AFRICA'S UNFINISHED BUSINESS: BUILDING SUSTAINABLE AGRICULTURAL RESEARCH SYSTEMS

This paper addresses four questions: · What lessons can be drawn from the "rise and decline" of NARS in Africa? · What can African research managers learn from some of the successful reforms of NARS in Asia and Latin America over the past 10 to 15 years? · What are the major challenges facing the NARS in the ASARECA region in the coming 10-20 years? · What are the critical reforms and the incentives needed to develop pluralistic, accountable, productive and financially self-sustaining NARS in AFRICA?Research and Development/Tech Change/Emerging Technologies,

Studying soap operas

This present issue of Communication Research Trends will focus on research about soap operas published in the last 15 years, that is, from the year 2000 to the present. This more recent research shows one key difference: the interest in soap opera has become worldwide. This appears in the programs that people listen to or watch and in communication researchers who themselves come from different countries

Modern meat: the next generation of meat from cells

Modern Meat is the first textbook on cultivated meat, with contributions from over 100 experts within the cultivated meat community. The Sections of Modern Meat comprise 5 broad categories of cultivated meat: Context, Impact, Science, Society, and World. The 19 chapters of Modern Meat, spread across these 5 sections, provide detailed entries on cultivated meat. They extensively tour a range of topics including the impact of cultivated meat on humans and animals, the bioprocess of cultivated meat production, how cultivated meat may become a food option in Space and on Mars, and how cultivated meat may impact the economy, culture, and tradition of Asia

Effects of Two Prereading Activities on Comprehending Science Text: Reading Abridged Text and Learning Vocabulary Words

The present study examined the effects of two prereading activities designed to improve fifth-grade students’ vocabulary learning and comprehension of science textbook content containing those words. Ninety-three fifth grade students participated in this study. The prereading activities consisted of students reading an abridged version of the text or receiving instruction on vocabulary words drawn from the text before reading the full text once. Students receiving these treatments were compared to a control condition in which students reread the full text passage twice but did not receive any prereading treatment. Students were grouped by reading ability levels into above average, average, and below average readers. ANOVAs confirmed that the treatment/control groups did not differ on any of the pretests. ANOVAs were performed to examine the effects of the prereading treatments on measures of students’ vocabulary learning and reading comprehension of the science text. Results showed that students in the vocabulary training condition and the abridged text condition performed similarly in defining the vocabulary words and generating sentences containing the words, and both groups outperformed the control group on these measures. In addition, the vocabulary trained group outperformed the other two groups on a prompted recall measure of text comprehension. Treatment effects conditioned by reader ability were found on the sentence generation measure. The difference favoring the vocabulary group over the control group was evident for above-average and average readers but not for below average readers. The difference favoring the abridged group over the control group was evident for average and below average readers but not for above average readers. Students in the abridged text condition performed similarly across all reading levels, whereas students in the vocabulary and the control conditions differed across reading levels, with performance declining linearly as reading level declined. Better readers outperformed poorer readers on all the vocabulary measures and all but one of the reading comprehension measures. Results of this study suggest that having students read an abridged version of a difficult science text can help students learn vocabulary words in the text. Teaching students vocabulary words contained in a difficult science text prior to reading the text can help students learn the vocabulary words and improve their comprehension of the text

Faculty Portraits 1981

Governors State University faculty portraits and biographies. College of Arts and Sciences: Ted Andrews, Clara Anthony, Daniel Bernd, Arthur Bourgeois, Ronald Brubaker, Warrick Carter, Edwin Cehelnik, Teresa Duron, Peter Fenner, Lydia Fontan, Efraim Gil, Temmie Gilbert, Harriet Gross, Peter Gunther, Elizabeth Hagens, Reino Hakala, John Hockett, Joselito Jara, Robert Jessen, Mohammed Kishta, Judith Lacaria, Otis Lawrence, Larry McClellan, Curtis McCray, Richard McCreary, Marcus Marzynski, Jon Mendelson, Daniel Mendoza de Arce, Sharyne Merritt, C. Edward Miller, Joyce Mohberg, Joyce Morishita, Melvyn Muchnik, Louis Mule, Roger Oden, June Patton, John Payne, Robert Press, Hugh Rank, David Reeve, Howard Roberts, Paul Schranz, Donna Siemro, Herman Sievering, Mel Slott, Linda Steiner, Rudolf Strukoff, William Toner, Alma Walker Vinyard, Anthony Wei, S. J. Luyimbazi Zake, Leon Zalewski College of Business and Public Administration: James Buckenmyer, Manuel Chavez, Michael Cohen, Lowell Culver, Robert Donaldson, Richard Finkley, Paul Green, Donald Herzog, Akkanad Isaac, Robert Judd, Robert Kelley, Tye Kim, Richard Lazarski, V. K. Chris Liebscher, Dale Max, Sheldon Mendelson, Robert Milam, Margaret Morton, Roscoe Perritt, Andrew Petro, Birginio Piucci, Carl Stover, Jordan Tsolakides, Richard Vorwerk College of Human Learning and Development: Ira Bank, Gerald Baysore, Roberta Bear, William Boline, Joanna Kay Bowers, Marvin Brottman, Lisa Chang, Roy Cogdell, David Crispin, Thomas Deem, Dimitroff Michael, Guillermo Duron, Clifford Eagleton, Melvyn Freed, O. W. Goldenstein, Harvey Grimsley, Paul Hill, Grace Hopkins, Helen Elizabeth Hughes, Barbara Jenkins, Jeffrey Kaiser, William Katz, Joyce Kennedy, Young Kim, Ana Kong, Michael Lewis, Jagan Lingamneni, Benjamin Lowe, William McLemore, David Matteson, George Michel, Sonya Monroe-Clay, Hector Ortiz, Suzanne Prescott, Michael Purdy, Pamela Rebeck, Vinicio Reyes, William Rogge, Tulsi Saral, Terri Schwartz, Nancy Sherick, Kenneth Silber, Michael Stelnicki, Carolyn Talbott, Sandra Whitaker, Kenneth Weig, Peggy Eleanor Williams, Buford Wilson, Audrey Witzman, Lonn Wolf, Addison Woodward Instructional Communications Center: Richard Burd, Ralph Kruse School of Health Professions: Elizabeth Brutvan, Clementine Coleman, Robert Cornesky, Constance Edwards, Linda Forner, Ann Fry, Clyde Gardner, Lee Hartzman, Suzanne Hildebrand, Doris Johnson, Linda Jones, Mary Eleise Jones, Annie Lawrence, Robert Leftwich, John Lowe, Jay Lubinsky, Brian Malec, James Massey, Laurel Maul, Irwin Miller, Mary Priebe, Sang-O Rhee, Kenneth van Doren, Kenneth Whittemore, Linda Ziemann Student Affairs and Services: David Suddick University Library: Martha Armstrong, Donna Barber, Elisabeth Glascoff, Adlean Harris, Miriam Kaplan, Joseph Meredith, Susan Morriss, Carl Peterson, Mary Schellhorn, Jean Singer, Shannon Tro