the relational component of respect was identified by the pre-service teacher participants as being important to feeling respected as a teacher. Recommendations are made, in light of these findings, to help teacher educators support pre-service teachers gain a greater understanding of the relational nature of respect.  相似文献   

Content and language integrated learning in OpenSimulator project. Results of a pilot implementation in Greece     

Emmanuel Fokides  Constantina Zampouli 《Education and Information Technologies》2017,22(4):1479-1496

The study presents the results of a pilot implementation of the Content and Language Integrated Learning in OpenSimulator Project-CLILiOP. Content and Language Integrated Learning together with constructivism provided the theoretical basis of the project. A multi-user virtual environment was developed using Opensimulator, which entailed a tour of the students’ avatars on a virtual island where they viewed and exchanged information in the English language regarding geographical terms and concepts. The project’s duration was ten weeks. A total of 105 students participated, divided into three groups: one used the application, the second was taught the same cognitive material using a conventional teaching method, but still under the scope of CLIL, while the third was conventionally taught. Results indicate that the learning outcomes of CLILiOP were better compared to the other two teaching methods, but also underline the need to further investigate the uses of 3D multi-user virtual environments in second language learning.  相似文献   

Mediating effect of behavioural intention on podcast acceptance     

Ifedayo  Adu Emmanuel  Ziden  Azidah Abu  Ismail  Aziah Binti 《Education and Information Technologies》2021,26(3):2767-2794

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Teacher factors and perceived assessment practices needs of social studies teachers in Cross River State, Nigeria     

Emmanuel Etta Ekuri  Julius Michael Egbai  Caroline Iserome Ita 《Educational Assessment, Evaluation and Accountability》2011,23(4):307-319

This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers. Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs; and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers perceive priority needs in assessment practices.  相似文献   

The bold sedentary behavior recommendations in the new Canadian guidelines: are they evidence-based? Response to “Sedentary Behavior Research Network members support new Canadian 24-Hour Movement Guideline recommendations”     

Emmanuel Stamatakis  Adrian E. Bauman 《运动与健康科学(英文)》2020,9(6):482-484

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Tertiary Educational Infrastructural Development in Ghana: Financing,Challenges and Strategies     

Edward Badu  Emmanuel B. Boateng  Maxwell F. Antwi-Afari 《Africa Education Review》2018,15(2):65-81

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Digital educational games and mathematics. Results of a case study in primary school settings     

Emmanuel Fokides 《Education and Information Technologies》2018,23(2):851-867

The study presents the results of a project in which a series of digital games were used for teaching Mathematics to first, fourth, and sixth-grade primary school students (ages 6–7, 8–9, and 11–12). Mathematics was selected as the teaching subject because of the difficulties students face in understanding basic math concepts. Although digital games are used quite extensively for educational purposes, they are scarcely used for teaching Mathematics. The games were developed by the classes' teachers using Microsoft's Kodu Game Lab. The learning outcomes were compared to two other groups of students. The first was taught using the model proposed by Driver and Oldham while the second was taught conventionally. Data was collected using questionnaires and evaluation sheets. A total of 201 students participated in the study coming from three schools in Athens, Greece. Results indicated that students in the games group outperformed, in most cases, students in the other groups. Students' views for the games were highly positive. The implications for software engineers and education administrators are also discussed.  相似文献