In To Africa: Teaching Nanoscience to Undergraduates in KwaZulu-Natal, South Africa

2011 ◽  
Vol 1320 ◽  
Author(s):  
Brian H. Augustine ◽  
Orde Q. Munro
Keyword(s):  
South Africa ◽  
Developing Countries ◽  
Undergraduate Students ◽  
Materials Science ◽  
Undergraduate Research ◽  
Developed Countries ◽  
The United States ◽  
Research Experience ◽  
Laboratory Course ◽  
Kwazulu Natal

ABSTRACTThere has been considerable interest in developing curricular programs and materials for teaching undergraduate courses in nanoscience in the United States and other developed countries in the past decade. Materials science and nanoscience research programs are growing in developing countries in South America, Africa and Asia. However, there still exists a significant disconnect between the research efforts in developing countries and undergraduate coursework. This report will focus on the teaching of an upper-division one semester lecture/laboratory course developed at James Madison University (JMU) called “The Science of the Small: An Introduction to the Nanoworld” taught in the School of Chemistry at the University of KwaZulu-Natal in Pietermaritzburg (UKZN-PMB), South Africa in 2009 through the Fulbright U.S. Scholar program. We report insights into the preparation needed to teach a cutting-edge laboratory course in South Africa. Also addressed will be some of the challenges of teaching an instrument-intensive laboratory course in a developing country, academic preparation of the typical native isiZulu-speaking UKZN undergraduate student compared to a typical U.S. student, and pre and post attitudes and content assessment of students who were enrolled in the course. Further discussed will be observations of post-apartheid science and math education in South Africa, and the beginning of a pilot program bringing South African undergraduate students to the U.S. to gain undergraduate research experience.

Beyond the Classroom: Educating Undergraduates in Materials Science Research and Careers via the CPIMA SURE Program

2001 ◽  
Vol 684 ◽  
Author(s):  
Marni Goldman ◽  
Charles G. Wade ◽  
Brenda E. Waller ◽  
Curtis W. Frank
Keyword(s):  
Undergraduate Students ◽  
Materials Science ◽  
Undergraduate Research ◽  
Career Decisions ◽  
Science Research ◽  
Research Process ◽  
Traditional Classroom ◽  
Polymer Interfaces ◽  
Research Experience ◽  
Macromolecular Assemblies

ABSTRACTThe Center on Polymer Interfaces and Macromolecular Assemblies (CPIMA), an NSF MRSEC and joint partnership among Stanford University, IBM Almaden, and University of California at Davis, established the Summer Undergraduate Research Experience (SURE) Program in 1995. Its mission is twofold: to expose undergraduate students to cutting-edge research and to help students with their ultimate career decisions. Approximately twenty-five students each summer are assigned a research project under the direction of a mentor. Students are exposed to a variety of research environments including universities, industry, and laboratories overseas. Regardless of site, students participate in research group meetings and learn the research process –a valuable experience that is often not obtained during a student's undergraduate years. To complete the research experience, SURE students attend a CPIMA Forum where they present posters on their research and interact with members of both academia and industry. While undergraduates are exposed to academia, they are often not exposed to industry or alternative careers. SURE students learn about industrial research by visiting IBM and getting a tour of the Almaden Research Center. A Career Day is held during the Program where students are given workshops on applying to graduate school as well as talks from people in different scientific careers, both traditional and nontraditional. Assessment surveys show that after their exposure to a number of experiences and ideas over 10 weeks, the SURE students have learned important lessons that a traditional classroom does not afford. To date, over 150 students have participated.

Transcription as a Key Phase of Data Analysis in Qualitative Research: Experience from KwaZulu-Natal, South Africa

Field Methods ◽  
2021 ◽  
pp. 1525822X2198948
Author(s):  
Adeagbo Oluwafemi ◽  
S. Xulu ◽  
N. Dlamini ◽  
M. Luthuli ◽  
T. Mhlongo ◽  
...  
Keyword(s):  
South Africa ◽  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Qualitative Data ◽  
Research Experience ◽  
Written Text ◽  
Kwazulu Natal ◽  
Collection Methods ◽  
Qualitative Data Collection

Transforming spoken words into written text in qualitative research is a vital step in familiarizing and immersing oneself in the data. We share a three-step approach of how data transcription facilitated an interpretative act of analysis in a study using qualitative data collection methods on the barriers and facilitators of HIV testing and treatment in KwaZulu-Natal, South Africa.

