Magister Artium - MA / The Rwandese society is composed of three ethnic groups: Hutus, .Tutsis and Twas who started living together from the 16th century when the kingdom of Rwanda was formed until today.1 From the early 20th century up to recently in 1994 with Tutsi Genocide, there were different ethnic conflicts between Hutus and Tutsis (Twas constituted only a small percentage of the total Rwandan population thus inevitably becoming an insignificant group in those ethnic conflicts).

The problem of this study was to assess and compare selected student and environmental variables in seven open-area elementary schools carefully matched with seven traditionally-constructed elementary schools on eight different criteria. The hypotheses were formulated to carry out the following four purposes of the study: 1. To determine the differences between the achievement test scores in reading, language, and mathematics of students attending open-area elementary schools and scores of similar students attending traditionally-constructed elementary schools, as measured by the California Achievement Test and the Comprehensive Tests of Basic Skills administered in grades one, two, and three. 2. To determine if there was greater individualization of instruction in open-area elementary schools as measured by the Individualization of Instruction Inventory. 3. To determine if students attending open-area elementary schools evidenced a greater number of positive actions toward school, as indicated by attendance, number of acts of vandalism, and number of suspensions from school shown in official records of the school district.

MENVSC / Department of Hydrology and Water Resources / Africa is endowed with various earthy materials, of which each community is uniquely identified. Inspite of the vast knowledge of western cosmetics, application of traditionally used cosmetics have been in existence and will be into practice from generation to generation, this is as a result of their various indigenous knowledge about traditional cosmetics. They are mostly applied during traditional rites and festive periods. Occasionally, earthy materials play a vital role in traditionally used cosmetics. Different reasons have been associated with the use of these earthy materials, they are: for skin cleansing, protection against ultra violet radiation, skin lightening, perfecting the distorted part of the skin and improving beauty. This study is focused on the physico-chemical, chemical and mineralogical characterisation of earthy materials indigenously used as cosmetics. This is achieved firstly by identifying the various earthy materials applied topically as well as their constituents. Samples for this study were obtained from six (6) different African countries namely: Botswana, Cameroon, Democratic Republic of the Congo, Nigeria, South Africa and Swaziland and were subjected to the following analyses: Scanning Electron Microscope and Electron Dispersive X-ray Spectroscopy for the morphology and elemental analysis, hydrometer method for the determination of particle sizes of each sample and a texture Auto Lookup Software Package (TAL Version 4.2) for the classification of their various textures (%clay, %sand and %silt). The X-ray diffractometry was applied for the identification of their mineral phases (secondary, major and minor). The Brunauer Emmett and Teller (BET) method was used for the physisorption analysis and classifying them according to their isotherm types (Type I, II, III, IV, V and VI). The chemical analysis was achieved by X-ray fluorescence (XRF). The result revealed that the morphology of the various representative samples varies, except CMR 1; 2, SCC 1; 2 and SLW 1; 2 which showed same structure and same elemental constituents, their resemblance indicated that they possess same geological formation. The XRF result indicated the presence of the following trace elements: Al, As, Au, Ba, Bi, Br, Ca, Cd, Ce, Cl, Co, Cr, Cs, Dy, Er, Eu, Fe, Ga, Gd, Ge, Hf, Hg, Ho, I, In, K, La, Lr, Lu, Mg, Mn, Mo, Na, Nd, Ni, Nb, Os, P, Pb, Pd, Pr, Pt, Re, Rh, Ru, S, Sc, Se, Sb, Si, Sm, Sn, Sr, Ta, Te, Tb, Th, Ti, U, V, W, Y, Yb, Zr and Zn, were measured in ppm. For example, Fe – 66.47 (Qwa-Qwa), Al – 4.64 (Swaziland), Si – 6.26 (Democratic Republic of Congo), Ti – 3.75 (Qwa-Qwa) and so on. From the particle size distribution analysis, some samples were identified to be clay (BTS 1, BTS 2, NG 1, SCC 4, SCC 5, SCC 9, SCC 11, SCC 12, SWL 1 and SWL 2) with their particle sizes < 2μm, whereas other samples showed other properties which are > 2 μm. Ten minerals were identified in the clay fraction samples: albite, goethite, halloysite, hematite, kaolinite (kaolinite-1Md, kaolinite 1) Mica (muscovite), sulphur, talc, chalcanthite and whewellite. The BET method vii for physical adsorption revealed that BTS 1, BTS 2, CMR 1, CMR 2, DRC A, DRC B, NG 1, NG 2, SWL 1, SWL 2, SCC 1, SCC 4, SCC 5, SCC 8, SCC 9, SCC 11 and SCC 12 countries possess Type II isotherm whereas samples from SCC 2, SCC 6, SCC 7 and SCC 10 had Type III isotherm. The physisorption analysis result also determined the various surface areas and porosity of each representative samples.

