scholarly journals Geotechnical Characterization of the Subgrade on Some Rural Roads in Cross River State, Nigeria and the Influence of Geology

2020 ◽  
pp. 27-39
Author(s):  
Abidemi Olujide Ilori ◽  
Anusa Andrew Anusa
Keyword(s):  
Complex Terrain ◽  
Research Laboratory ◽  
Classification Scheme ◽  
American Association ◽  
Basement Complex ◽  
Rural Roads ◽  
Cross River ◽  
Cross River State ◽  
Geotechnical Characterization

The subgrades of three different rural roads alignment were investigated with the aim to determine their geotechnical properties. The three roads are on two different geologic terrains. Two of the roads, the 18 km Yahe-Waniye-Wanakom road and the 6 km Okpoma-Okuku road are on Cretaceous sediments terrain, while the 8 km Ugboro-Imaje-Okuku road is on the Basement Complex terrain. Based on American Association of Highways and Transportation Officials (AASHTO) most of the soils classify as A-2-4, A-2-6 on the first two roads with A-7-5, A-7-6 soils interspersed between the A-2-4 soils. The A-2-4, A-2-6 soils were also encountered on the only alignment on the basement complex, but the A-7 group of soils were not encountered on this alignment. Based on The Transport Research Laboratory Road Note 31, subgrade quality on all the three alignments is classed into ‘S4 to S6’ subgrade class. In this classification scheme ‘S6’ is the subgrade of the highest quality.

Teachers Characteristics, Related factors and Environmental Education Curriculum Implementation in Secondary Schools in Cross River State, Nigeria

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 136-158
Author(s):  
Eneji Chris-Valentine Ogar ◽  
Petters Janet Sunday ◽  
Onnoghen Usang Nkanu ◽  
Asuquo Edung Etim
Keyword(s):  
Regression Analysis ◽  
Environmental Education ◽  
Secondary Schools ◽  
Classroom Management ◽  
Curriculum Implementation ◽  
Education Curriculum ◽  
Related Factors ◽  
Significance Level ◽  
Cross River ◽  
Cross River State

This study assessed the influence of teacher’s characteristics and other related factors in the implementation of Environmental Education curriculum in secondary schools in Cross River State, Nigeria. Two research designs were used, survey inferential and Expost facto research design. The study is located in the department of Environmental Education, University of Calabar, Nigeria. Two research questions converted into two hypotheses were formulated for the study.  A sample of three hundred (300) respondents were selected using the multistage random sampling technique comprising of twenty five (25) lecturers and two hundred and seventy five (275) postgraduate and final year undergraduate students in the department of Environmental Education, University of Calabar. Data was collected using a structured questionnaire, the instrument administration was done by the researchers and same were collected 100%. Pearson Product Moment Correlation Analysis and regression analysis were used to test the hypotheses at 0.05 significance level and 298 and 290 degrees of freedom respectively. The result shows that teacher’s characteristics do significantly influence Environmental Education curriculum implementation in secondary schools. The regression analysis also shows that 6 factors listed impedes the implementation of Environmental Education curriculum, while four were not significant factors influencing Environmental Education curriculum in secondary schools. It was however recommended that teachers with competence in pedagogic knowledge of Environmental Education with classroom management skill should be employed to drive the process, while arrangement should be put in place to make Environmental Education a subject for students to offer and write in final senior secondary school examination among other.

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