Course Guide Hcm

Total Page:16

File Type:pdf, Size:1020Kb

Course Guide Hcm COURSE GUIDE HCM 145 GEOGRAPHY OF TOURISM Course Developer/Writer Dr. G. O. Falade National Open University of Nigeria Programme Leader Dr. G. O. Falade National Open University of Nigeria Course Coordinator Mr. M. A. Gana National Open University of Nigeria NATIONAL OPEN UNIVERSITY OF NIGERIA HCM 145 COURSE GUIDE National Open University of Nigeria Headquarters University Village Plot 91, Cadastral Zone, Nnamdi Azikiwe Express way Jabi, Abuja Lagos Office 14/16 Ahmadu Bello Way Victoria Island, Lagos e-mail: [email protected] website: www.nou.edu.ng Published by National Open University of Nigeria Printed 2012 ISBN: 978-058-186-3 All Rights Reserved ii HCM 145 COURSE GUIDE CONTENTS PAGE Introduction………………………………… …..…………. 1 Course Objectives…………………………… …..………… 1 Working through this Course……………… …..………….. 1 Study Units………………………………… …..………….. 2 Assignment File……………………………… ….………... 2 Final Examination and Grading…………… ….………….. 3 Salient Points ………………………………… ….……….. 3 Final Advice ……...…………………………… ….………. 3 iii HCM 145 COURSE GUIDE Introduction HCM 145 is on Geography of Tourism. Our major concern here is with geography as it relates to tourism professionals. An attempt has been to provide all the essential features of the geography of Nigeria that you may need in your profession. We have touched on the concept of geography, only peripherally in this book. In the unit on Biodiversity: Landscape, Environment and Ecology, we have discussed, besides the geographical features of Nigeria, the variety of its flora and fauna wealth along with the environmental concerns. The unit on Seasonality and Destinations defines the concept of seasonality. It describes mainly the relationship between the destinations and their seasonality from the point of view of tourism. The unit on Map and Chart Work deals with the importance of maps and charts for tourism professionals. It also describes the language used in maps and charts and tells you the method to read maps and charts to your benefit, etc. Course Objectives As a potential tourism professional you will wonder at the variety and range of questions/queries that may be put across to you by an itinerant tourist (particularly to Nigeria) regarding the landscape, ecology or environment of this country even including questions concerning the state of transportation and road network system. In order not to avert or try to dodge such queries but instead, be able to provide replies that will satisfy potential tourists the necessary information you require has been provided in this course. Thus, by the time you have read this course fully, you should have sufficient knowledge in areas such as: 1. Geographical features 2. Ecological varieties 3. Environmental concerns in Nigeria 4. The road network and 5. Transportation Working through this Course In order to complete this course, you are required to read all the study units as well as other suggested materials. While it is not necessary for you to read them, in order to complete the course successfully, it will be to your advantage if you can. Each unit contains a Self Assessment Exercise by which you can assess your own progress. At various points 1 HCM 145 COURSE GUIDE in the course, particularly at the end of each unit, are TMAs (Tutor- Marked Assignments). Such assignments are supposed to be attempted and their answers mailed to your Tutorial Facilitators. Study Units This course is made up of 12 units broken into modules as follows: Module 1 Unit 1 Nigeria‟s Biodiversity (Landscape, Environment and Ecology) Unit 2 Seasonality and Destinations Unit 3 Map and Chart Work Unit 4 Nigeria‟s Location Unit 5 Nigeria: Relief and Drainage Module 2 Unit 1 Climate of Nigeria Unit 2 Nigeria Vegetation Unit 3 Modes of Transport in Nigeria Unit 4 Demand for Recreation I Unit 5 Demand for Recreation II Module 3 Unit 1 Site Evaluation Unit 2 Visitor and Site Monitoring and Control Assignment File The assignment file will be made available to you; there you will find all the details of the work you must submit to your tutor for marks. The marks you obtain for these assignments will count towards the final mark you obtain for this course. Assignments will normally attract 30% of the final grade, while the formal examination also attracts 70%. The assignments and the final examination add up to 100%. The assignment policy of the University as stated in the student‟s handbook should be observed. Application for extension should be submitted to the tutor. If the assignment is mailed to the tutor, it is the responsibility of the student to check with his/her tutor to confirm the receipt of such assignment so posted. As a precaution, you are advised to keep a copy of each assignment you submit. You are advised to be very systematic in following the instruction pertaining to your course of study. 