North Carolina has, in recent decades, experienced significant growth in its Latinx, and more particularly Mexican immigrant population. As a traditionally non-Latinx state, or a state without a long-standing, large Latinx population, many communities and healthcare and service providers within North Carolina still lack knowledge, resources, and skills needed to serve and support Latinx immigrant populations well. Guided by interpretive description, this qualitative study on Mexican immigrant women in Western North Carolina sought to gain knowledge and understanding of what it is like for them to live in a traditionally non-Latinx region and how immigration has affected their well-being. Asking about experiences in the context of immigration as a way of learning about well-being was inspired by scholars who have asserted immigration to be an important determinant of health and well-being and significant life experience. Individual interviews with 12 Mexican immigrant women generated five themes: 1) Difference and Disruption, 2) Losing to Gain, 3) Living with Risks and Limitations, 4) From Lost to Found, and 5) Resilience and Adaptation. Together these themes highlight sacrifices and struggles, strengths and resources, and gains and hope that have affected these women’s well-being and paint an overall picture of resilience and adaptation in spite of losses, difficulties, risks, and limitations incurred by immigrating. These findings argue for use of a strengths-based approach when interacting with Mexican immigrant women to improve healthcare and other services and promote their well-being and integration in their NC communities.

The purpose of the study is to investigate the relative effect of problem-based learning (PBL) and traditionally designed science instruction (TDSI) on students&rsquo / academic achievement and performance skills in the unit of genetics after controlling for students&rsquo / prior knowledge, prior performance skills, reasoning ability, and learning approach. The sample consisted of 192 eight grade students from a public elementary school in Ankara. Four classes instructed by two science teachers were randomly assigned as experimental and control groups. The experimental group students were taught the subject through PBL, while the control group students received the TDSI. Students in experimental group dealt with ill-structured problems based on real-life working in small groups and individually. On the other hand, students in control group received an instruction based on teacher explanations and textbooks. Genetics Achievement Test, Test of Logical Thinking, and Learning Approach Questionnaire were administered as pre-tests to students in both groups to determine their prior knowledge and prior performance skills, reasoning ability, and learning approach, respectively. After the treatment, Genetics Achievement Test was administered again as a post-test to compare the effectiveness of PBL and TDSI on students&rsquo / achievement and performance skills in Genetics. Multivariate Analysis of Covariance (MANCOVA) was used to investigate the effect of problem based learning and traditionally designed science instruction on students&rsquo / academic achievement and performance skills in Genetics when students&rsquo / prior knowledge, prior performance skills, logical thinking abilities and learning approaches are controlled. Results of the study revealed that students in PBL classes had higher mean scores on Genetics Achievement Test developed to measure academic achievement and performance skills in the unit of genetics. Therefore, the PBL students appeared to be better compared to the TDSI students in terms of genetics understanding and at using relevant information in addressing the problem, articulating uncertainties, organizing concepts, and interpreting information.

The main purposes of the present study included investigation of the effect of problem based learning on students&rsquo / academic achievement and performance skills in the unit of human excretory system / and students&rsquo / perceived motivation and perceived use of learning strategies. This study was carried out during 2003-2004 fall semester at an Anatolian High School in Ankara. A total of 61 tenth grade students from two biology classes of the same biology teacher were involved in the study. Two classes were randomly assigned as experimental and control groups. Experimental Group was instructed with problem based learning, while control group received traditionally designed biology instruction. In the experimental group, illstructured problems based on actual patiens served as a basis for learning the basic science and while dealing with these problems, students did independent study as well as group work. In the control group, instruction was based on teacher explanations and textbooks. Human Excretory System Achievement Test, Motivated Strategies for Learning Questionnaire were administered as pre-test and post-test to students in both groups to measure students&rsquo / academic achievement and performance skills in the unit of human excretory system / and students&rsquo / perceived motivation and perceived use of learning strategies. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of problem based learning on the dependent variables of current study. Results revealed that problem based learning improved students&rsquo / academic achievement, performance skills, intrinsic goal orientation, task value,elaboration strategy use, critical thinking, metacognitive self-regulation, effort regulation and peer learning.

