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Sovereignty Denied & Sovereignty Yielded:Through the Looking Glass on 21st Century Piracy in the SeychellesFernando, Francisca Maryanne Udeshika 07 December 2011 (has links)
Using the case study of 21st century Piracy as it affects the small islands archipelagic state of the Seychelles, this paper sets the stage for a broader discussion on the sovereignty of small island states in international law. Sovereignty can be viewed through different lenses; sovereignty denied considers the many challenges faced by small island states and their claim to the traditional concept of sovereignty, as promoted during the decolonisation era and projected by the right of self determination. On the other hand sovereignty can also be yielded by small island states, where the jurisdiction of the state becomes a resource. This is demonstrated through the degree of international assistance afforded to the Seychelles in dealing with pirates and more generally, through the development of offshore companies in small island states. Consequently, this paper suggests that international law is both the problem and solution to the sovereignty of small island states.
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Ett flytande paradis? : En studie om hur tropiska öar framställs i svenska resemagasinMyte, Lina, Lindh, Markus January 2009 (has links)
This is a study about how Swedish travel magazines write about tropical islands with a history of colonization. The study investigates how the islands of Mauritius, the Seychelles, Haiti, the Maldives, the Dominican Republic, Aruba, Zanzibar and Guadeloupe are being portrayed in four Swedish travel magazines. Travel articles published in the travel magazines Vagabond, Allt om Resor, Res and Escape 360° during the period January 2004 to December 2009 have been analyzed through critical discourse analysis. The study concludes that the travel magazines tend to idealize and aestheticize the tropical islands. The islands are being presented as paradises on earth. They are described as fairy tales, magical, dreams and as playgrounds for Westerners. The inhabitants of the tropical islands are being judged by how well they attend to the tourists’ needs and wishes. The inhabitants are presented as unreliable, while the tourists are presented as reliable. The inhabitants are also being portrayed as childish, exotic and primitive. Theories about how old colonial ways of thinking continue to flourish in travel journalism are being used to give depth to the findings of the study.
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Ett flytande paradis? : En studie om hur tropiska öar framställs i svenska resemagasinMyte, Lina, Lindh, Markus January 2009 (has links)
<p>This is a study about how Swedish travel magazines write about tropical islands with a history of colonization. The study investigates how the islands of Mauritius, the Seychelles, Haiti, the Maldives, the Dominican Republic, Aruba, Zanzibar and Guadeloupe are being portrayed in four Swedish travel magazines.</p><p>Travel articles published in the travel magazines Vagabond, Allt om Resor, Res and Escape 360° during the period January 2004 to December 2009 have been analyzed through critical discourse analysis.</p><p>The study concludes that the travel magazines tend to idealize and aestheticize the tropical islands. The islands are being presented as paradises on earth. They are described as fairy tales, magical, dreams and as playgrounds for Westerners. The inhabitants of the tropical islands are being judged by how well they attend to the tourists’ needs and wishes. The inhabitants are presented as unreliable, while the tourists are presented as reliable. The inhabitants are also being portrayed as childish, exotic and primitive. </p><p>Theories about how old colonial ways of thinking continue to flourish in travel journalism are being used to give depth to the findings of the study.</p><p><strong> </strong></p>
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Le moutya à l'épreuve de la modernité seychelloise : pratiquer un genre musical emblématique dans les Seychelles d'aujourd'hui (océan Indien)Parent, Marie-Christine 08 1900 (has links)
No description available.