2 HCM 145 COURSE GUIDE Final Examination and Grading The final examination of any tourism course will be questions of 2½ - 3 hours duration, with a value of 70% as formerly stated of the total course grade. All areas of the course will be examined. As a result, it is very important you read through and through the whole course material as many times as possible as mere permutation may disappoint you. You might find it useful to review your self-tests, TMAs and comments on them before the examination period. The series of courses under Foundation Course in Tourism are at 100 level, of either first or second semester courses. They are all 2-credit unit courses. They are available to all students taking the B.Sc. Tourism Studies. They are also suitable for any one who is interested in knowing what tourism is, particularly those studying a course in Hospitality Management, generally. Salient Points Below are some salient points that could be of help to you while working through this course: 1. Read the course guide thoroughly. 2. Organise a study schedule. Note the time you are expected to or should spend on each unit and how the assignments relate to the unit. 3. Once you have created your own study schedule, do everything you can to stick to it. The major reason that students fail is that they get behind with their course work. 4. Review the objective for each study to confirm that you have achieved them. If you feel unsure about any of the objectives, review the study material or consult your tutor. 5. After completing the last unit, review the course and prepare yourself for the final examination. Final Advice Organise how to manage your time. Do everything to stick to it. One of the major reasons a lot of students fail is that they take things for granted and procrastinate, only to be rushing unnecessarily towards exam period. If you get into difficulties with your schedule, do not waste time to let your tutor know before it will be too late to help you. When you are confident and satisfied that you have achieved a unit‟s 3 HCM 145 COURSE GUIDE objectives, you can then move on to the next unit. Proceed unit by unit through the course, pacing your studies and making the whole exercise easy for yourself. Good luck and enjoy your reading. 4 MAIN COURSE CONTENTS PAGE Module 1 ………………………………………………… 1 Unit 1 Nigeria‟s Biodiversity (Landscape, Environment and Ecology)…………………... 1 Unit 2 Seasonality and Destinations………………… 18 Unit 3 Map and Chart Work………………………… 28 Unit 4 Nigeria‟s Location…………………………… 41 Unit 5 Nigeria: Relief and Drainage………………… 52 Module 2 ………………………………………………… 64 Unit 1 Climate of Nigeria…………………………… 64 Unit 2 Nigeria Vegetation…………………………… 78 Modes of Transport in Unit 3 Nigeria……………….87 Unit 4 Demand for Recreation I…………………….. 100 Unit 5 Demand for Recreation II……………………. 109 Module 3 ………………………………………………… 125 Unit 1 Site Evaluation………………………………. 125 Unit 2 Visitor and Site Monitoring and Control……. 138 HCM 145 MODULE 1 MODULE 1 Unit 1 Nigeria‟s Biodiversity (Landscape, Environment and Ecology) Unit 2 Seasonality and Destinations Unit 3 Map and Chart Work Unit 4 Nigeria‟s Location Unit 5 Nigeria: Relief and Drainage UNIT 1 GEOGRAPHY AND TOURISM – NIGERIA’S BIODIVERSITY (LANDSCAPE, ENVIRONMENT AND ECOLOGY) CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Content 3.1 Geography of Nigeria 3.1.1 Location 3.1.2 Physical Features (Relief and Drainage of Nigeria) 3.1.3 Importance of the Rivers of Nigeria 3.1.4 Climatic Characteristics 3.2 Ecology of Nigeria 3.2.1 Vegetation and Soil 3.2.2 Forestry 3.2.3 Minerals 3.3 Environmental Concern 1 HCM 104 GEOGRAPHY OF TOURISM 4.0 Conclusion 5.0 Summary 6.0 Tutor-Marked Assignment 7.0 References/Further Readings 1.0 INTRODUCTION This unit is on Geography and Tourism. Our major concern here is with geography as it relates to tourism professional. An attempt has been to provide all the essential features of the geography of Nigeria that you may need in your profession. We have touched on the concept of Geography, only peripherally in this study. 