High-Impact Practices in Materials Science Education: Student Research Internships Leading to Pedagogical Innovation in STEM Laboratory Learning Activities

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1667-1672 ◽  
Author(s):  
Lon A. Porter
Keyword(s):  
Computer Aided Design ◽  
Materials Science ◽  
Undergraduate Research ◽  
Science Research ◽  
High Impact ◽  
Digital Design ◽  
Education Student ◽  
Research Experience ◽  
Student Research ◽  
Pedagogical Innovation

ABSTRACTTraditional lecture-centered approaches alone are inadequate for preparing students for the challenges of creative problem solving in the STEM disciplines. As an alternative, learnercentered and other high-impact pedagogies are gaining prominence. The Wabash College 3D Printing and Fabrication Center (3D-PFC) supports several initiatives on campus, but one of the most successful is a computer-aided design (CAD) and fabrication-based undergraduate research internship program. The first cohort of four students participated in an eight-week program during the summer of 2015. A second group of the four students was successfully recruited to participate the following summer. This intensive materials science research experience challenged students to employ digital design and fabrication in the design, testing, and construction of inexpensive scientific instrumentation for use in introductory STEM courses at Wabash College. The student research interns ultimately produced a variety of successful new designs that could be produced for less than $25 per device and successfully detect analytes of interest down to concentrations in the parts per million (ppm) range. These student-produced instruments have enabled innovations in the way introductory instrumental analysis is taught on campus. Beyond summer work, the 3D-PFC staffed student interns during the academic year, where they collaborated on various cross-disciplinary projects with students and faculty from departments such as mathematics, physics, biology, rhetoric, history, classics, and English. Thus far, the student work has led to three campus presentations, four presentations at national professional conferences, and three peer-reviewed publications. The following report highlights initial progress as well as preliminary assessment findings.

Wealth and governance in unstable states : South Africa as a context for Mancur Olson's theory of collective action

2016 ◽  
Author(s):  
◽  
Pamela E. Kelrick
Keyword(s):  
South Africa ◽  
Developing Countries ◽  
Collective Action ◽  
Temporal Dynamics ◽  
Generalized Additive Models ◽  
Political Stability ◽  
Developed Countries ◽  
Additive Models ◽  
Policy Implications ◽  
Empirical Analyses

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Mancur Olson's theory of collective action has primarily been construed and applied to developed countries with formal economies and (generally) socio-political stability. Yet, he asserted that his theory of collective action would apply in developing countries, even those which are far less stable. This study examined Olson's assertion that collective action applies in developing countries, using South Africa as a case study. The empirical analyses included canonical correlation analysis and generalized additive models, using attribute, spatial, and temporal data to understand the spatial and temporal dynamics between wealth and governance in South Africa. Geographic clustering by race and economic class remains persistent despite democratic reforms and improved governance engagement. In addition, findings of the empirical analyses were used to evaluate Olson's theory of collective action and frame the policy implications. Collective action is consistent with findings, but, in the context of developing countries, ought to include more prominent considerations of path dependency, increasing returns, and historical institutionalism.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

Human Immunodeficiency Virus and Artificial Feeding

PEDIATRICS ◽  
1989 ◽  
Vol 83 (5) ◽  
pp. 804-804
Author(s):  
STANLEY A. PLOTKIN
Keyword(s):  
United States ◽  
Human Immunodeficiency Virus ◽  
Developing Countries ◽  
Breast Milk ◽  
Infection Control ◽  
Hiv Infection ◽  
Developed Countries ◽  
The United States ◽  
Artificial Feeding ◽  
Immunodeficiency Virus

Dr Halsey has brought to my attention that a sentence in the human immunodeficiency virus (HIV) infection control statement (AAP News, September 1988) and perinatal statement (Pediatrics 1988;82:941-944) might be misinterpreted as advocating artificial feeding for HP/-infected infants in developing countries. It was our intention to advocate the use of artificial feeding by HIV-infected mothers only in the United States and other developed countries where safe water and hygienic practices are the norm. In other countries, the advantages of breast milk outweigh the possible risk of transmission to the newborn.

