ghanaopendata/ghanaian-research-english huggingface dataset:
Dissolved organic matter in hand‑dug well water as groundwater quality indicator: Assessment using laser‑induced fluorescence spectroscopy and multivariate statistical techniques

In groundwater, dissolved organic matter (DOM), a complex material, is a contaminant of concern owing to its ability to influence water quality and stimulate microbial metabolism. Using a 445-nm diode laser-induced fluorescence (LIF) spectroscopy, DOM contamination levels have been investigated of well water samples fetched from ten privately owned hand-dug wells during dry and wet seasons of 2016, 2017 and 2018, in Ghana. The results showed spatio-temporal heterogeneities in the LIF spectra, and the fluorescence intensity peaks were generally higher and broader during the wet season than the dry season. In this study, DOM fluorescence spectra at an emission wavelength band of 460–650 nm showed two distinct broad peak shoulders within 480–500 nm and 550–570 nm, engulfing the water Raman peak at 527±2 nm for all the water samples studied. Furthermore, principal component analysis and cluster analysis were used to differentiate the 2016 water samples based on their DOM contamination levels. In each case, three groups or clusters were identified based on their similarities and dissimilarities. The study revealed humic DOM substances as the most typical well water fluorophores. Applying the K-nearest neighbour algorithm as a classifier method for the classification of 30 water samples studied in 2016, 16.7% (5/30) were classified as very good drinking water, 46.7% (14/30) as good, 26.7% (8/30) as fairly good, and 10% (3/30) as bad drinking water samples. In general, levels of dissolved organic matter contamination increased over the study period during the rainy seasons for wells situated in close proximity to septic tanks, refuse dumps, public toilets and in wetlands. Thus, in the study the fluorescence intensity depends on the sampling site and the season, and indicates the DOM contamination level

Source: UCC
Dissolved organic matter in hand‑dug well water as groundwater quality indicator: assessment using laser‑induced fluorescence spectroscopy and multivariate statistical techniques

In groundwater, dissolved organic matter (DOM), a complex material, is a contaminant of concern owing to its ability to infuence water quality and stimulate microbial metabolism. Using a 445-nm diode laser-induced fuorescence (LIF) spectroscopy, DOM contamination levels have been investigated of well water samples fetched from ten privately owned hand-dug wells during dry and wet seasons of 2016, 2017 and 2018, in Ghana. The results showed spatio-temporal heterogeneities in the LIF spectra, and the fuorescence intensity peaks were generally higher and broader during the wet season than the dry season. In this study, DOM fuorescence spectra at an emission wavelength band of 460–650 nm showed two distinct broad peak shoulders within 480–500 nm and 550–570 nm, engulfng the water Raman peak at 527±2 nm for all the water samples studied. Furthermore, principal component analysis and cluster analysis were used to differentiate the 2016 water samples based on their DOM contamination levels. In each case, three groups or clusters were identifed based on their similarities and dissimilarities. The study revealed humic DOM substances as the most typical well water fluorophores. Applying the K-nearest neighbour algorithm as a classifier method for the classification of 30 water samples studied in 2016, 16.7% (5/30) were classified as very good drinking water, 46.7% (14/30) as good, 26.7% (8/30) as fairly good, and 10% (3/30) as bad drinking water samples. In general, levels of dissolved organic matter contamination increased over the study period during the rainy seasons for wells situated in close proximity to septic tanks, refuse dumps, public toilets and in wetlands. Thus, in the study the fluorescence intensity depends on the sampling site and the season, and indicates the DOM contamination level

Source: UCC
Dissolved organic matter in hand‑dug well water as groundwater quality indicator: assessment using laser‑induced fluorescence spectroscopy and multivariate statistical techniques