2.0 OBJECTIVES After reading this unit, you should be familiar with the: • geographical features • ecological variety • environmental concerns in Nigeria 3.0 MAIN CONTENT 3.1 Geography of Nigeria 3.1.1 Location Nigeria is located on the West Coast of Africa between Latitudes 4° and 14°N and Longitudes 3° and 15°E. It covers an area of 923,768 square kilometers. The country is bounded to the West by the Republic of Benin, to the North by the Peoples Republic of Niger and the Republic of Chad, to the East by the Republic of Cameroun, and to the South by the Atlantic Ocean. With a current population of about 140 million inhabitants, Nigeria records the highest population in Africa and the largest concentration of the black race on earth.
Recommended publications
  • War and Insurgency in the Western Sahara
    Visit our website for other free publication downloads http://www.StrategicStudiesInstitute.army.mil/ To rate this publication click here. STRATEGIC STUDIES INSTITUTE The Strategic Studies Institute (SSI) is part of the U.S. Army War College and is the strategic-level study agent for issues relat- ed to national security and military strategy with emphasis on geostrategic analysis. The mission of SSI is to use independent analysis to conduct strategic studies that develop policy recommendations on: • Strategy, planning, and policy for joint and combined employment of military forces; • Regional strategic appraisals; • The nature of land warfare; • Matters affecting the Army’s future; • The concepts, philosophy, and theory of strategy; and, • Other issues of importance to the leadership of the Army. Studies produced by civilian and military analysts concern topics having strategic implications for the Army, the Department of Defense, and the larger national security community. In addition to its studies, SSI publishes special reports on topics of special or immediate interest. These include edited proceedings of conferences and topically-oriented roundtables, expanded trip reports, and quick-reaction responses to senior Army leaders. The Institute provides a valuable analytical capability within the Army to address strategic and other issues in support of Army participation in national security policy formulation. Strategic Studies Institute and U.S. Army War College Press WAR AND INSURGENCY IN THE WESTERN SAHARA Geoffrey Jensen May 2013 The views expressed in this report are those of the authors and do not necessarily reflect the official policy or position of the Department of the Army, the Department of Defense, or the U.S.
    [Show full text]
  • Le Fleuve Niger Et Le Changement Climatique Au Cours Des 100 Dernières Années
    Hydro-climatology: Variability and Change (Proceedings of symposium J-H02 held during 131 IUGG2011 in Melbourne, Australia, July 2011) (IAHS Publ. 344, 2011). Le fleuve Niger et le changement climatique au cours des 100 dernières années G. MAHE1, G. LIENOU2, F. BAMBA3, J. E. PATUREL4, O. ADEAGA5, L. DESCROIX6, A. MARIKO7, J. C. OLIVRY8, S. SANGARE9, A. OGILVIE10 & J. C. CLANET10 1 IRD, Université Mohamed V Agdal, BP 8967, 10 000 Rabat Agdal, Morocco [email protected] 2 Université Yaoundé I, Yaoundé, Cameroun 3 Ecole Nationale d’Ingénieurs, Bamako, Mali 4 HydroSciences Montpellier, France 5 University of Lagos, Lagos, Nigeria 6 LTHE, Grenoble, France 7 Université de Bamako, Bamako, Mali 8 Carqueiranne, France 9 DNH, Conakry, Guinea 10 G-EAU joint research unit, IRD, Montpellier, France Résumé Le bassin du fleuve Niger couvre 1.2 millions km2 et s’étend sur neuf pays en Afrique de l’Ouest. Son débit moyen à l’exutoire maritime est d’environ 6000 m3 s-1. La crue sur le cours principal en amont est formée au cours des 6–7 mois de la saison des pluies tropicales. Le régime hydrologique a évolué en raison du changement climatique et des impacts anthropiques. Il n’y a que peu de barrages sur le fleuve Niger, et les futurs ouvrages planifiés vont modifier son régime et les zones inondées. L’objectif de cette étude est de donner un aperçu global des changements hydrologiques du régime du Niger dans ses différents sous-bassins, afin d’évaluer les impacts des changements futurs. Les séries chronologiques à Koulikoro et pour les bassins amont montrent une forte variabilité interannuelle des débits depuis 1907, et une diminution profonde depuis 1970.