This work collected four years of financial data from an employee-owned firm and a traditionally-owned firm from the same industry. The data were then organized to provide measures of three dimensions of corporate performance: (1) employee turnover, (2) productivity, and (3) profitability. Based upon a review of the literature, employee stock ownership plans (ESOP) are reported to enhance corporate performance after their adoption. Additionally, ESOPs are purported to perform better than traditionally-owned companies. This dissertation developed hypotheses to ascertain whether or not the particular ESOP used in this study conformed to these expectations. The first set of three hypotheses was tested using multiple regression techniques to determine if the ESOP experienced a reduction in turnover, an improvement in productivity, and an increase in profitability following its conversion to employee-ownership. The results of the regressions found that there was no incremental significance. There was no improvement noted in the performance of the ESOP firm. Another component of this investigation was to determine whether improvements in corporate performance were temporary or permanent phenomena. This portion of the research was rendered superfluous when no improvements were available for analysis. The final question that was examined was whether the ESOP would demonstrate better performance than a traditionally-owned control firm during the post-intrusion period. There was no significant difference discovered in productivity and profitability. A marked difference was identified in terms of turnover. However, it was the traditionally-owned firm which performed better than the employee-owned firm—the opposite of what was predicted. These findings, although interesting, had to be evaluated as inconclusive because of innate differences between the treatment and control firms. The variance between the two companies may be attributed to such factors as company size and marked differences in their respective labor markets. The ESOP used in this study did not demonstrate any of the changes in performance that had been predicted.

The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquo / misconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in &Ccedil / anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks. To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students&rsquo / science process skills, Science Process Skills Test was administered to both groups of students before the treatment. MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction. Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students&rsquo / misconceptions about rate of reaction concepts.

The main purpose of this study was to compare the effectiveness of 5E learning cycle model based on constructivist theory approach over traditionally designed chemistry instruction on ninth grade students&rsquo / understanding of acid-base concepts. Sixty tenth grade students from two classes of a chemistry course taught by the same teacher in Ankara Atat&uuml / rk Anatolian High School 2004-2005 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on constructivist approach. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on constructivist approach caused significantly better acquisition of scientific conceptions related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.

The effect of case based learning on 10th grade students&rsquo / academic achievement in the unit of human reproductive system and their perceived motivation (Intrinsic Goal Orientation, Extrinsic Goal Orientation and Task Value) was investigated in this study. The study was conducted during 2007-2008 spring semester in a private high school in Ankara, Turkey. A total of 80 (48 males and 32 females) tenth grade students from four biology classes of two teachers were involved in the study. One class of each individual teacher was assigned as control group and the other class of the same teacher was assigned as experimental group to sustain randomization. Two of the classes assigned as experimental group were instructed with case based learning, while two classes of the control group were received traditionally designed biology instruction. In the experimental group, two cases that are divided into several parts were assigned in an interrupted manner. Students learned the human reproductive system via cases in experimental group without any additional method. The cases include incomplete data and students were needed to search for and discuss to answer the questions posed in the cases and by themselves and to complete the data. When the students completed a part of the case, next part was distributed. While dealing with the dilemma presented in cases, students did independent study as well as group work. In the control group, instruction was based on teacher explanations and web based notes prepared by the biology department of the high school. Human Reproductive System Achievement Test, Motivated Strategies for Learning Questionnaire were administered as pre-test and post-test to the students in both groups to measure the students&rsquo / academic achievement in the unit of human reproductive system / and their perceived motivation / specifically, task value, intrinsic goal orientation, and extrinsic goal orientation. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of case based learning on the students&rsquo / academic achievement in the unit of human reproductive system and their perceived motivation. Results revealed that case based learning improved students&rsquo / academic achievement and task value.