On the Legality of the United States Action of Terminating India’s GSP Status

2020 ◽  
Vol 55 (1) ◽  
pp. 119-129
Author(s):  
R. Rajesh Babu
Keyword(s):  
Developing Countries ◽  
Dispute Settlement ◽  
Developed Countries ◽  
The United States ◽  
Appellate Body ◽  
Generalized System Of Preferences ◽  
Wto Dispute Settlement ◽  
The Us ◽  
Developmental Opportunities ◽  
Enabling Clause

Since the US Presidential Proclamation terminating India status as a Generalized System of Preferences (GSP) beneficiary with effect from 5 June 2019, questions are raised on the WTO legitimacy of such an action. The US measure, which appears to have a punitive element—a move precipitated by lack of reciprocity from India by not providing ‘equitable and reasonable access’ for US products in Indian markets—challenges the fundamentally premise of the GSP schemes. Since the GSP schemes are established to provide economic and developmental opportunities for developing countries, and once established must be administered as per the 1979 General Agreement on Tariffs and Trade Enabling Clause, meaning it must be on a ‘generalised’, ‘non-reciprocal’ and ‘non-discriminatory’ basis, can India raise a legitimate challenge against the US action at the WTO Dispute Settlement Body? Or can the GSP schemes, being voluntary and unilaterally administered, be structured by developed countries as trade policy tools with stringent trade and non-trade conditionalities? The decision of the Appellate Body in European Communities—Tariff Preferences, the contested nature of the Enabling Clause and the heterogeneous nature of developing countries at the WTO makes the interpretation knotty. In this context, this article provides a brief comment on the legal basis of the Enabling Clause in the WTO framework and the legitimacy of the US action of termination of India from the beneficiary status. Keeping aside the legal question, the author is also of the view that time is ripe for India to consider ‘graduating’ itself from such preferential arrangements and engage in binding obligations that are reciprocal and sustainable. JEL Codes: K33, O24

Comparing Mentor and Mentee Perspectives in a Research-Based Undergraduate Mentoring Program

2012 ◽  
Author(s):  
Janet Y. Tsai ◽  
Daria Kotys-Schwartz ◽  
Beverly Louie ◽  
Virginia Ferguson ◽  
Alyssa Berg
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Retention Rate ◽  
Mentoring Relationships ◽  
Mentoring Program ◽  
Research Experience ◽  
Engineering Research ◽  
Reflective Questions ◽  
Undergraduate Mentoring

At the University of Colorado Boulder (CU), a research-based undergraduate mentoring program is now in its second year of implementation. The program, Your Own Undergraduate Research Experience (YOU’RE@CU) has three main goals: improve the retention rate of diverse groups in undergraduate engineering, build undergraduate interest in engineering research, and prepare graduate students to take on leadership roles in either academia or industry-based research careers. In YOU’RE@CU, undergraduate students are paired with a graduate mentor and work in the graduate student’s lab several hours a week. Undergraduate mentees enroll in a one-credit seminar course focusing on research and graduate school opportunities, and are assessed via pre- and post-surveys to gauge their excitement and interest in engineering. The undergraduates also respond to biweekly qualitative reflective questions while participating in the program. Graduate mentors complete several reflective questions about their experiences and are required to complete pre- and post-assessments. Adopting a person-centered, case study approach, this paper focuses on two telling examples of research-based mentoring relationships in the YOU’RE@CU program. Given identical mentor training through YOU’RE@CU, two graduate students start the Spring 2012 semester by meeting with their mentees to launch a research project. By examining application, pre-survey, reflective questions, and post-survey responses from these four participants, the differences in the trajectory of the two paired mentoring relationships can be clearly seen over the course of one semester. This close examination of two disparate mentoring relationships is instructive in understanding the subtle details that create either a positive learning environment or an uncomfortable lab situation for young engineers, and assists program administrators in making improvements in subsequent years.

