International audienceA regional ocean model was used to study interannual variations in the Tanzanian shelf region and offshore in the tropical western Indian Ocean for the period 1980–2007. The model was forced with surface winds and heat fluxes from the National Centers for Environmental Prediction (NCEP) reanalysis, and its initial and lateral boundary conditions were derived from the Simple Ocean Data Assimilation (SODA). The weakest interannual sea surface temperature (SST) variations occurred in the coastal waters off Tanzania, where there was a strong correlation with waters to the north of Madagascar. The coastal waters were dominated by variability at a period of about 5 y. The strongest interannual SST variations occurred offshore, being dominated by two periods, one at about 2.7 y and the other at about 5 y. The variability of the region seemed to be linked to El Niño–Southern Oscillation (ENSO) and Indian Ocean Dipole (IOD) events that induced changes in the thermocline and surface heat fluxes in the region. Local surface heat flux exchanges driven by the anomalous shortwave radiation dominated the interannual SST variability in the Tanzanian shelf region, with some contribution by the advection of heat anomalies from the North-East Madagascar Current. Farther offshore, the interannual variability of the SST was dominated by the thermocline variations induced by local Ekman pumping from local wind stress curl and by remote forcing from large-scale climate modes
Meeting the challenge of modern global chemistry education requires collaborations from many different actors. Here, we report the development of culturally relevant computer-based lessons on VSEPR and unit cells designed specifically for implementation in the unique environment of East African high schools. The lesson plans use software more commonly employed by materials science graduate students, here repurposed for the high school chemistry classroom. The lesson plans were successfully piloted in local schools, indicating their potential for wide impact. The complete lesson plans are provided for free. The careful design of the lessons based on specific environmental factors through multifaceted contributors suggests a model of collaboration that could be useful in many other contexts.
The use of Information and Communication Technology (ICT) in teaching and learning has been the main target for public and private schools in Tanzania since the beginning of the 21 st century. Since then, however, the achievement of using ICT on teaching and learning has been relatively unsatisfactory due to several reasons including incompetence and poor understanding of teachers on ICT. This study intends to understand ICT literacy level, use of ICT tools in delivering contents, and readiness to adopt new methods of teaching and learning using ICT among secondary schools teachers with respect to their ages and level of education. The study was carried out in Dodoma municipality in central Tanzania for both government and private secondary schools. Questionnaires facilitated the survey methodology by involving sixteen (16) government and private secondary schools with study sample of 231 teachers. The results show that there is a positive relationship on age of teachers towards their ICT literacy. Furthermore, the study reveals that there is a significant difference between age of teachers and their highest level of education. Contrary, the findings reveal that; age is not a factor on teachers' use of ICT tools in delivering contents, and the readiness of teachers in adopting new methods of teaching and learning using ICT. Such results provide school administration and Tanzania government a clear way on how to use and build capacity of teachers in different ways of using ICT by considering teachers' age.
Information and Communication Technology (ICT) is a tool that changes the way education operates in terms of teaching and learning. However, the analysis available for ICT facilities in schools provides stakeholders with support at those schools. This study aims at investigating the support of ICT use in Tanzania secondary schools. The findings show that Tanzania secondary schools are lagging behind at the level of application of ICT in the teaching-learning process. The ICT facilities are lacking in schools as well as the capacity for using ICT by both teachers and students is also very low. In order to fit into the new scientific order, it is necessary for Tanzania institutions and individuals alike to develop a society and culture that places a high value on information and communication technology. The government and other education stakeholder should increase funding for the entire educational sector with emphasis on using ICT. This emphasis will help improve the level of ICT facilities in the schools. There should also be continuous and periodic training of teachers on ICT skills acquisition. Such efforts will enhance support on using ICT in education resulting to socioeconomic development in the country.
The use of ICT in education has been proved to be a key milestone in improving the learning process in different levels of education. To tap this opportunity, the government of Tanzania has implemented a number of projects aimed at introducing and using ICT in different levels of education. There have been similar initiatives in the private institutions as well. However, such initiatives have been facing different challenges particularly on the readiness of using ICT for education for private and public secondary schools. Thus, this study seeks to understand ICT usage readiness between public and private schools. Results from the Pearson's Chi Square distribution reveal that there is a relationship between the types of school with the readiness to adopt the use of ICT in teaching with private school being favored. The study has revealed that private secondary schools in Dodoma municipality are better off than public secondary schools in ICT usage readiness. Challenges for ICT usage readiness affecting the two types of schools are identified, and mitigation mechanisms to close the gap between the two types of schools are proposed. This study is significant in that it informs schools' readiness to use ICT for teaching and administrative use. It also shades light on the comparison of ICT usage between private and public schools. General TermsICT, usage readiness Keywords ICT, usage readiness, private and public secondary schools
Ocean circulation, upwelling phenomena and chlorophyll-a concentrations were investigated within the framework of numerical model simulations with 1/12° nested horizontal grid-size, in the tropical western Indian Ocean, along the coasts of Tanzania and Kenya. Ekman driven upwelling exhibited high levels of spatial and temporal variability in the region, characterized by a more vigorous occurrence/intensification during the Northeast than the Southwest Monsoon season. A similar trend was observed for chlorophyll-a distribution, but with an additional strong contribution during the inter-monsoon period from March to April. Trend analysis of a SST-derived coastal upwelling index (CUI) computed over the Pemba Channel and offshore of the East African Coastal Current (EACC), for 24 years (1990 - 2013), revealed a general linear relation of the form CUI(yr) = 2.4x10-7yr – 285, with a steady small annual increase of the upwelling phenomena by 0.0024/year ≃ 4% during the whole period of the simulation, which could be attributed to documented increasing trends of wind intensity and water volume transport in the region. The CUI exhibited the two most dominant peaks of variabilities on the range of annual and semi-annual timescales. The wind-stress southward component and the easting/westing veering of the northward EACC at 6°S revealed that these parameters were moderate and significantly correlated with the CUI (r = - 0.53 and 0.52, p<0.05) respectively, further suggesting its intensification during the Northeast Monsoon season.
This paper examines how curriculum materials act as a barrier to implementation of communicative Language Teaching (CLT) in English as a Foreign Language (EFL) context. It has been noted that several studies report some challenges of CLT in English language teaching. Consequently, some authors conclude that CLT is useless while others observe that the reported challenges are external weaknesses caused by users of the approach. In light of this debate, this study was conducted. Two questions were the focus of the study: how do curriculum materials respond to CLT? How does the actual use of the developed curriculum materials respond to principles of CLT? Drawing on the data obtained, authors of this study argue that curriculum materials are missing essential tasks which would facilitate a smooth implementation of CLT. Consequently, features of the traditional methods are dominating the practices. Authors advocate that it is unfair to argue that CLT is useless in EFL context but we have failed to design for it. Following the noted weaknesses, researchers recommend the adoption of task-based curriculum material design to ensure rich communicative activities in textbooks and classrooms as well.
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