    [Show full text]
  • Aquifers in the Sokoto Basin, Northwestern Nigeria, with a Description of the Genercl Hydrogeology of the Region
    Aquifers in the Sokoto Basin, Northwestern Nigeria, With a Description of the Genercl Hydrogeology of the Region By HENRY R. ANDERSON and WILLIAM OGILBEE CONTRIBUTIONS TO THE HYDROLOGY OF AFRICA AND THE MEDITERRANEAN REGION GEOLOGICAL SURVEY WATER-SUPPLY PAPER 1757-L UNITED STATES GOVERNMENT PRINTING OFFICE, WASHINGTON : 1973 UNITED STATES DEPARTMENT OF THE INTERIOR ROGERS C. B. MORTON, Secretary GEOLOGICAL SURVEY V. E. McKelvey, Director Library of Congress catalog-card No. 73-600131 For sale by the Superintendent of Documents, U.S. Government Pri'ntinll Office Washinl\ton, D.C. 20402 - Price $6.75 Stock Number 2401-02389 CONTENTS Page Abstract -------------------------------------------------------- Ll Introduction -------------------------------------------------·--- 3 Purpose and scope of project ---------------------------------- 3 Location and extent of area ----------------------------------- 5 Previous investigations --------------------------------------- 5 Acknowledgments -------------------------------------------- 7 Geographic, climatic, and cultural features ------------------------ 8 Hydrology ----------------------_---------------------- __________ 10 Hydrogeology ---------------------------------------------------- 17 General features -------------------------------------------- 17 Physical character of rocks and occurrence of ground water ------- 18 Crystalline rocks (pre-Cretaceous) ------------------------ 18 Gundumi Formation (Lower Cretaceous) ------------------- 19 Illo Group (Cretaceous) ----------------------------------
    [Show full text]
  • UNIVERSITY of IBADAN LIBRARY F~Fiva23ia Mige'tia: Abe Ky • by G.D
    - / L. L '* I L I Nigerla- magazine - # -\ I* .. L I r~.ifr F No. 136 .,- e, .0981 W1.50r .I :4 UNIVERSITY OF IBADAN LIBRARY F~fiva23ia Mige'tia: ABe ky • By G.D. EKPENYONG (MRS) HIS BIBLIOGRAPHY IS COMING OUT AT A TIME TRADITIONAL RULERS ENCOURAGED THEIR PEOPLE TO AC- T WHEN THERE IS GENERAL OR NATIONAL AWARENESS CEPT ISLAM AND AS A CONSEQUENCE ACCEPT IT AND FOR THE REVIVAL OF OUR CULTURAL HERITage. It IS HOPED CELEBRATED FESTIVALS ASSOCIATED WITH THIS religion. THAT NIGERIANS AND ALIENS RESIDENT IN NigeRIa, FESTIVALS ARE PERIODIC RECURRING DAYS OR SEA- RESEARCHERS IN AFRICAN StudiES, WOULD FIND THIS SONS OF GAIETY OR MERRy-maKING SET ASIDE BY A PUBLICATION A GUIDE TO A BETTER KNOWLEDGE OF THE COMMUNITY, TRIBE OR CLAN, FOR THE OBSERVANCE OF CULTURAL HERITAGE AND DIVERSITY OF THE PEOPLES OF SACRED CELEBRATIOns, RELIGIOUS SOLEMNITIES OR MUs- NIGERIA. ICAL AND TRADITIONAL PERFORMANCE OF