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“Stop stealing our beaches” : A comparative study on how Mauritius and the Seychelles are affected by and deal with climate change and tourismSager, Mollie, Sundberg, Gabriella January 2020 (has links)
Small Island Developing States are known to be extra sensitive to environmental changes due to their geographical location and characteristics, and many are known as luxurious tourist destinations. This study explores how Mauritius and the Seychelles are affected by and deal with climate change and the negative impacts of tourism. The study connects to globalisation and sustainable tourism frameworks while analysing vulnerability and resilience in both countries, as well as how the countries work towards the 2030 Agenda for Sustainable Development. The method used is a mixed qualitative method with interviews and a text analysis of websites and official documents. The result indicates that both Mauritius and the Seychelles are highly vulnerable to climate change, especially in their coastal zones, which is further increased by tourism practices and development of tourism facilities. The study also highlights that both countries lack resilience to environmental changes. Both Mauritius and the Seychelles strive to work towards the 2030 Agenda, through policymaking on state level and through non-governmental organisations aligning their projects to the Sustainable Development Goals. The result also shows that there is a need to create a more sustainable tourism sector in each country to protect both the environment and the countries’ economies. This study aims to be a contribution to the research field of Small Island Developing States and to increase the understanding of Mauritius and the Seychelles’ particular characteristics and vulnerabilities.
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The implementation and evaluation of a constructivist intervention in secondary school Science teaching in SeychellesAnyanwu, Raymond Ndubisi 31 August 2008 (has links)
Recent studies on human cognition have presented credible
evidence that learners are not tabula rasa as previously
conceived by traditional theorists, rather they enter new
lessons with some preconceptions, most of which are resistant
to change in spite of teachers' efforts to assuage them. As
such the challenges confronting science educators and
educational psychologists are to understand the nature of
learners' preconceptions, designing and implement appropriate
instructional interventions that would enable the learners
become aware of and reconcile their conceptions that are
inconsistent with accepted views of science.
Several perspectives have been advocated on how learners'
preconceptions can be modified through instructions. While
traditional theorists subscribe to substitution of inaccurate
conceptions with accurate ones, the constructivists identify
with giving the learners autonomy to inquire and re-evaluate
their own ideas. The former has been confronted with
widespread criticism and is becoming less and less tenable.
This research identifies with the latter.
Conceptual change entails restructuring of ideas. It is a
cognitive process that involves change in attitude toward
learning. Based on the theoretical assumption that learning is
facilitated through teaching that give the learners autonomy
search to new ideas, verify them, and restructure existing
ideas, I developed a model of conceptual change from where I deduced the four sub variables of the conceptual change that
this study explored. The sub variables include formulation of
ideas, search for new ideas, review of meaning, and transfer
of knowledge. My assumption was that conceptual change can be
facilitated through instructions that engage learners in
experiences relevant to the four sub variables that I have
mentioned. This conceptual framework served as my reference
point for the designing of the Constructivist Teaching Model
that consists of four instructional phases.
Judging that I was resident and working in Seychelles as a
teacher trainer at a time I developed the Constructivist
Teaching Model, I chose to implement and evaluate it first in
Seychelles. Hence this study is titled `The implementation and
evaluation of a constructivist intervention in secondary
school science teaching in Seychelles'.
The purpose of this study is to investigate the effect of the
constructivist teaching model as an intervention to facilitate
conceptual change. Basically, there are two main aims of this
study. First, to investigate to what extent the constructivist
teaching model facilitates conceptual change. Secondly, to
investigate if the paradigms shift from the traditional method
to the constructivist method of science teaching is welcomed
in Seychelles.
This study was carried out in two phases Pretest and
Evaluation. Pretest was aimed at identifying the weaknesses of
the initial version of my model of constructivist teaching with a view to eliminate those weaknesses to further
strengthen the model. In a nutshell pretest was a step taken
to enhance the validity of the model. Evaluation on the other
hand was aimed at making a judgment whether a difference
actually exists between the learners that received
constructivist instruction and those that received traditional
lecture instruction in terms of the four sub variables of
conceptual change. To enable for this judgment necessitated an
experiment.
The experiment was conducted with a total of six secondary
schools selected from the ten secondary schools on the island.