In groundwater, dissolved organic matter (DOM), a complex material, is a contaminant of concern owing to its ability to influence water quality and stimulate microbial metabolism. Using a 445-nm diode laser-induced fluorescence (LIF) spectroscopy, DOM contamination levels have been investigated of well water samples fetched from ten privately owned hand-dug wells during dry and wet seasons of 2016, 2017 and 2018, in Ghana. The results showed spatio-temporal het- erogeneities in the LIF spectra, and the fluorescence intensity peaks were generally higher and broader during the wet season than the dry season. In this study, DOM fluorescence spectra at an emission wavelength band of 460–650 nm showed two distinct broad peak shoulders within 480–500 nm and 550–570 nm, engulfing the water Raman peak at 527 ± 2 nm for all the water samples studied. Furthermore, principal component analysis and cluster analysis were used to differentiate the 2016 water samples based on their DOM contamination levels. In each case, three groups or clusters were identified based on their similarities and dissimilarities. The study revealed humic DOM substances as the most typical well water fluorophores. Applying the K-nearest neighbour algorithm as a classifier method for the classification of 30 water samples studied in 2016, 16.7% (5/30) were classified as very good drinking water, 46.7% (14/30) as good, 26.7% (8/30) as fairly good, and 10% (3/30) as bad drinking water samples. In general, levels of dissolved organic matter contamination increased over the study period during the rainy seasons for wells situated in close proximity to septic tanks, refuse dumps, public toilets and in wetlands. Thus, in the study the fluorescence intensity depends on the sampling site and the season, and indicates the DOM contamination level.

Source: UCC
Distance Education at the Grassroots and Assessment Procedures. The Case of the University of Cape Coast, Ghana

Distance education is an innovative learning experience which focuses on learning technology with the aim of creating human capital by using delivery of lessons from highly accredited source to the learner. At the University of Cape Coast in Ghana, individuals from diverse backgrounds and organizations embark on distance learning who under normal circumstances would not have had access to attend classes in the mainstream. The compelling need to determine their success in various centres is determined by effective assessment procedures and programme evaluation. This depends on types, structures, tools, mode of delivery and assessment records. This paper therefore examines the academic underpinnings of what precisely occurs at the University of Cape Coast. The paper instigates an inquiry to draw attention to learning outcomes of the “new” academic environment which stakeholders are benefitting from. The investigation was a case study from selected centres of the Eastern region. It adopted the mixed approach with sample selection which involved 50 students, 30 course tutors and 5 course coordinators. Semi-structured interview and group discussion were used as validation tools. Analytical processes were through sequencing and concurrent procedures using descriptive statistics and discursive method as basis for generating data. Respondents claimed that assessment procedures were superb. However, both students and course tutors complained about continuous assessment component of Teacher Made Test which is entirely ignored. The recommendation was to adopt well defined assessment and evaluation strategies.

Source: UCC
Distance education at the University of Education, Winneba: Challenges and prospects

The study examined the challenges and prospects of the UEW distance education programme. The design for the study was a descriptive survey whereby data were collected to answer the research questions. The sample for the study was 381 comprising 168 diploma students, 201 post-diploma students, 9 tutors/lecturers and 3 study centre coordinators. The stratified random sampling techniques were used in selecting the sample. Questionnaire was the main instrument used for the collection of data. The questionnaire was pilot-tested before the main data were collected. The Cronbach Alpha Reliability Co-efficient for the three research questions stood as .758, .681 and .788 respectively. The study identified inadequate feedback from tutors, inadequate modules, inadequate support system, delayed modules and inadequate motivation of tutors as the major challenges facing the University of Education (UEW) distance education programme. Despite these challenges, the UEW distance programme was described as good due to the quality of the programme and course structure. The face-to-face tutorial was also found to be effective. The prospects of the UEW distance education programme according to the study include access to university education, opportunity for higher professional training, teacher efficiency and the potential to attract more teachers to enroll in future. Based on the findings the following recommendations were made: that feedback should be given to students. It was also recommended that adequate modules be provided to the students and on time. In addition it was recommended that adequate support should be provided to students to facilitate teaching and learning.

Source: UCC
Distance Education at University of Cape Coast: Enrolment Decisions, Expectations and Challenges of Students

The study explored the enrolment decisions, expectations and challenges of Distance Education students in the University of Cape Coast (UCC). The study employed descriptive survey research design. The population for the study was the post-diploma degree in education students of the college. The study was targeted at all final year students of the post-diploma in education programme. Cluster and stratified sampling procedure were employed to select 176 students to participate in the study. The study used a questionnaire as the main instrument for data gathering. Descriptive statistics (frequencies and percentages) was computed for the descriptive data. The study revealed that students of the College of Distance Education (CoDE), University of Cape Coast (UCC), were furthering their education to gain competence and skills. It was evident that the students expected the utilisation of modules or course books as the instructional medium for the distance education. It was revealed that the students had the expectation of becoming professional and skilful teachers in their field of study. The study found that the greatest challenge of students is limited time to study on their own. It is recommended that the management of College of Distance Education, University of Cape Coast, together with the Distance Education Students Association (DESAG) should organise seminars for students on time management especially where their learning is coupled with work.