SPECIAL SIG- IT IS NECESSARY TO EMPHASISe, HOWEVER, THAT NIFICANCE. It IS AN OCCASION OF PUBLIC MANIFesta- ALTHOUGH THIS IS A PIONEERING EFFORT TO RECORD ALL TION OF JOY OR THE CELEBRATION OF A HISTORICAL OC- THE KNOWN AND UNKNOWN TRADITIONAL FESTIVALS CURRENCE LIKE THE CONQUEST OF A NEIGHBOURING HELD ANNUALLY OR IN SOME CASES, AFTER A LONG VILLAGE IN WAR. IT CAN TAKE THE FORM OF A RELIGIOUS INTERVAL OF TIMe, THIS BIBLIOGRAPHY IS BY NO MEANS CELEBRATION DURING WHICH SACRIFICES ARE OFFERED TO EXHAUSTIVE. THE DIFFERENT GODS HAVING POWER OVER RAIN, Sun- SHINE, MARRIAGE AND GOOD HARVEST. Introduction He IS THE MOST ANCIENT OF ALL YORUBA TOWNS AND NigerIa, ONE OF THE LARGEST COUNTRIES IN AFRIca, IS REGARDED BY ALL YORUBAS AS THE FIRST CITY FROM IS RICH IN CULTURE AND TRADITIOn.
    [Show full text]
  • Soil Survey Papers No. 5
    Soil Survey Papers No. 5 ANCIENTDUNE FIELDS AND FLUVIATILE DEPOSITS IN THE RIMA-SOKOTO RIVER BASIN (N.W. NIGERIA) W. G. Sombroek and I. S. Zonneveld Netherlands Soil Survey Institute, Wageningen A/Gr /3TI.O' SOIL SURVEY PAPERS No. 5 ANCIENT DUNE FIELDS AND FLUVIATILE DEPOSITS IN THE RIMA-SOKOTO RIVER BASIN (N.W. NIGERIA) Geomorphologie phenomena in relation to Quaternary changes in climate at the southern edge of the Sahara W. G. Sombroek and I. S. Zonneveld Scanned from original by ISRIC - World Soil Information, as ICSU ! World Data Centre for Soils. The purpose is to make a safe depository for endangered documents and to make the accrued ! information available for consultation, following Fair Use ' Guidelines. Every effort is taken to respect Copyright of the materials within the archives where the identification of the j Copyright holder is clear and, where feasible, to contact the i originators. For questions please contact soil.isricOwur.nl \ indicating the item reference number concerned. ! J SOIL SURVEY INSTITUTE, WAGENINGEN, THE NETHERLANDS — 1971 3TV9 Dr. I. S. Zonneveld was chief of the soils and land evaluation section of the Sokoto valley project and is at present Ass. Professor in Ecology at the International Institute for Aerial Survey and Earth Science (ITC) at Enschede, The Netherlands (P.O. Box 6, Enschede). Dr. W. G. Sombroek was a member of the same soils and evaluation section and is at present Project Manager of the Kenya Soil Survey Project, which is being supported by the Dutch Directorate for International Technical Assistance (P.O. Box 30028, Nairobi). The opinions and conclusions expressed in this publication are the authors' own personal views, and may not be taken as reflecting the official opinion or policies of either the Nigerian Authorities or the Food and Agriculture Organization of the United Nations.
