State of Civil Society 2013: Creating an Enabling Environment

Welcome to the second edition of the State of Civil Society report produced by CIVICUS: World Alliance for Citizen Participation. This report is not ours alone. The 2013 State of Civil Society report draws from nearly 50 contributions made by people active in civil society all over the world -- from our members, friends, partners, supporters and others in the CIVICUS alliance. They contributed 31 new pieces of analysis and thinking on the state of civil society. Our analysis also benefits from 16 responses to a questionnaire from national civil society platforms that are members of either our Affinity Group of National Associations (AGNA), or the International Forum of National NGO Platforms (IFP). Together, their contributions, published at http://socs.civicus.org, form the full report. Our summary report is a synthesis of this impressive array of perspectives. We believe that together their contributions offer a body of critical, cutting edge thinking about the changing state of contemporary civil society. We thank them for their efforts and continuing support. It is also important to acknowledge in this report the work of coalitions such as the Open Forum for CSO Development Effectiveness and BetterAid, and the subsequent CSO Partnership for Development Effectiveness, in bringing together many CSOs working in the development sphere in recent years to advance the debate on civil society's contributions to development effectiveness, including on the issue of the enabling conditions for civil society that are a necessary part of increasing CSO effectiveness. This report is also intended as a contribution to those wider efforts, in which we at CIVICUS are happy to be active partners

Sporobolus virginicus leaf salt glands: morphology and ultrastructure

The leaves of the halophytic, C4 grass, Sporobolus virginicus, possess bicellular salt glands that are more abundant on the adaxial surface. Each gland is composed of a voluminous, flask-shaped basal cell, embedded in the leaf and a smaller, dome-shaped cap cell that protrudes beyond the epidermis. An ornamented, porose cuticle overlies the protruding gland. The dense cytoplasm of the basal cell is partitioned into channels by a system of paired membranes which originate from invaginations of the plasma membrane, adjacent to the common wall between basal and cap cells. Closely associated with the partitioning membranes are numerous mitochondria, microtubules and endoplasmic reticulum. The basal cell is intimately connected to adjacent cap, epidermal and mesophyll cells by numerous plasmodesmata. The dense cytoplasm of the cap cell lacks partitioning membranes, but contains numerous small vacuoles and a concentration of organelles in close proximity to the outer surface. The basal cell appears to be suitably located and designed to access and direct ions from surrounding mesophyll and epidermal cells into the channels formed by the partitioning membranes. Subsequent ion movement is probably symptastic via the cytoplasm and plasmodesmata to the cap cell. The abundant mitochondria, which are closely associated with the partitioning membranes, are probably important in ion transport through the cytoplasm of the basal cell. The ions appear to be compartmentalised and transported across the cap cell in small vacuoles and accumulate in the cuticular cavity prior to elimination via cuticular pores or through rupture of the cuticle

United Kingdom: an increasingly differentiated profession

One of a selection of twelve country reports written as a contribution to the international Changing Academic Profession study that features over 20 countries. Each chapter addresses the issues of relevance, internationalisation and management and their implications for the academic profession in a particular country. These are: Australia, Brazil, the Czech Republic, Finland, Germany, Hong Kong, Japan, Malaysia, Norway, Portugal and South Africa, as well as the UK

Could multiple voids explain the Cosmic Microwave Background Cold Spot anomaly?

Understanding the observed Cold Spot (CS) (temperature of ~ -150 mu K at its centre) on the Cosmic Microwave Background (CMB) is an outstanding problem. Explanations vary from assuming it is just a > 3 sigma primordial Gaussian fluctuation to the imprint of a supervoid via the Integrated Sachs-Wolfe and Rees-Sciama (ISW+RS) effects. Since single spherical supervoids cannot account for the full profile, the ISW+RS of multiple line-of-sight voids is studied here to mimic the structure of the cosmic web. Two structure configurations are considered. The first, through simulations of 20 voids, produces a central mean temperature of ~-50 mu K. In this model the central CS temperature lies at ~ 2 sigma but fails to explain the CS hot ring. An alternative multi-void model (using more pronounced compensated voids) produces much smaller temperature profiles, but contains a prominent hot ring. Arrangements containing closely placed voids at low redshift are found to be particularly well suited to produce CS-like profiles. We then measure the significance of the CS if CS-like profiles (which are fitted to the ISW+RS of multi-void scenarios) are removed. The CS tension with the LCDM model can be reduced dramatically for an array of temperature profiles smaller than the CS itself.Comment: 5 pages, 3 figures, as appears in MNRAS Letter

Using Blended Learning To Facilitate The Mathematical Thought Processes Of Primary School Learners In A Computer Laboratory: A Case Study In Calculating Simple Areas

Primary school learners’ first encounters with mathematics in a traditional learning environment often create lifelong ‘math phobia.’(Papert 1980) The situation in a country emerging from an oppressive education system designed to educationally disempower the majority of the population is much worse. The typical scenario in a previously disadvantaged South African primary school is a classroom filled beyond capacity with the educator struggling to establish an effective learning environment. Thus the educator resorts to rote learning, drill and practice and ‘chalk and talk’ methods of teaching.  The individual needs and levels of learners are disregarded and blanket assessment methods are employed (Naidoo and Naidoo 2006b). Collaborative learning is minimal or non-existent. These traditional teaching strategies often disregard cultural and social factors, and pre-knowledge frames of learners.  Furthermore there is a dire shortage of qualified mathematics educators in the South African schooling system. Therefore there is an urgent need for alternative teaching and learning strategies to address the teaching of mathematics in primary schools. The introduction of networked computer laboratories to previously disadvantaged South African primary schools enables the use of computers as powerful tools to analyze the thought processes of learners during their early encounters with mathematics. A blended learning approach using a networked computing environment and LOGO mathematics to facilitate the teaching and learning of area in a Grade 5 class produced significantly higher grades and an enhanced learning experience, both for learners and the educator, as compared to a second Grade 5 class utilizing traditional teaching and learning methods only. This study entailed the use of software to promote collaborative learning encompassing both learner-learner and learner-educator interaction. Apart from the educator using the computer as a medium of instruction via the software, learners were allowed to actively provide input. Furthermore the software allowed the educator to view learners’ progress during activities and provide real-time input via the computer

First Year Students Understanding Of Elementary Concepts In Differential Calculus In A Computer Laboratory Teaching Environment

This paper focuses on blended learning in mathematics I module in elementary calculus, at a University of Technology.  A computer laboratory was used to create a learning environment that promoted interactive learning together with traditional teaching. The interactive learning was performed using projects to optimize the discovery and error diagnosis in an elementary differential calculus class consisting of first year engineering students.  A group of 33 engineering students (the experimental group) completed a project in elementary calculus as part of their course requirement for the mathematics I module in the engineering faculty. The project was designed to support the development of the differential calculus frames “limit of a sequence”, “average rate of change” and “instantaneous rate of change”.  Students were clinically interviewed on their tasks in the project. We also compared a control group of students (randomly selected students) in a completely traditional to the experimental group. Both groups were subjected to the Orton’s test on differential calculus.  Analysis of project work indicated that students have developed specific mathematical mental frames in elementary calculus. The control group exhibited more structural and executive errors than the experimental group. The experimental group tended to describe the concepts using deep structures than surface structures.  Statistically the scores on the Orton’s tests indicated a clear difference between the experimental group and the control group. We can suggest blended learning enhances understanding of key concepts in elementary calculus