Palmyra Fiber as Additional Materials on Solid Concrete Brick of Aggregate
The use of waste as an additional material on the building work was increasingly actively developed, such as straw, styrofoam, bagasse, cow manure. The key drivers of the use of waste is the potential for waste is increasing, due to the depletion of non-renewable resources. Papyrus rod diameter 60 cm, length 30 meters, has a volume of 5,652m3 as well as the edges of the Rods that can be used for construction with a thickness of 3 cm has a volume 0,942m3, Pith and fiber volume content of the stem 4,71m3/rod, then in one rod, there are 2 to 3 bunches each fruit bunches yield as much as 20 to 30 items for one harvest, by weight of fruit fiber 101.2 gram / fruit, Fiber characteristics are round and smooth is expected to reduce cracks in solid concrete brick and also can reduce the use of sand. This study aims to determine the compressive strength of the composition of the additional material of Rods fiber content and Fiber of palmyra fruit with a percentage 3%, 6% and 9%, mixing ratio; 1 cement and 5 sand in the manufacture of solid concrete brick. Rods fiber content used the average Ø1,031mm with a tensile strength of single fiber 39,305N / cm and fruit fiber to an average value Ø0,40mm with a tensile strength of single fiber 33,691N / cm. Making test specimen with a length of 20cm, width 10cm and thick 8cm. The test results of compressive strength after 14 days with the lowest value at 3% of additional material combination of fiber content of 6% fiber stem and fruit by 70,384Kg/cm²with a water content of 15,254% In weight position 2,935Kg as well as the highest value on the combination of additional material 0% rods fiber content and 3% fruit fiber by 98,821Kg/cm² with a water content of 15,031% In weight position 3,058Kg. While N (without additional material) with a compressive strength below the average id 63,704Kg/cm2 with water content of 10,167 in weight position 3,072Kg. Research result of solid concrete brick with additional material of rods fiber content and palmyra fruit fiber was included on the type B70, the average value of the compressive strength of 78.57 Kg / cm² (SNI-03-1348-1989) with a water content of <25%.
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<![CDATA[Risks of the Female Youth to Drugs and Substance Abuse in Makindu Town, Kenya ]]>
<![CDATA[Jagero, Nelson]]>;
<![CDATA[Mbulwa, Faith]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
Publisher : <![CDATA[Richtmann Publishing ]]>
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<![CDATA[This study paid particular attention to investigating the nature and magnitude of risks exposed to the female youthabusing drugs in Makindu town Kenya. Consequently, this exploratory study had the following objectives: to identify and classifythe type of risks experienced by female youth exposed to drug and substance use. The research design used in the study wascase study design. Using snow ball sampling technique. 29 respondents were sampled for the study. The data was collected byuse of unstructured interviews designed for female youth abusing drug and substance, focus group discussion guides for femaleyouth whose partners abused drugs, key informant for key informants, participant observation and where possible anobservation checklist. According to the finding of the study, it was evident that: Biological risks included: lung complications,HIV/Aids, poor duty performance, falling , chipping and staining of teeth etc, social risks included; neglect of children, fightingwith spouse and others, influencing children to abuse sleeping pills etc, and psychological: loss of memory, mental illness,anorexia etc were cited to be some of the risks the female youth experienced after abusing drugs and substance.]]>
<![CDATA[Primary School Pupils’ ICT Literacy in Northern Aegean ]]>
<![CDATA[Panagiotis, Giavrimis]]>;
<![CDATA[Nikolarea, Ekaterini]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
Publisher : <![CDATA[Richtmann Publishing ]]>
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<![CDATA[The present research is part of the outcomes of a wider research that explores the ICT [Information CommunicationTechnology] applications to Greek Public Primary Schools and their impact on teaching, learning and cognitive processes aswell as on pupils’ behavioural adaptation, according to Primary Education Teachers’ opinions and the Pupils of the 5th and 6thGrades of Greek Public Regular and Day-long Primary School (DLPS). The research sample consisted of 316 pupils, of the 5thand 6th Grades of (Public) Primary Schools in Northern Aegean. Of the pupils, 153 (48.4%) were boys and 163 (51.6%) weregirls. In the outcomes, it is discussed about pupils’ opinions on the degree of their acquisition of basic ICT skills, as mentioned inthe Greek Primary School Curriculum.]]>
<![CDATA[Micro Business Financing System and Development of Credit Lines in Albania ]]>
<![CDATA[Qarri, Albert]]>;
<![CDATA[Dumi, Alba]]>;
<![CDATA[Demo, Ervin]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
Publisher : <![CDATA[Richtmann Publishing ]]>