Source: UCC
Distance Teacher Trainee Perception of Teaching Practice Mentors at the University of Cape Coast, Ghana.

Mentoring as part of teaching practicum has emerged as an effective process through which the professional competencies of trainee-teachers are developed. The practicum experience of teacher training could be pertinent in the context of distance education where the mode of delivery is mainly by print, which do not allow the modelling of acting out ideal examples of teaching. The role of the mentor teacher in the distance education environments of public universities in Ghana therefore becomes critical in quality teacher development. The placement of teacher mentors in school locations for Distance Education trainee teachers during teaching practice helps trainee teachers to model good teaching skills. Trainee teachers are assisted to plan, teach and reflect on their lesson delivery with the view of improving their professional competencies. This paper examines the perception of Distance Education trainee teachers on teacher mentors placed at their school locations during teaching practice. A structured questionnaire was developed to collect data, which was analysed quantitatively using descriptive statistics. The results of the findings based on support for lesson preparation, teaching skills, coaching, teaching experience, and teacher mentors feedback, indicated that more attention could be focused on improving the mentorship of Distance Education trainee teachers at the University of Cape Coast during teaching practice in order to produce quality teachers for the education sector. It was however recommended that strategies to improve and strengthen the mentoring system at the University of Cape Coast, College of Distance Education be planned well to achieve the expected outcomes to the full benefit of trainee teachers.

Source: UCC
Distributed Leadership and School Improvement Leading or Misleading?

This article considers the relationship between distributed leadership and school improvement. Drawing upon empirical evidence from two contemporary studies of successful school leadership and recent studies of school improvement, it explores the extent to which distributed forms of leadership can contribute to school improvement. The article argues that the distributed perspective offers a new and important theoretical lens through which leadership practice in school can be reconfigured and reconceptualized. It concludes by suggesting that, while evidence would suggest that distributed forms of leadership can assist capacity building within schools which contributes to school improvement, further research is needed to confirm a relationship between distributed forms of leadership and improved student learning outcomes.

Source: UCC
Distributed Leadership: A Developmental Process

This paper outlines the methods and key findings of a small-scale research project that aimed to investigate the lived realities and practical implications of what has come to be known as 'distributed leadership'. The project took the form of case studies involving eleven schools (4 secondary, 2 middle and 3 primary, 2 junior/infant) within three Eastern Region local authorities (Essex, Suffolk and Hertfordshire). The schools, which were located in urban and rural settings, were purposively chosen, based on recommendations from their local authorities, as schools which exemplified distributed leadership and/or were interested in becoming more distributive in their practice. The methodology included quantitative and qualitative data collection, comprising questionnaires, shadowing procedures, interviews and workshops. This paper is derived from a full project report and highlights the findings regarding processes and phases for distribution. A taxonomy is used to illustrate six processes for distribution and a model is proposed for sustaining distributed leadership in school.

Source: UCC
‘Distributed Leadership’ In Schools: What English Headteachers Say About The ‘Pull’ And ‘Push’ Factors.

This paper addresses three main questions about distributed leadership. Firstly, what meanings are attributed to the term distributed leadership within headteachers’ working vocabulary? Secondly, do headteachers conceptualise and practice distributed leadership in the same way as suggested by experts in the field? Thirdly, what issues do headteachers face in trying to ‘distribute’ leadership or create environments in which leadership is dispersed? Data are drawn from an on-going National College for School Leadership (NCSL) commissioned project researching the state of distributed leadership in selected schools in Essex and Suffolk. It is anticipated that issues emerging from these data will provoke further debate about the practice of distributed leadership in schools and also set the scene for further research. The data were gathered through semi-structured interviews and the shadowing of headteachers. The findings demonstrate that (i) Although headteachers have an idea of the concept of distributing leadership, the term itself does not form an integral part of their day-to-day working vocabulary (ii) The process by which leadership is distributed in schools may be understood in terms of (a) the initiative headteachers take to share leadership responsibilities with teachers, (b) the creation of an environment in which teachers feel free to own initiatives and assume leadership responsibilities (c) ways in which headteachers, teachers, and students/pupils relate to each other in order to promote a greater sharing of leadership. The paper further discusses some factors that promote distributed leadership such as trust, confidence, communication, risk-taking and financial capacity. It also discusses some factors such as insecurity, structure of schools, dishonesty and external interference, which, from the perspective of the headteachers, inhibit the practice of distributed leadership. It concludes with a discussion of the implications of these factors for the professional development of headteachers, and as a historical footnote reminds us that contrary to the claim of existing research-based literature (e.g. Gronn, 2002) that ‘the first known reference to distributed leadership was in the field of social psychology in the early 1950s’ (p.653), the origin of distributed leadership can be traced to 1250 B.C.

