Assessment of Groundwater Potential of Risha Part of Akwanga Sheet 209NE, North Central Nigeria (Published)
A geological traverse was undertaken in Risha, part of Akwanga Sheet 209NE North-Central Nigeria to appraise the rock types and their structural patterns that might enhance prospect for water. Three rock types; schistose-gneiss, granite-gneiss and pegmatite, with their main structural pattern were discovered, trending mostly NW-SE. Analysis of twenty-three Vertical Electrical Resistivity Soundings (VES) carried out in the area using the Campus Ohmega digital resistivity meter showed that the field curves were of H, KH, HK, A and K types. There were majorly four to five geoelectrical layers consisting of topsoil (sand/clay) with depth range of 0.3-2.4m and resistivity value of 66-2850Ωm. The second layer is lateritic clay with depth range of 0.4-5.7m and resistivity range of 222-3575Ωm. The third layer had a depth range of 1.2-8.6m with resistivity of 40-4591Ωm, while the fourth layer, weathered rocks or regolith, has a depth range of 3-33m and resistivity range of 49-23668Ωm. Two locations gave six lithological layers/units being partially fractured/fresh basement with resistivity values of 1028-4574Ωm and depth range of 11.4-24m. The water potential of the area may be classified as poor, moderate, good and very good and varied from location to location. The groundwater potential area varies with high potential around Risha, Tidde and Ridam compared to Ade-Katako, Ngazzu, AngwanDorowa, Ngakide and Adande. Based on the textures, structural pattern and well measurement interpretations, the granite gneiss was observed to have more water prospectivity than the schistose gneiss.
Soft landscape elements play key roles in the built environment. It is usually a combination of hedges, trees, shrubs plantings and turfs that set the tone of the soft landscape and defines the outdoor living space. A study conducted by Palmer (1989) and Smardon (1988) in Syracuse, NY, USA, to assess the preference of a simulated front yard landscaping alternatives with combination of trees, turf, flower beds, shrubs and hedges along the front foot path showed that hedges were the most preferred. (Kendal et. al, 2008). Kumasi as an urban center is made up of several tropical ornamental trees. However, very few hedges have been explored from these trees. With Kumasi as the main setting, this research project therefore sought to explore the selection of candidate tropical ornamental trees for use as hedges. Twenty (20) sample questionnaires were sent out to commercial nurserymen within the metropolis to ascertain trees species available on sale, and hedge plants that were highly patronized. Responses from 15 nurseries concluded that Ixora was the highly patronized hedge plant. An observational study of West-Nhyiaeso, a high-class residential area in the Kumasi Metropolis, also provided names of different tropical trees. A comparative study of the tropical ornamental trees and the physical characteristics of Ixora such as leaf size, crown density, top-down cover, leaf colour, light requirement and drought resistance was then conducted. This was hence used as a selection criterion from which hedges could be chosen. Ten (10) tropical ornamental trees were explored as potential trees for use as hedges as these had similar physical characteristics to that of Ixora. It was recommended that the selected trees be tested as hedges.
Educational Services to Develop Students’ Different Variaties of Potential, Competence, Knowledge, and Experience in Elementary School (Published)
Education plays an important role to give a service to students particularly to those who have various kind of potential. Therefore, it needs to formulate the concept of educational services that can develop the potential of diverse students. This case study used a Focus Group Discussion (FGD) technique conducted in Jakarta, Bandung, and Surakarta. The research found out the concept of educational services for various kinds of students’ potential with the needs of strengthening school principal management involving students’ parents’ association, home visit, improve teaching and learning using various kinds of teaching methodology and teaching and learning tool.
The production of a storyline connecting issues of policy coherence with reference to reform initiatives designed to enhance teacher professionalism is the central purpose of this article. The storyline is synthesised from conversations with Ghana Education Service (GES) stakeholders and educational leaders about their opinions concerning the Ghana Education Service and teacher support towards policy implementation within the Sissala East District. Teacher professionalism has been taken out of a larger research work on “Implementation of Initiatives in Ghanaian Education: The effect on rural Ghanaian junior high schools” (Inkoom, 2012). The article articulates background data about demographic details of teachers in the Sissala East District; their professional development; teaching and learning, facilities and resources; and, issues of teacher deployment within GES and teacher education.