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<![CDATA[The capacity of public administration was weak; the system, stemming from a party focused environment, was highlypoliticized. Corruption was pervasive in every facet of the public sector. Citizens feared public administration and did not trust itto provide even the most basic services in a fair or impartial way. The financial collapse in 1997 was a watershed event inAlbania's transition from its communist past. It highlighted the problems of Albania's economic governance capacity and, from anadministrative standpoint, reaffirmed and highlighted the inefficacy of a public administration, unable to enforce its laws andregulations. As the public's confidence in Albanian1 institutions had been significantly eroded by the recent events, restoring thepublic's trust in the government became the main priority of the government. In order to achieve this objective the capacity of thepublic administration needed to be dramatically strengthened.2 The donors concurred with this assessment. IDA, starting withthe 1998 CAS, considered governance and institution building as one of the central planks of its intervention and identified theneed to adopt and implement reforms to build an accountable and transparent state as the most important challenge facing theGovernment of Albania. Over the next several years, the Albanian Government, in partnership with donors, emphasizedinstitutional reform and capacity building and developed a comprehensive strategy to strengthen the public institutions for moreeffective governance.]]>
<![CDATA[Impact of Immediate and Delayed Error Correction on EFL Learners’ Oral Production: CAF ]]>
<![CDATA[Rahimi, Afsaneh]]>;
<![CDATA[Dastjerdi, Hossein Vahid]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
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<![CDATA[As the purpose of communication in second/foreign language learning can be complex, fluent and accurate speech,the best type of correcting learners' errors need to be taken into consideration. The aim of this study was to investigate aneffective error correction method (in this case immediate and/or delayed) in developing learners' complexity, fluency andaccuracy in speech. The other aim was to measure the level of anxiety that students experience in the class while the teachercorrects their errors immediately or with some delay. 20 female intermediate EFL learners aged 15 to 20 were chosen from oneof the English language institutes in Isfahan, Iran. The participants were divided into 2 groups of 10. For G1 errors werecorrected immediately and for G2 with some delay, i.e. after finishing their speech during 30 sessions. At the end of the term,each student was asked to discuss one of the topics they had discussed during the term while their voices were recorded andtranscribed later. Measures of accuracy, fluency, and complexity were developed and the results showed that delayed errorcorrection has positive effect on fluency and accuracy but not on complexity. For the second aim, a Foreign Language Anxietyquestionnaire was given to all the participants at the end of the term and the results indicated that G2 with delayed correctionexperienced less anxiety in class.]]>
<![CDATA[Computer Assisted Language Learning and English Language Teaching in Thailand: Overview ]]>
<![CDATA[Khamkhien, Attapol]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
Publisher : <![CDATA[Richtmann Publishing ]]>
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<![CDATA[Currently, computer assisted language learning (CALL) is widely accepted to be a tool which can be used to facilitatethe language learning process, particularly English language teaching (ELT). The use of CALL has provided a powerful mediumfor language learning from both teaching and learning perspectives. However, the integration of CALL programs in languageinstruction requires a certain level of sensitivity and understanding of how to use the programs appropriately. This paper focuseson using CALL in English classrooms in Thailand. It commences with an overview of the development of using computers in theEnglish classroom. Then, advantages and disadvantages of integrating CALL in English instruction are discussed. Next, varioustypes of learning activities that apply computer technology to English learning and instruction in the Thai context are presented.Previous studies on the use and careful integration of CALL, contributing to success of teaching English and facilitating Englishlearning in the Thai context are explored. Pedagogical implications into teaching English with CALL as a tool are suggested.]]>
<![CDATA[Modernism in Late Ottoman Empire and in Early Turkey ]]>
<![CDATA[Şimşek, Yılmaz]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
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<![CDATA[Methods in public administration have changed by the changes and improvements in society and its understanding ofadministration. These changes and improvements need new ideas and imaginations to break routine understanding ofadministration. A fashionable way of administration a century ago can be dated today unless it has dynamics rather thanbounded rules. This paper explores the experiments of modernity both in late Ottoman Empire and early Turkish Republic. Itfocuses in particular on continuity rather than change by the name of modernity.]]>
<![CDATA[The New Role of the Nonprofit Sector ]]>
<![CDATA[Albassam, Bassam Abdullah]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
Publisher : <![CDATA[Richtmann Publishing ]]>
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<![CDATA[For decades, serving the public has been the main function of nonprofit organizations. They have also been involved inother functions such as participation in the policy process, but not so significantly as to have influence in policy-making andimplementation. In recent years, however, the role nonprofit organizations play in the national economy and political process hasincreased. In addition, the relationships between the nonprofit (independent) sector and the public and private sectors havechanged, causing politicians and scholars to rethink the nonprofit sector’s increased influence on the local and national economyand policy process. This paper explore the new role that the nonprofit sector has begun to play in shaping and influencing thelocal and national economy and policy process in the United States in the last few decades. The paper concludes thatlegislations and rules that deal with the way nonprofit organizations participate in the policy process need to be updated toconsider the increasing role of the sector.]]>