The participants included 178 learners, 6 science teachers and
8 independent persons. The learners were constituted into
three Bands; 1, 2 and 3. Each Band consisted of a Control
group and an Experimental group. Altogether six groups were
formed, with 3 Control groups and 3 Experimental groups. There
were 59 learners in Band 1, comprising of 29 learners in the
Control group and 30 learners in the Experimental group; Band
2 comprised a Control group of 25 learners and an Experimental
group of 28 learners; and Band 3 consisted of 33 learners in
each group. The learners in Band 1 were used for pretest that
lasted for five week. The learners in Bands 2 and 3 were used
in the evaluation that lasted for thirteen weeks.
The groups were non-equivalent, suggesting that randomisation
was not possible as the learners were in intact classes.
Learners in the experimental groups received constructivist
instruction while their counterparts in the control groups received traditional lecture instruction. Both groups were
exposed to the same experimental conditions except in the
methods of teaching. Data was collected through teacher
interviews, independent observation, measurement of learners'
achievement, and analysis of documents. Quantitative data was
analysed using descriptive and inferential statistics.
Qualitative data was analysed on the basis of content or
meaning of the information given by the respondents. Following
the design of this study the performance and achievements of
learners that received constructivist instruction were
compared with their counterparts who received traditional
instruction.
Guiding this study are two main assumptions. The first is the
assumption of equality of the variance, and the second is the
assumption of normality of the distribution. The results of
Levene's test of equality of variances indicated a violation
of the assumption of homogeneity of the variances of TI and CI
groups while the results of test of skewness and kurtosis give
the indication of normality of distribution of scores in both
groups.
The results of descriptive statistics analysis showed that the
learners who received constructivist instruction performed
better than the learners that received traditional instruction
in terms of formulation of ideas, search for new ideas, review
of meaning, and transfer of knowledge. The results of
inferential statistics showed that the difference in the means
of the two groups on each of the sub variables of conceptual change is significant. This evidence indicates that my model
of constructivist teaching produced an effect measuring 0.86
and a power of 0.85 based on Cohen's Blueprint, and a
reliability of 0.72 based on Cronbach's test of internal
consistency. Besides statistical evidence, analysis of the
opinions of science teachers who implemented the
Constructivist Teaching Model in their respective classes and
the independent persons who observed teaching and learning in
both the experimental and control groups showed a preference
for the constructivist approach over the traditional approach.
On the grounds of the evidence gathered through observation
and measurement this study concludes that the constructivist
approach to science teaching is more effective than
traditional lecture approach in facilitating the ability of
secondary school learners in Seychelles to reconstruct ideas.
This study also found that science educationists in Seychelles
welcome the paradigm shift from the traditional approach to
the constructivist approach. / Educational Studies / D. Educ. (Psychology of Education)
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The implementation and evaluation of a constructivist intervention in secondary school Science teaching in SeychellesAnyanwu, Raymond Ndubisi 31 August 2008 (has links)
Recent studies on human cognition have presented credible
evidence that learners are not tabula rasa as previously
conceived by traditional theorists, rather they enter new
lessons with some preconceptions, most of which are resistant
to change in spite of teachers' efforts to assuage them. As
such the challenges confronting science educators and
educational psychologists are to understand the nature of
learners' preconceptions, designing and implement appropriate
instructional interventions that would enable the learners
become aware of and reconcile their conceptions that are
inconsistent with accepted views of science.
Several perspectives have been advocated on how learners'
preconceptions can be modified through instructions. While
traditional theorists subscribe to substitution of inaccurate
conceptions with accurate ones, the constructivists identify
with giving the learners autonomy to inquire and re-evaluate
their own ideas. The former has been confronted with
widespread criticism and is becoming less and less tenable.
This research identifies with the latter.