    [Show full text]
  • Capturing Views of Men, Women and Youth on Agricultural Biodiversity
    Capturing views of men, women and youth on agricultural biodiversity resources consumed in Barotseland, Zambia CAPTURING VIEWS OF MEN, WOMEN AND YOUTH ON AGRICULTURAL BIODIVERSITY RESOURCES CONSUMED IN BAROTSELAND, ZAMBIA IN BAROTSELAND, BIODIVERSITY RESOURCES CONSUMED ON AGRICULTURAL YOUTH AND WOMEN VIEWS OF MEN, CAPTURING CAPTURING VIEWS OF MEN, WOMEN AND YOUTH ON AGRICULTURAL BIODIVERSITY RESOURCES CONSUMED IN BAROTSELAND, ZAMBIA Authors Joseph Jojo Baidu-Forson,1 Sondo Chanamwe,2 Conrad Muyaule,3 Albert Mulanda,4 Mukelabai Ndiyoi5 and Andrew Ward6 Authors’ Affiliations 1 Bioversity International (corresponding author: [email protected]) 2 Lecturer, Natural Resources Development College, Lusaka, Zambia 3 WorldFish and AAS Hub in Mongu, Zambia 4 Caritas, Mongu Diocese, Zambia 5 Lecturer, University of Barotseland, Mongu, Zambia 6 WorldFish, Africa Regional Office, Lusaka, Zambia Citation This publication should be cited as: Baidu-Forson JJ, Chanamwe S, Muyaule C, Mulanda A, Ndiyoi M and Ward A. 2015. Capturing views of men, women and youth on agricultural biodiversity resources consumed in Barotseland, Zambia. Penang, Malaysia: CGIAR Research Program on Aquatic Agricultural Systems. Working Paper: AAS-2015-17. Acknowledgments The authors would like to express sincere thanks to the indunas (community heads) for granting permission for the studies to be conducted in their communities. The authors are indebted to the following colleagues whose comments and suggestions led to improvements upon an earlier draft: Steven Cole, Mwansa Songe, Mike Phillips and Tendayi Maravanyika, all of WorldFish-Zambia; and Mauricio Bellon, Simon Attwood and Vincent Johnson of Bioversity International. We are grateful to Samantha Collins (Bioversity Communications Unit) for painstakingly editing the manuscript.
    [Show full text]
  • Brazil Country Handbook 1
    Brazil Country Handbook 1. This handbook provides basic reference information on Brazil, including its geography, history, government, military forces, and communications and trans- portation networks. This information is intended to familiarize military personnel with local customs and area knowledge to assist them during their assignment to Brazil. 2. This product is published under the auspices of the U.S. Department of Defense Intelligence Production Program (DoDIPP) with the Marine Corps Intel- ligence Activity designated as the community coordinator for the Country Hand- book Program. This product reflects the coordinated U.S. Defense Intelligence Community position on Brazil. 3. Dissemination and use of this publication is restricted to official military and government personnel from the United States of America, United Kingdom, Canada, Australia, NATO member countries, and other countries as required and designated for support of coalition operations. 4. The photos and text reproduced herein have been extracted solely for research, comment, and information reporting, and are intended for fair use by designated personnel in their official duties, including local reproduction for train- ing. Further dissemination of copyrighted material contained in this document, to include excerpts and graphics, is strictly prohibited under Title 17, U.S. Code. CONTENTS KEY FACTS. 1 U.S. MISSION . 2 U.S. Embassy. 2 U.S. Consulates . 2 Travel Advisories. 7 Entry Requirements . 7 Passport/Visa Requirements . 7 Immunization Requirements. 7 Custom Restrictions . 7 GEOGRAPHY AND CLIMATE . 8 Geography . 8 Land Statistics. 8 Boundaries . 8 Border Disputes . 10 Bodies of Water. 10 Topography . 16 Cross-Country Movement. 18 Climate. 19 Precipitation . 24 Environment . 24 Phenomena . 24 TRANSPORTATION AND COMMUNICATION .
