Global and EU Agricultural Trade Reform: What is in it for Tanzania, Uganda and Sub-Saharan Africia?

This paper uses the ATPSM partial equilibrium trade model (developed by UNCTAD and the FAO) to examine the impact of various agricultural trade liberalisation scenarios on the countries of Sub-Saharan Africa. The model is presented in some detail along with an assessment of some of its strengths and limitations. Two types of trade policy liberalisation scenario are simulated. The first is a set of benchmark total unilateral agricultural trade liberalisation scenarios - by the EU, other regions of the world, Sub-Saharan Africa and our two individual case study countries Tanzania and Uganda. These benchmark simulations give an idea of the potential welfare effects from trade reform. The second set of simulations covers different trade reform proposals that have been put forward in the context of the Doha Development Round. The paper focuses in particular on the Harbinson proposal. Results are reported for total welfare changes as well as more disaggregated welfare impacts on producers, consumers, and government revenue. Changes in export volume and value, and changes in quota rent from preferential trade agreements are also reported. The findings for Tanzania and Uganda are that the welfare effects of rich-country agricultural trade reform are small and typically modestly negative. This reflects both their trade balance in agricultural goods and the erosion in the value of some preferences in the case of Tanzania. Liberalisation by the countries themselves generates the biggest, albeit still small, total welfare gains but at the cost of lost government revenue and significant losses in welfare for net-agricultural producers in rural areas where most of the poor live. The paper is an important contribution in moving beyond the aggregate results for Sub-Saharan Africa that are typically presented in trade simulation papers on agricultural liberalisation, aggregates which include a significant diversity of contrasting individual country impacts.agriculture, trade, modelling, sub-Saharan Africa

Creating Your Own Symbols: Beginning Algebraic Thinking With Indigenous Students

Because mathematics education devalues Indigenous culture, Indigenous students continue to be the most mathematically disadvantaged group in Australia. Conventional wisdom with regard to Indigenous mathematics education is to utilise practical and visual teaching methods, yet the power of mathematics and the opportunities it brings for advancement lie in symbolic understanding. This paper reports on a Maths as Story Telling (MAST) teaching approach to assist Indigenous students understand algebra through creating and manipulating their own symbols for equations. It discusses effective Indigenous mathematics teaching, describes the MAST approach, analyses it in terms of Ernest’s (2005) semiotic processes, discusses its applications, and draws implications for Indigenous mathematics learning

A positive behaviour intervention approach to discipline at a primary school in Port Elizabeth

Learner discipline has become a major concern in South African schools. A society of entitlement has been bred over the past 20 years. The school is an open system that influences its environment and is being influenced by it too. The most challenging concern, at least for teachers, is to create and to maintain a form of order and structure at schools. The troublesome situation has an impact on teachers as they have to spend more time addressing challenging behaviour instead of spending that time on teaching a set curriculum and syllabus. Unfortunately, teachers report feelings of being ill-prepared to deal effectively with the challenging behaviour of learners in schools. Hence it is imperative to consider strategies to foster school discipline to manage and modify challenging behaviour in schools. To date, most researches have shown a major paradigm shift from the punitive disciplinary measures of the past towards a rather preventive and more positive approach. It became inevitable that learner discipline should be correctional and educational – especially after the abolishment of corporal punishment in South African schools. An increase attention has started to concentrate on early identification and prevention of challenging behaviour and on strategies to resolve such behaviour at its earliest appearance. Some of the guiding determinants for this positive approach are vested in maintaining a safe, harmonious and orderly environment that is conducive to teaching and learning. The outcry is to promote and encourage discipline amongst learners. An approach that has been termed school-wide positive behaviour intervention and support seems to address most of the challenging behaviours. Through the use of document analysis, observation and group interviews school-wide positive behaviour intervention and support was embraced. The findings further revealed that through proper planning, implementation strategies, and in-service training positive behaviour approach can be implemented in schools as framework for school discipline in primary schools. School-wide positive behaviour intervention and support will contribute successfully in managing and modifying challenging behaviour, fostering discipline in schools, and to educate learners in the habit of accountability and responsibility for their actions without using punishment following specified rules. Doing so some of the critical and developmental outcomes of education in South Africa will be realized. Although research in this area is limited, there are encouraging signs that a coordinated adoption of validated practice could substantially reduce challenging behaviours and thereby enhance the social and emotional well-being of learners in today’s society

Probability theory on time scales and applications to finance and inequalities

In this dissertation, the recently discovered concept of time scales is applied to probability theory, thus unifying discrete, continuous and many other cases. A short introduction to the theory of time scales is provided. Following this preliminary overview, the moment generating function is derived using a Laplace transformation on time scales. Various unifications of statements and new theorems in statistics are shown. Next, distributions on time scales are defined and their properties are studied. Most of the derived formulas and statements correspond exactly to those from discrete and continuous calculus and extend the applicability to many other cases. Some theorems differ from the ones found in the literature, but improve and simplify their handling. Finally, applications to finance, economics and inequalities of Ostrowski and Grüss type are presented. Throughout this paper, our results are compared to their well known counterparts in discrete and continuous analysis and many examples are given --Abstract, page iii