Source: UCC
Distributed morphology of Akan-Twi plurals

Following the discussions of Bodomo and Marfo’s (2002) morphophonological analysis of Akan and Dagaare noun class system using number marking: singular and plural within Lexical Phonology theoretical framework, the present study seeks to provide a broader analysis of Akan-Twi plurals based on Distributed Morphology theoretical framework provided by Halle and Marantz (1993, 1994). The core issue of this paper is to account for whether the attachment of the prefix a- and the suffix -foɔ on some stems in Akan is due to the spell-out of vocabulary item (VI) or due to other morphological operations such as fission. Moreover, the paper attempts to address the context in which the Vocabulary Item /a-/ applies

Source: UCC
Distribution and abundance of hornbills in some selected matrices/landscapes in southern Ghana

A study of the seasonal patterns of distribution and abundance of hornbills was carried out from October 2010 to September 2011 in six protected areas of the Upper Guinea Forest of Ghana, a sacred grove, two urban settlements and a biodiversity plot in four regions of Ghana. The study compared the effects of the rainy and dry seasons on the distribution and abundance of hornbills in different matrix types. More hornbills were recorded in the dry season than in the rainy season. Five hornbill species were recorded. They were: Ceratogymna atrata (Black-casqued Hornbill), Tockus fasciatus (African Pied Hornbill), Tockus hartlaubi (Black Dwarf), Bycanistes fistulator (Piping Hornbill) and Tropicranus albocristatus (White-crested Hornbill). Although the occurrence of Bycanistes cylindricus was expected, its absence is an indication of the high level of destruction of Ghana’s forests, even protected areas. The study reveals that the populations of Ghana’s hornbills may be low. The generally low abundance in some of the study areas may probably be due to effects of prolonged disturbance within their home ranges resulting from mining, logging, hunting and clearing of forests for farming. Examination of the knowledge possessed by indigenous people on aspects of hornbill ecology and possible threats faced by these species indicated that hornbills were currently over exploited. Given this current and other known threats to African forest-dwelling hornbills, this study serves as a basis on which the status of these species may be reviewed periodically.

Source: UCC
Distribution of Bank and Non-Bank Financial Institutions and Financial Inclusion in Ghana

This study sought to examine the effects of the distribution of Banks and Non-bank financial institutions on Financial Inclusion in Ghana. Data from the seventh round of the Ghana Living Standard Survey (GLSS 7) sourced from Ghana Statistical Service (GSS) and another secondary data on types and location of financial institutions were collected from Bank of Ghana and other official online sources and used for the study. The final sample size analyzed for the research work is 2530. The main objectives of the study were to analyze the effects of number of bank and non-bank financial institutions in a community on financial inclusion and also the effects of increase in number of financial institutions in rural areas on financial inclusion. The study found that as the number of banks in a community increases, financial inclusion improves. Again, financial inclusion increases in rural areas as the presence of bank and non-bank financial institutions in the rural areas increases. The dominance analysis conducted also show that formal education plays a major role in the fight against financial exclusion in Ghana. This study makes a recommendation that the government through the Ministry of Finance and Economic Planning, and the Communication Ministry should make available the needed infrastructure that will support the opening of new branches of bank and non-bank financial institutions in all parts of Ghana. Moreover, it is recommended that the government of Ghana through the Bank of Ghana should encourage existing bank and non-bank financial institutions to extend their operations to underserved areas either through enactment of policies or provision of incentives.

Source: UCC