    [Show full text]
  • Eric Keller Homeschool Gladbrook, IA Niger, Malnutrition the Impact Of
    Eric Keller Homeschool Gladbrook, IA Niger, Malnutrition The Impact of Malnutrition Due To Food Insecurity; Proposed Solutions For People Of Niger Introduction Despite many of the 21st century's innovations and advancements in agriculture and medical technology, food insecurity remains a global problem faced in particular by developing countries (Agriculture Goods, 2018). In fact, statistics show that globally "34 million children suffer from severe acute malnutrition and die from hunger-related causes" (Action Against Hunger, 2018). Sadly, this means that malnutrition alone accounts for "over half of children’s deaths annually with other leading causes of death listed as various diseases and infections" (Neumann, Gewa, & Bwibo, 2018). Malnutrition is typically caused by several underlying factor such as poverty, lack of access to food, food insecurity, disease, conflicts, climate change, and lack of safe drinking water (Causes of Malnutrition, 2018). It is the intent of this paper to discuss malnutrition caused by food insecurity, PEM (Protein Energy Malnutrition), and propose solutions that may alleviate this problem. Country of Interest: Niger A main requirement for a stable country is food security. There is a need for food all across the world, and there is a need for people to come together and help fight hunger. Food insecurity throughout the global community is a problem and one country in particular, Niger, (located in Western Africa) caught the researcher's attention as one in six children in Niger will not live to see their fifth birthday due to the high rates of malnutrition and disease (Niger, 2018). The population of Niger in 2005 was 9.2 million compared to 16.6 million in 2018.
    [Show full text]
  • An Adaptive Visual Learning Approach for Waterborne Disease
    Western Kentucky University TopSCHOLAR® Masters Theses & Specialist Projects Graduate School Spring 2016 An Adaptive Visual Learning Approach for Waterborne Disease Prevention in Rural West Africa Jonathan Le Mar Oglesby Western Kentucky University, [email protected] Follow this and additional works at: http://digitalcommons.wku.edu/theses Part of the Environmental Education Commons, Environmental Health and Protection Commons, Health and Physical Education Commons, and the Water Resource Management Commons Recommended Citation Oglesby, Jonathan Le Mar, "An Adaptive Visual Learning Approach for Waterborne Disease Prevention in Rural West Africa" (2016). Masters Theses & Specialist Projects. Paper 1581. http://digitalcommons.wku.edu/theses/1581 This Thesis is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in Masters Theses & Specialist Projects by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. AN ADAPTIVE VISUAL LEARNING APPROACH FOR WATERBORNE DISEASE PREVENTION IN RURAL WEST AFRICA A Thesis Presented to the Faculty of the Department of Geography and Geology Western Kentucky University Bowling Green, Kentucky In Partial Fulfillment of the Requirements for the Degree Master of Science By Jonathan LeMar Oglesby May 2016 ACKNOWLEDGMENTS I would like to thank my advisor Dr. Leslie North for all of her guidance and wisdom during this research project. I also thank and acknowledge my committee members, Dr. David Keeling and Dr. Jason Polk, for their input and encouragement. I thank Dr. Josh Durkee and Dr. Ted Pass II for their invaluable mentoring; Vivian Davis, Marci Morehead, and Olivia Williams for the overwhelming support; and Dr. Scott Hudson, Mike Troyer, and Chris Whitsett for their steadfast guidance and instruction.