<![CDATA[Building Blocks for Raising Healthy and Successful Youth: A Profile of Development Assets of Youth Living in Tirana City, Albania ]]>
<![CDATA[Nano, Livia]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
Publisher : <![CDATA[Richtmann Publishing ]]>
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<![CDATA[This paper begins by shortly presenting two approaches to helping young people grow up healthy and successfully: 1)problems’ prevention / reduction approach and 2) strength-based approach; by emphasizing the need to find a balance betweenthe two. Furthermore, the paper focuses on the strength-based approach by presenting Search Institute’s Development AssetFramework. This framework identifies 40 elements of young people’s positive growth and development. This section is followedby an overview of the state of development assets among young people attending public secondary and high schools of Tiranacity, in Albania, by providing an analysis according to eight assets categories (support, empowerment, boundaries andexpectations, constructive use of time, commitment to learning, positive values, social competencies and positive identity) aswell as according to five context areas (personal, family, school, social and community). The paper concludes by stressing thepower of development assets and the role that everyone may play in building these assets.]]>
<![CDATA[Teachers’ Perception of School-Based Assessment in Nigerian Secondary Schools ]]>
<![CDATA[Adediwura, Alaba Adeyemi]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
Publisher : <![CDATA[Richtmann Publishing ]]>
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<![CDATA[The study investigated the perceived effect of SBA on Nigerian secondary school teachers, with the specific aim ofdetermining the preparedness of the teachers to conduct SBA as well as the perceived effect of the SBA on their teachingpractices and students’ learning. The population for the study consist of secondary school teachers in the six South-WesternState of Nigeria. From each of the six states, six secondary schools were purposively selected based on owner ship of theschools. A total number of 36 secondary schools were involved in the study. From each of the schools 15 teachers wererandomly selected to take part in the study. Thus the study sample size was 540 teachers. An adapted questionnaire was usedto collect the study data. The adapted questionnaire was named “Nigerian Teachers’ Perception of School-Based AssessmentQuestionnaireâ€. This questionnaire was divided into four sections of A, B, C and D. Sections B, C, and D of the instrumentrespectively have a test-retest reliability of (r = 0.72, 0.77 & 0.73 Ï = < .05) over a period of two weeks and Cronbach coefficientalpha (0.79, 0.70 and 0.71). The result indicated that more than half of the sampled teachers were not adequately prepare toconduct SBA. However, teachers from Federal Government Colleges were better prepared. It was also discovered that morethan fifty percent of the teachers have a negative perception of the effect of SBA on their teaching practices and on students’learning. The study therefore suggests effective monitoring of educational policy implementation and timely in-service trainingfor all teachers irrespective of school owner.]]>
<![CDATA[A Study of the Relationship Between Iranian EFL Learners’ Multiple Intelligences and their Performance on Writing ]]>
<![CDATA[Ahmadian, Moussa]]>;
<![CDATA[Hosseini, Samaneh]]>
<![CDATA[ Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012 ]]>
Publisher : <![CDATA[Richtmann Publishing ]]>
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<![CDATA[The Multiple Intelligences Theory (MIT), proposed by Gardner (1983), claims that there are at least eight differenthuman intelligences. This new view of intelligence with emphasis on learner variable has been used in language learning andteaching settings. The theory stresses that if individual differences are taken into account and classroom activities arediversified, language learners can better improve their language skills. The present study investigates possible relationshipbetween L2 learners’ multiple intelligence (MI) and their writing performance. Thirty three female homogeneous Persianspeaking EFL learners participated in the study. The instruments used were the Multiple Intelligence Developmental AssessmentScales (MIDAS), an instrument designed by Shearer in 1996, and the participants' average scores on two writing tasks, as anindex of writing products. The correlational analysis of the results revealed a statistically significant relationship betweenparticipants' MI and their performance on writing. Furthermore, the results of regression analysis showed that among all eightintelligences, linguistic intelligence is the best predictor of writing performance. The findings suggest English teachers toconsider the role of MI in classes and provide more effective activities to help students improve second language writing ability.Possible implications of the findings for language teaching and teaching writing have been discussed.]]>
