Research findings suggest both positive and negative developmental consequences of Internet use during childhood (e.g., playing video games have been associated with enhanced visual skills as well as increased aggression). Several studies have concluded that environmental factors mediate the developmental impact of childhood online behaviour. From an ecological perspective, we propose the techno-subsystem, a dimension of the microsystem (i.e., immediate environments). The techno-subsystem includes child interaction with both living (e.g., peers) and nonliving (e.g., hardware) elements of communication, information, and recreation technologies in direct environments. By emphasizing the role of technology in child development, the ecological techno-subsystem encourages holistic exploration of the developmental consequences of Internet use (and future technological advances) during childhood. L’usage d’Internet chez les enfants et le sous-système Techno écologique Résumé : Les résultats de recherche semblent indiquer que l’usage d’Internet chez les enfants aurait des conséquences développementales qui soit à la fois positives et négatives (ex. : l’usage des jeux vidéo auraient été associés à un accroissement des habileté visuelles ainsi qu’à un accroissement de l’agressivité). Plusieurs études ont aussi conclue que l’impact du comportement des enfants quand il sont en ligne sur leur développement serait affecté par des facteurs environnementaux. Dans une perspective écologique, nous proposons le sous-système Techno, une dimension du microsystème (ex :. les environnements immédiats). Le sous-système Techno comprend l’interaction de l’enfant avec des éléments vivants (e. : les paires) et non vivants (ex; les ordinateurs) de communication, d’information et de technologie de jeux dans des environnements directes.

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The crisis of the African state has been a dominant feature of the continent's socio‐political and development discourse in the last two decades. In a region where agriculture is the engine of development and the state plays an active role in agriculture, the crisis of the state has created a vacuum in the institutional framework required for agricultural development. Nongovernmental organisations (NGOs), consistent with globalisation, have emerged and filled the vacuum as viable institutions for agricultural development. This study examines State‐NGO relations during globalisation and the implications of that relationship for agricultural development in Africa. Exploring the socio‐political context of such relations, especially the nature of investment in the agricultural sector, the study shows how the uncertain outcomes of State‐NGO relations, exacerbated by global forces, affect the long‐term prospects of agricultural development in Africa.

In the last two decades, there have been noticeable changes in the ranks of academic labourers, specifically the increasing reliance on part-time instructors. The use of part-time instructors can be attributed to, among other things, cutbacks in state funding to universities and colleges due to, or as a response to, globalization. This study examines, at a theoretical level, the role of part-time academic labourers in the teaching mandate of Canadian universities and colleges. The study analyses the teaching duties of part-time academic labourers and notes significant theoretical difficulties that could undermine the quality of undergraduate teaching. The study also addresses the political problem of how to ensure that the quality of undergraduate teaching is not jeopardized due to the increasing reliance on part-time instructors.

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