An investigation of the principal's leadership role in a successful rural school in Namibia

Rural schools are faced with numerous challenges and are often perceived to be academically unsuccessful. However, in spite of this perception there are some which manage to beat the odds by being academically successful year after year. This peculiar phenomenon of ‘unequal performance’ among rural schools struck my interest; hence my decision to investigate what it is that successful rural schools do to keep afloat in a turbulent environment where others around them collapsed. As the literature suggests that leadership play a key role in the success of an organisation, I focused my study on how the leadership role of the principal makes a rural school thrive. The study is situated in the interpretive paradigm and attempts to reveal participants’ perceptions and experiences of the principal’s leadership. My participants were the principal, circuit inspector, the School Board Chairperson, a Head of Department and the LRC president. These people were purposefully selected; the principal was selected because he is the one executing the roles hence he would be better informed about them while the others due to the positions they occupy, work closely with the principal. The research is a case study as it focused on a single case, and for data generation I employed semi-structured interviews, observation and document analysis. The study revealed various characteristics that describe the leadership role of the principal. An overarching characteristic that emerged is that the principal is a balanced leader - he focuses on both task completion and consideration for people. Different characteristics that emerged from this balance leadership portrayed the principal of Ruacana Senior Secondary School to be a transformational and an instructional leader who believes that teaching and learning are the central activities of a school. Moreover he has been painted to be a team player and a servant leader who holds and practices the principle of ubuntu. The principal has also been described as a strategic and exemplary leader. It emerged that his exemplary leadership has moulded the practices of teachers and learners into a shared culture that supports academic excellence. The findings also depicted a paradoxical picture of the principal in that while he exhibits democratic procedures he is also perceived to be autocratic

Exponential Replication of Patterns in the Signal Tile Assembly Model

Chemical self-replicators are of considerable interest in the field of nanomanufacturing and as a model for evolution. We introduce the problem of self-replication of rectangular two-dimensional patterns in the practically motivated Signal Tile Assembly Model (STAM) [9]. The STAM is based on the Tile Assembly Model (TAM) which is a mathematical model of self-assembly in which DNA tile monomers may attach to other DNA tile monomers in a programmable way. More abstractly, four-sided tiles are assigned glue types to each edge, and self-assembly occurs when singleton tiles bind to a growing assembly, if the glue types match and the glue binding strength exceeds some threshold. The signal tile extension of the TAM allows signals to be propagated across assemblies to activate glues or break apart assemblies. Here, we construct a pattern replicator that replicates a two-dimensional input pattern over some fixed alphabet of size φ with O(φ) tile types, O(φ) unique glues, and a signal complexity of O(1). Furthermore, we show that this replication system displays exponential growth in n, the number of replicates of the initial patterned assembly

Prebiotically plausible mechanisms increase compositional diversity of nucleic acid sequences

During the origin of life, the biological information of nucleic acid polymers must have increased to encode functional molecules (the RNA world). Ribozymes tend to be compositionally unbiased, as is the vast majority of possible sequence space. However, ribonucleotides vary greatly in synthetic yield, reactivity and degradation rate, and their non-enzymatic polymerization results in compositionally biased sequences. While natural selection could lead to complex sequences, molecules with some activity are required to begin this process. Was the emergence of compositionally diverse sequences a matter of chance, or could prebiotically plausible reactions counter chemical biases to increase the probability of finding a ribozyme? Our in silico simulations using a two-letter alphabet show that template-directed ligation and high concatenation rates counter compositional bias and shift the pool toward longer sequences, permitting greater exploration of sequence space and stable folding. We verified experimentally that unbiased DNA sequences are more efficient templates for ligation, thus increasing the compositional diversity of the pool. Our work suggests that prebiotically plausible chemical mechanisms of nucleic acid polymerization and ligation could predispose toward a diverse pool of longer, potentially structured molecules. Such mechanisms could have set the stage for the appearance of functional activity very early in the emergence of life

Health Challenges and Perspectives for Sub-saharan Africa

the article is related to the partnership between University of Ferrara , Italy and Namibia University of Science and Technology in performing a new Bechelor's Degree for Nurses and Midwifer

Determining support for new teachers in Namibian schools

This study examined the effectiveness of a national support program in Namibia designed to help new teachers improve teaching and enhance student learning. The support activities currently undertaken are short-lived and not effective, therefore not providing teachers with the continual support needed to strengthen and augment their repertoires. The study also examined problems experienced by new teachers in their initial years of teaching. A major problem affecting teachers\u27 competencies in Namibia is the availability of teaching and learning resources. Another impediment perplexing teachers is learner discipline. Teachers need the appropriate skills to be able to adequately deal with these and other problems, so as to create a nurturing environment for teaching and learning. Based on the recommendations teachers made, a national support program for helping teachers deal effectively with aspects of teaching and learning was advanced. Teachers recommended that the support program incorporate induction and mentoring sessions for new teachers. They also strongly recommended that the program effectively deal with competencies in curriculum and instruction. Teachers reiterated the need for access to knowledge, provision of sufficient teaching and learning resources, and opportunities for further education