Conceptual change entails restructuring of ideas. It is a
cognitive process that involves change in attitude toward
learning. Based on the theoretical assumption that learning is
facilitated through teaching that give the learners autonomy
search to new ideas, verify them, and restructure existing
ideas, I developed a model of conceptual change from where I deduced the four sub variables of the conceptual change that
this study explored. The sub variables include formulation of
ideas, search for new ideas, review of meaning, and transfer
of knowledge. My assumption was that conceptual change can be
facilitated through instructions that engage learners in
experiences relevant to the four sub variables that I have
mentioned. This conceptual framework served as my reference
point for the designing of the Constructivist Teaching Model
that consists of four instructional phases.
Judging that I was resident and working in Seychelles as a
teacher trainer at a time I developed the Constructivist
Teaching Model, I chose to implement and evaluate it first in
Seychelles. Hence this study is titled `The implementation and
evaluation of a constructivist intervention in secondary
school science teaching in Seychelles'.
The purpose of this study is to investigate the effect of the
constructivist teaching model as an intervention to facilitate
conceptual change. Basically, there are two main aims of this
study. First, to investigate to what extent the constructivist
teaching model facilitates conceptual change. Secondly, to
investigate if the paradigms shift from the traditional method
to the constructivist method of science teaching is welcomed
in Seychelles.
This study was carried out in two phases Pretest and
Evaluation. Pretest was aimed at identifying the weaknesses of
the initial version of my model of constructivist teaching with a view to eliminate those weaknesses to further
strengthen the model. In a nutshell pretest was a step taken
to enhance the validity of the model. Evaluation on the other
hand was aimed at making a judgment whether a difference
actually exists between the learners that received
constructivist instruction and those that received traditional
lecture instruction in terms of the four sub variables of
conceptual change. To enable for this judgment necessitated an
experiment.
The experiment was conducted with a total of six secondary
schools selected from the ten secondary schools on the island.
The participants included 178 learners, 6 science teachers and
8 independent persons. The learners were constituted into
three Bands; 1, 2 and 3. Each Band consisted of a Control
group and an Experimental group. Altogether six groups were
formed, with 3 Control groups and 3 Experimental groups. There
were 59 learners in Band 1, comprising of 29 learners in the
Control group and 30 learners in the Experimental group; Band
2 comprised a Control group of 25 learners and an Experimental
group of 28 learners; and Band 3 consisted of 33 learners in
each group. The learners in Band 1 were used for pretest that
lasted for five week. The learners in Bands 2 and 3 were used
in the evaluation that lasted for thirteen weeks.
The groups were non-equivalent, suggesting that randomisation
was not possible as the learners were in intact classes.
Learners in the experimental groups received constructivist
instruction while their counterparts in the control groups received traditional lecture instruction. Both groups were
exposed to the same experimental conditions except in the
methods of teaching. Data was collected through teacher
interviews, independent observation, measurement of learners'
achievement, and analysis of documents. Quantitative data was
analysed using descriptive and inferential statistics.
Qualitative data was analysed on the basis of content or
meaning of the information given by the respondents. Following
the design of this study the performance and achievements of
learners that received constructivist instruction were
compared with their counterparts who received traditional
instruction.
Guiding this study are two main assumptions. The first is the
assumption of equality of the variance, and the second is the
assumption of normality of the distribution. The results of
Levene's test of equality of variances indicated a violation
of the assumption of homogeneity of the variances of TI and CI
groups while the results of test of skewness and kurtosis give
the indication of normality of distribution of scores in both
groups.
The results of descriptive statistics analysis showed that the
learners who received constructivist instruction performed
better than the learners that received traditional instruction
in terms of formulation of ideas, search for new ideas, review
of meaning, and transfer of knowledge. The results of
inferential statistics showed that the difference in the means
of the two groups on each of the sub variables of conceptual change is significant. This evidence indicates that my model
of constructivist teaching produced an effect measuring 0.86
and a power of 0.85 based on Cohen's Blueprint, and a
reliability of 0.72 based on Cronbach's test of internal
consistency. Besides statistical evidence, analysis of the
opinions of science teachers who implemented the
Constructivist Teaching Model in their respective classes and
the independent persons who observed teaching and learning in
both the experimental and control groups showed a preference
for the constructivist approach over the traditional approach.