    [Show full text]
  • Esm 102 the Nigerian Environment
    ESM 102 THE NIGERIAN ENVIRONMENT ESM 102: THE NIGERIAN ENVIRONMENT COURSE GUIDE NATIONAL OPEN UNIVERSITY OF NIGERIA 2 ESM 102 THE NIGERIAN ENVIRONMENT Contents Introduction What you will learn in this course Course aims Course objectives Working through this course Course materials Study units Assessment Tutor marked Assignment (TMAs) Course overview How to get the most from this course Summary Introduction The Nigerian Environment is a one year, two credit first level course. It will be available to all students to take towards the core module of their B.Sc (Hons) in Environmental Studies/Management. It will also be appropriate as an "one-off' course for anyone who wants to be acquainted with the Nigerian Environment or/and does not intend to complete the NOU qualification. The course will be designed to content twenty units, which involves fundamental concepts and issues on the Nigerian Environment and how to control some of them. The material has been designed to assist students in Nigeria by using examples from our local communities mostly. The intention of this course therefore is to help the learner to be more familiar with the Nigerian Environment. There are no compulsory prerequisites for this course, although basic prior knowledge in geography, biology and chemistry is very important in assisting the learner through this course. This Course-Guide tells you in brief what the course is about, what course materials you will be using and how you can work your way through these materials. It gave suggestions on some general guideline for the amount of time you are likely to spend on each unit of the course in order to complete it successfully.
    [Show full text]
  • Gender, Land and Decentralisation in Niger
    Issue cov 143 12/2/06 1:24 PM Page 3 Issue paper no. 143 Landless women, hopeless women? Gender, land and decentralisation in Niger Marthe Diarra Marie Monimart October 2006 Issue paper143 12/2/06 1:26 PM Page i Landless women, hopeless women? Gender, land and decentralisation in Niger Marthe Diarra Marie Monimart Issue paper143 12/2/06 1:26 PM Page ii Acknowledgements We would like to dedicate this study to 92-year old Tambara Hawa, who sang us the songs composed for her tambarci ceremony some seventy years ago. Surrounded by her daughters and granddaughters, she still roared with laughter at one that cruelly taunted her co-wife, the jealous and wasteful kishya she cut down to size with a song all those years ago! Her keen eye and sharp memory brought alive nearly three-quarters of a century of rural life in the south of the region of Maradi, and this study gained immea- surably from the insights this remarkable woman shared with us. Our thanks also go to two other women who agreed to make their portraits with us: 35- year old Délou W, the hardworking young grandmother, farmer and municipal councillor, another tambara, who is buying fields for her daughter; and 28-year old Djorki, a young Wodaabe Fulani nomad who lost her animals and is now making desperate and valiant attempts to cultivate her fields on the edge of the desert north of Tanout. A special mention too to all those who welcomed us into their village or encampment, made space for us or lent us a house, pulled water and kept a constant eye out for “their foreigners” with their particularly moving brand of Sahelian hospitality.
    [Show full text]
  • East Africa and North and West Africa Counterterrorism Operations Report
    EAST AFRICA AND NORTH AND WEST AFRICA COUNTERTERRORISM OPERATIONS LEAD INSPECTOR GENERAL REPORT TO THE UNITED STATES CONGRESS OCTOBER 1, 2019‒DECEMBER 31, 2019 ABOUT THIS REPORT In January 2013, legislation was enacted creating the Lead Inspector General (Lead IG) framework for oversight of overseas contingency operations. This legislation, which amended the Inspector General Act, requires the Inspectors General of the Department of Defense (DoD), Department of State (DoS), and U.S. Agency for International Development (USAID) to provide quarterly reports to Congress on active overseas contingency operations. The DoD Inspector General (IG) was designated as the Lead IG for the East Africa Counterterrorism Operation and the North and West Africa Counterterrorism Operation. The DoS IG is the Associate IG for these two operations. The USAID IG also participates in oversight of the operations. The Offices of Inspector General of the DoD, DoS, and USAID are referred to in this report as the Lead IG agencies. Other partner agencies also contribute to oversight of these two operations. The Lead IG agencies collectively carry out their statutory missions to: • Develop a joint strategic plan to conduct comprehensive oversight of the operations. • Ensure independent and effective oversight of programs and operations of the Federal Government in support of the operations through either joint or individual audits, inspections, and evaluations. • Report quarterly to Congress and the public on the operations and activities of the Lead IG agencies. METHODOLOGY To produce this quarterly report, the Lead IG agencies submit requests for information to the DoD, DoS, and USAID about these two counterterrorism operations and related programs.
    [Show full text]