Designing Authentic Undergraduate Research Experiences in a Single-Semester Lab Course

2015 ◽  
Vol 77 (7) ◽  
pp. 526-531 ◽  
Author(s):  
Thomas A. Mennella
Keyword(s):  
Fluorescent Protein ◽  
Undergraduate Research ◽  
Research Experience ◽  
Research Project ◽  
Research Experiences ◽  
Laboratory Course ◽  
E Coli ◽  
Undergraduate Research Experiences ◽  
Green Fluorescent ◽  
Scheduled Time

The importance of a robust undergraduate research experience has been demonstrated time and again. However, too few undergraduates engage in genuine research and leverage this opportunity. Here, I present a laboratory course in cell and molecular biology that is designed to mimic a true research project. Students work through a 10-step experimental design culminating in the construction, expression, and visualization of microtubules fused to green fluorescent protein in baker's yeast. The steps of this project include the isolation of the tubulin gene from yeast genomic DNA, the cloning of that gene into an expression vector, the amplification of this plasmid in E. coli, and the expression of fluorescent tubulin in yeast. Controls and validation steps are embedded throughout the project, as they would be in a genuine research project. This laboratory course more closely resembles a one-semester undergraduate research experience than a typical lab course. However, because this course reaches a much larger number of students compared with undergraduate research opportunities, it provides students with a valuable research experience that remains confined to the scheduled time block of a typical lab course. In this way, many of the benefits of research are experienced by a large number of undergraduates.

CSR disclosure in developing and developed countries: a comparative study

2019 ◽  
Vol 11 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Aparna Bhatia ◽  
Binny Makkar
Keyword(s):  
South Africa ◽  
Developing Countries ◽  
Developed Countries ◽  
Environmental Conservation ◽  
Content Type ◽  
The Usa ◽  
Csr Disclosure ◽  
The Uk ◽  
Developed Nations ◽  
Developing And Developed Countries

Purpose This paper aims to examine and compare the nature and extent of corporate social responsibility (CSR) reporting practices of companies in developing (BRICS [Brazil, Russia, India, China and South Africa]) and developed (the USA and the UK) countries. Design/methodology/approach Content analysis is conducted on the annual reports and websites of 325 companies listed on stock exchanges of developing markets and of developed markets (Brazil – IBrX 100, 46 companies; Russia – Broad Market Index, 50 companies; India – BSE 100, 50 companies; China – SSE 180, 29 companies; South Africa – FTSE/JSE All Share index, 50 companies; the USA – NYSE 100, 50 companies; the UK – FTSE 100, 50 companies). Descriptives are used to calculate company wise and item wise scores. T-test analysis is applied to check for significant differences between mean scores of developing and developed countries. Findings The findings of the study reflect that developed countries have higher CSR disclosure scores than developing countries. Overall, mean CSR disclosure score of developed countries is 53.5%, followed by that of the developing countries at 49.4%. Developed countries take lead in CSR disclosure for all the five categories, namely, human resources, community, environment, customer and product and others. The results of independent sample T-test suggest that mean disclosure score of developing nations is significantly different from developed nations. Practical implications As suggested by the results, the gap in the CSR disclosure scores between developing and developed group of countries is not an alarming one. However, developing countries should practice CSR in spirit and not just in letter. Focus should not be on just filling the pages in black and white, rather the essence of CSR should be attained for balanced development of the country. For instance, though developing country like India has high score of CSR disclosure in contrast to each of the developed country taken in the sample, yet the country is still battling with several issues such as poverty, over-population, corruption, poor standard of working conditions for the employees and environmental conservation. Sustenance should focus upon renewable sources of energy; efforts of employees should be acknowledged offering flexible working hours; consumer trust should be built by communicating authentic and accurate information about the product. As developing countries encounter several social and environmental problems, companies must endeavor to build a healthy nation keeping in mind the welfare of all stakeholders by practicing CSR. Originality/value This study overcomes the limitations of prior cross-country studies by taking a better representative sample with greater number of countries belonging to identifiable group of “developing” and “developed” nations and thus attempts to improve generalization and authenticity of results.

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