On the grounds of the evidence gathered through observation
and measurement this study concludes that the constructivist
approach to science teaching is more effective than
traditional lecture approach in facilitating the ability of
secondary school learners in Seychelles to reconstruct ideas.
This study also found that science educationists in Seychelles
welcome the paradigm shift from the traditional approach to
the constructivist approach. / Educational Studies / D. Educ. (Psychology of Education)
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Amélioration de la qualité et de l’équité de l’enseignement primaire et secondaire aux Seychelles : entre l’engagement politique et les défis.Eulentin, Merna Jane 08 1900 (has links)
Cette recherche exploratoire sur l’équité socio-économique de confort pédagogique vise à comprendre la problématique du faible rendement du système scolaire des Seychelles. Elle met l’accent sur l’équité du système en se basant sur la performance scolaire des élèves au sein des écoles primaires et secondaires aux Seychelles. L’objectif est de faire un état de lieu de l’équité socio-économique de confort pédagogique aux Seychelles. Ainsi à partir d’un corpus de 74 textes constitués pour l’essentiel de rapports ministériels nous avons réalisé une analyse documentaire (Cellard, 1997 ; Gauthier, 2009 ; Poupart et al., 1997) qui a permis de dégager quelques caractéristiques de la situation de l’école Seychelloise par rapport à la mise en œuvre de l’équité. Une analyse de la quantité et la qualité des enseignants, des stratégies pédagogiques déployées en salle de classe et l’évaluation des apprentissages montre que le système éducatif Seychellois a encore du chemin à faire pour couvrir convenablement les attentes en matière d’équité socio-économique de confort pédagogique, envisagée sous l’angle de la conceptualisation de Sall et De Ketele (1997). Ce constat majeur d’une faiblesse plus générale du système éducatif Seychellois par rapport à cette forme d’équité nous a amenée à faire diverses recommandations, tant en ce qui concerne les directions d’établissement qui devraient réajuster les politiques en matière d’équité ; mais aussi en direction du personnel enseignant plus large, incluant leurs formateurs, appelés à traduire en actes concrets l’équité en classe et dans les relations avec les élèves. Celui-ci comme on le verra requiert à la fois un travail de différenciation pour soutenir et accompagner les élèves en fonction de leurs besoins d’apprentissage, mais aussi un travail de régulation et d’ajustement continue des stratégies d’enseignement et d’évaluation pour les aligner sur une norme de justice sociale. / This exploratory research on socio-economic equity of educational comfort aims to understand the problem related to the low performance of the Seychelles educational system. It emphasizes the fairness of the system based on the academic performance of students in primary and secondary schools in Seychelles. The aim is to assess the socio-economic equity of educational comfort in the Seychelles. Thus, from a corpus of 74 texts comprised mainly of ministerial reports, we carried out a documentary analysis (Cellard, 1997; Gauthier, 2009; Poupart et al., 1997) which made it possible to identify some characteristics of the situation regarding schools in Seychelles in relation to the implementation of equity. An analysis of the quantity and quality of teachers, of the pedagogical strategies deployed in the classroom and how students are being assessed shows that the Seychelles education system still has a few milestones to cover adequately the expectations in terms of socio-economic equity of pedagogical comfort, considered from the angle of the conceptualization of Sall and De Ketele (1997). This major finding in regards to the general weakness of the Seychelles education system in relation to this form of equity led us to make various recommendations both towards the school administrators who should readjust policies in place based on equity, also the teaching staff, including their education trainer, who are called upon to translate equity in their classrooms and the way they interact with their students. As we will see, this requires applying differentiation techniques to support and accompany the students according to their learning needs, and also it involves that teachers regulate and continuously adjust their teaching and evaluation strategies to align with a standard of social justice.
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